Pacific University PACIFIC UNIVERSITY I FOREST GROVE I OREGON Graduate Professions Catalog 2000-2001

GRADUATE PROFESSIONS CATALOG I 2000-2001

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VISIT OUR WEBSITE Pacific University has made every effort to ensure that the information is accurate at the www.pacificu.edu time of publication, but reserves the right to change the provisions in this catalog. This includes the right to discontinue courses, E-MAIL change requirements for admission and graduation, adjust fees or change any other regulation or policy in this catalog. The [email protected] information and policies in this catalog are for informational purposes only and do not constitute an agreement or contract between Pacific University and students, staff, or faculty.

NOTICE OF NONDISCRIMINATION It is the policy of Pacific University not to discriminate on the basis of sex, disability, race, color, national origin, sexual orientation, age, religious preference, disabled veteran or Vietnam Era status in admission and access to, or treatment in employment, educational programs or activities as required by Title IX of the Education Amendments of 1072, section 504 of the Rehabilitation Act of 1973, Title VII of the Civil Rights act of 1964, the Age Discrimination Act, the Americans With Disabilities Act of 1990 and their implementing regulations. Questions or complaints may be directed to the Vice President for Academic Affairs, 2043 College Way, Forest Grove, Oregon 97116, 503-359-2215.

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2 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 ACCREDITATIONS & MEMBERSHIPS Accreditation & Memberships

ACCREDITATIONS MEMBERSHIPS Pacific University is accredited by the Pacific is a member of the National Commission on Colleges of the Northwest Association of Independent Colleges and Association of Schools and Colleges. In Universities, the Oregon Independent addition, selected programs have received Colleges Foundation, the Oregon Indepen- specialized accreditation from: dent Colleges Association, the American Optometry Association of University Women, the Council on Optometric Education of Council for Higher Education of the United the American Optometric Association Church of Christ, the College Scholarship Service, the Northwest Conference of Music Independent Colleges, the National National Association of Collegiate Athletics Association and the Schools of Music Association of Independent Liberal Arts Physical Therapy Colleges for Teacher Education. Commission on Accreditation in Physical Therapy Education of the American Physical Therapy Association Occupational Therapy Accreditation Council for Occupational Therapy Education of the American Occupational Therapy Association, Inc. Professional Psychology Committee on Accreditation of the American Psychological Association Education Teacher Standards and Practices Commission of the State of Oregon Physician Assistant Studies Commission on Accreditation of Allied Health Education Programs

www.pacificu.edu ❖ 3 Officers & Trustees

Senior Officers of Administration Senior officers of the Board of Trustees Faith Gabelnick William H. Stoller President Chairman of the Board Larry Clausen A.E. “Gene” Brim Vice President for Academic Affairs Chairman Emeritus Len Hightower Steven R. Rogel Vice President for Enrollment Management Vice Chairman of the Board Irene M. Moszer Tim Schauermann Vice President for Finance and Administration Secretary Timothy O’Malley Vice President for University Relations Daiva A. Banaitis Program Director, School of Physical Therapy Thomas D. Beck Dean, College of Arts and Sciences Leland W. Carr Dean, College of Optometry Michel Hersen Dean, School of Professional Psychology Willard M. Kniep Dean, School of Education Eva C. Krebs Dean of Students Christine Legler Program Director, School of Physician Assistant Studies Molly McEwen Program Director, School of Occupational Therapy

4 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 OFFICERS & TRUSTEES

Pacific University Board of Trustees Senior Trustees Ernest “Wayne” Atteberry Victor Atiyeh Steven C. Boone ‘73 Doris Burlingham A.E. “Gene” Brim Robert E. Epler George W. Burlingham Ron Fraedrick Mindy Cameron ‘65 Robert E. Gillis ‘61 Eleanore A. Chong Tom F. Hartung Max K. Evans ‘58 Thomas J. Holce ‘58 Mary Fehrs Elizabeth H. Johnson Faith Gabelnick Roy Lieuallen ‘40 Elizabeth Goldblatt James G. Reynolds Ronald L. Greenman Thomas J. Sloan Stephen A. Gregg Leslie F. Stevens Lawrence W. Harris III Loran L. Stewart Joseph H. Howell Jean B. Tate ‘52 Eng Lock Khoo Dean M. Wilcox ‘50 John G. King Eric Knutson ’66, OD ‘67 Honorary Trustees Kenneth Lewis A. J. Buttrey John R. Meyer ‘49 Roy B. Clunes, OD ’39 Paul V. Phillips ‘78 Louis B. Perry Lee Ann Remington ’83, OD’84 Ralph H. Shumm John D. Ritchie Newton K. Wesley, OD ’39 Steven R. Rogel Dwight A. Sangrey Tim Schauermann ‘66 Bryce Seidl Sherry H. Smith ‘64 Bonita Squires William H. Stoller ‘74 Douglas C. Strain Thomas J. Tomjack Benjamin R. Whiteley Kimberly Williams

www.pacificu.edu ❖ 5 Table of Contents

Accreditation and Memberships ...... 3 Administrative Officers and Trustees ...... 4 Introduction to the University ...... 8 Entering the University ...... 13 Tuition and Fees...... 15 Room and Board ...... 17 Business Policies on Tuition and Fees ...... 19 Financial Aid ...... 19 Degree Requirements ...... 21

School of Education ...... 25 College of Optometry ...... 71 The Doctor of Optometry Undergraduate Study Professional Degree Program ...... 74 in Education ...... 27 Financial Aid ...... 78 Master of Arts in Teaching Code of Academic Conduct ...... 85 Fifth Year Program ...... 31 Programs of Study...... 89 Masters of Arts in Teaching/Flexible Graduate and Advanced Education.. 92 Schedule (MAT/Flex) ...... 34 Course Descriptions ...... 100 Master of Arts in Teaching/ Academic Calendar ...... 109 Continuing License (MAT/CL) ...... 36 Adding Authorizations, School of Physical Therapy ...... 112 Endorsements or Specialties ...... 38 Financial Aid ...... 115 Master of Arts in Education Courses in the MSPT Curriculum Studies (MAE/CS) ...... 41 Professional Program ...... 116 Master of Education Visual Courses in the DPT Function in Learning (MED/VFL).... 42 Professional Program ...... 120 Professional & Academic Standards Master of Science in Health in the School of Education ...... 43 Sciences Degree ...... 126 Course Descriptions ...... 45 Academic Calendar ...... 129 Academic Calendar ...... 57

School of Occupational Therapy ...... 59 Program of Study ...... 61 Financial Aid ...... 64 Academic Standards ...... 65 Curriculum ...... 66 Course Description ...... 68 Academic Calendar ...... 70

6 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 TABLE OF CONTENTS

School of Physician Assistant School of Psychology ...... 143 Studies ...... 131 Admission ...... 144 Master of Science in Physician Professional and Academic Standards Assistant Studies ...... 132 and Student Evaluation ...... 147 Academic Policies and The Clinical Psychology Program Procedures ...... 133 (M.S./Psy.D.Degree) ...... 148 Physician Assistant Course Description for Professional Curriculum ...... 136 Clinical Psychology ...... 154 Course Descriptions ...... 137 Master of Arts in Counseling Academic Calendar ...... 140 Psychology Program ...... 158 Course Descriptions for Counseling Psychology ...... 159 Academic Calendar ...... 161

Academic Policies and Procedures ...... 163 Academic Conduct Policies ...... 170 College and University Resources ...... 174 Student Services ...... 77 Faculty ...... 182 Telephone Directory...... 199 Map ...... 200 Index ...... 203

www.pacificu.edu ❖ 7 Introduction

MISSION OF PACIFIC UNIVERSITY the principles of liberal learning. Pacific’s history is richly steeped in a tradition of The mission of Pacific University is to community service. To build upon our provide an education of exceptional legacy, we have identified the above quality in liberal arts and sciences, and in mission and values as those we fully selected professional programs to prepare embrace in all of our programs and students for service to a changing commu- initiatives. nity, nation and world. Pacific University offers exceptional In addition to our mission, Pacific Univer- academic value. Independent analyses of sity values the university’s educational quality, cost • A community of faculty, staff, and and the ready availability of financial aid students dedicated to high academic have determined that Pacific is among the standards, integrity, lifelong learning, best educational values in the nation. and service to the community and the Emphasizing quality, keeping costs in integration of liberal arts and profes- check and offering additional opportuni- sional education; ties for financial assistance are top priorities. • A community that embraces creativity, flexibility and change and that honors Pacific provides a caring community diversity of viewpoints; where friendships are a priority and faculty are committed to helping students • A community that respects our succeed. The university is small enough traditions, our environment and our that opportunities abound for students relationships beyond the campus. to get involved, but big enough that students working together can have a meaningful impact. PACIFIC: AN OVERVIEW Pacific University, founded in 1849, is an A History of Pacific University independent, comprehensive university Pacific University was established by the recognized nationally for its exemplary Legislative Assembly of the Territory of programs and as one of the best values in Oregon in 1849, but traces its beginnings higher education west of the Mississippi. to an orphan school established in 1842 With an enrollment of almost 2,000, Pacific by the Reverend and Mrs. Harvey Clarke, is pioneering new developments in the Congregational missionaries who came delivery of higher education. We are to the Northwest from Chester, Vermont. creating a dynamic, new learning commu- With the help of Alvin T. Smith, they nity that will explicitly prepare our built a log cabin for a school on a the students for competitive and compassion- corner of what are now 15th and ate professional lives. Elm Streets in Forest Grove, Oregon. Pacific’s curriculum is a distinct model of In 1847, Mrs. Tabitha Moffett Brown education that links theory with practice. reached Oregon by wagon train and Our undergraduate liberal arts programs visited the Clarkes. She became interested connect classroom education with in their work and assisted in teaching the professional preparation through children. Inspired by her assistance, internships, practica and research pro- Rev. Clarke and Mr. Smith made arrange- grams. Our graduate programs in educa- ments for the children to be taught in a log tion and the health professions emphasize church that they built on what is now

8 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 INTRODUCTION

Pacific University. In 1848, Mrs. Brown and professional directions. Within the became “house-mother” for the young divisions of Arts, Humanities, Natural students. Sciences, and Social Sciences, the College In the summer of 1848, Reverend George offers a carefully constructed range of H. Atkinson arrived in Oregon. Reverend courses with breadth and depth in basic Atkinson was commissioned by the Home fields. Student studies are supported by a Missionary Society of Boston to “found an strong advising program, which covers academy that shall grow into a college.” academic development through career Reverend Clarke and several others drew counseling and placement. The College is up plans for the new institution. essentially residential, which provides the kind of living and learning experiences On September 26, 1849, the Territorial that characterizes the better, smaller, Legislature granted a charter establishing independent liberal arts colleges. Tuality Academy, and in 1854, a new charter was issued granting full privileges In a world which increasingly asks not to “Tualatin Academy and Pacific Univer- what you know but how quickly can you sity.” Thirty acres of land were donated as learn, Pacific prepares its students, no a building site by Reverend Clarke and matter what their pre-professional Elkanah Walker. Dr. Atkinson secured The orientation, to communicate clearly, to Reverend Sidney Harper Marsh of Union analyze problems, to synthesize informa- Theological Seminary of New York to tion and to understand people, systems serve as the first president of the new and cultures. school. Mr. Marsh was the son of the The College has traditionally encouraged president of the University of Vermont, off-campus learning. Pacific undergradu- and grandson of the first president of ates may study abroad, pursue indepen- Dartmouth College. Sidney Harper Marsh dent research projects, and may undertake served as president from 1853 to 1879. career internships which earn credit Pacific University has evolved into a toward graduation. comprehensive, independent University The College offers a Bachelor of Arts and a that provides both undergraduate and Bachelor of Science degree. In addition to professional graduate programs. At the the regular program, the College offers heart of the University is the College of three intensive four week summer terms. Arts and Sciences, offering a broad A variety of summer classes are available curriculum in the liberal arts and sciences. which apply to undergraduate degree Surrounding the College are the School of requirements. Summer term provides an Education and a select cluster of graduate affordable option for earning additional schools in the health professions, includ- credits or accelerating degree completion. ing Occupational Therapy, Optometry, The Summer Session catalog is available in Physical Therapy, Physician Assistant mid-March and may be obtained from the Studies, and Professional Psychology. Registrar’s Office.

School of Education ACADEMIC ORGANIZATION The School of Education offers an array of College of Arts and Sciences graduate degrees. The Master of Arts in Teaching with Standard Certification is Pacific’s base in the liberal arts is clearly available for licensed teachers through reflected in the more than 25 different evening and summer classes. Liberal arts programs in the College of Arts and graduates who wish to teach, may enroll Sciences. This College is the largest unit in the full-time Fifth Year M.A.T. degree, and the core of the University. As such, it which provides certification after twelve provides a broad spectrum of opportuni- months of study and internship. The ties to match individual interests and Masters in Curriculum Studies is designed career plans. for students who want a graduate educa- The College of Arts and Sciences has a tion degree without a teaching license. The curriculum which affirms in practice that a Masters of Education in Visual Function in broad educational experience is both an Learning, prepares optometrists to work end in itself and a means to set personal with vision problems in the schools.

www.pacificu.edu ❖ 9 Undergraduates in the College of Art and academic programs, all of which form a Science may also earn a teaching license special kind of university environment. during their bachelor’s degree program. In addition to maintaining an optometry clinic on campus, the College operates School of Occupational Therapy three fully-staffed clinics in nearby The School of Occupational Therapy at Portland, as well as three additional clinics Pacific University offers a 29-month entry within various public health facilities. level masters degree in Occupational Students regularly complete professional Therapy. The School creates an environment preceptorships in Alaska, Arizona, for educating and preparing future occupa- California, Colorado, Florida, Hawaii, tional therapists for the next century. Montana, Minnesota, New Mexico, North Dakota, South Dakota, Washington, Consistent with the philosophy of Pacific Germany, and Guam. University, the School of Occupational Therapy seeks to promote values of The master’s degree program in Clinical leadership, quality and service. Occupa- Optometry is designed to prepare indi- tional Therapy focuses on day-to-day viduals for careers in optometric educa- activities. Through successful engagement tion, research and specialty practice. It in meaningful and valued daily occupa- usually requires a minimum of 27 months tions, an individual experiences a sense of of study to complete. competency, self-fulfillment and subse- Residency programs leading to a certifi- quent health and well-being. cate in Primary Care Optometry, Geriatric The School of Occupational Therapy at Optometry, Ocular Disease/Refractive and Pacific holds firmly to the founding Ocular Surgery, or Cornea and Contact philosophy of the profession. The roots of Lenses are available at the College of occupational therapy are in occupation — a Optometry. The Cornea Contact Lens powerful tool that every human possesses. residency is provided directly by Pacific The curriculum emphasizes dynamic University College of Optometry. The interactions among faculty, students, and Ocular Disease/Refractive and Ocular the community. Direct clinical experiences Surgery residency is provided through a are integrated throughout the curriculum joint program with Eye Care Associates of and involve excellent community/clinical Nevada. All others are provided through facilities. Fieldwork experiences provide joint programs with the Veterans Adminis- students the opportunity to study and tration Medical Centers in both Oregon engage in a variety of settings where and Washington. people of all ages maintain, promote or regain health. School of Physical Therapy The Occupational Therapy curriculum The School of Physical Therapy offers a focuses on the study of occupational three year Master of Science degree. function/dysfunction and its impact on Pacific University’s location in Forest health. This emphasis, along with a Grove Pregon offers physical therapy commitment to facilitate critical-thinkers students the values associated with a small and problem-solvers, prepares graduates town environment, as well as some of the for a future in traditional and community- excitement of a larger city—Portland. The based practices. Graduating therapists campus itself has many cultural, sports, from Pacific University’s School of and social events and opportunities. Occupational Therapy are well qualified to The students of the School of Physical utilize occupation as a powerful tool for Therapy are bright, enthusiastic and facilitating health in our communities. committed to the profession which results in a very high retention rate. Over the College of Optometry years, graduates have made many The College of Optometry offers a four important contributions to the health care year Doctor of Optometry degree, and a of Oregon and the surrounding states. Master of Science in Clinical Optometry The School of Physical Therapy has a degree. Pacific offers many distinctive strong and caring faculty dedicated to features to the professional optometry providing a quality educational experience student, including additional specialized to its students. Special faculty strengths

10 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 INTRODUCTION are in geriatrics, motor control, stroke health care team who works with his or treatment, biomechanics, research and her supervising physician to provide orthopedic physical therapy. Many of the diagnostic and therapeutic patient care in faculty have regional recognition, and a variety of medical settings. The physi- several are known nationally for their cian assistant is ranked as one of the top clinical skills or research contributions. careers in growth potential by the U.S. In addition to the professional program, Department of Labor. Positions are the School of Physical Therapy offers a available in both primary and specialty Masters of Science in Health Sciences care at a variety of practice settings such as degree for practicing physical therapists community clinics, private practice, as well as several continuing education medical groups, hospitals, managed care programs for the professional community organizations, prisons and other govern- annually. These programs are staffed by ment agencies. In addition to clinical the School’s faculty and by other authori- practice, physician assistants may advance ties in the field. into positions in research, academics, public health and health care administra- tion. School of Physician Assistant Studies The School of Physician Assistant Studies School of Professional Psychology strives to prepare students for service in a changing healthcare environment through The School of Professional Psychology an education based in primary care provides a comprehensive and integrated medicine with a focus on critical thinking. educational experience. Thisexperience The 27-month masters degree curriculum grounds the development of clinical is designed to provide the student with the competence in the knowledge base and didactic and clinical skills needed to assist methods of inquiry of scientific psychol- in the practice of medicine while stressing ogy. The program also fosters an apprecia- the importance of understanding and tion of human functioning, as it occurs in valuing the diversity of cultures, peoples natural settings, including awareness of and life-styles. Students are provided a personal, interpersonal, and societal foundation of medical knowledge from influences operating within those settings. which to begin lifelong learning to meet The School orients students to scholarship the needs and challenges of a changing which contributes to an understanding of healthcare system. human nature, to research that informs the clinical endeavor, and to services to a The Faculty of the School of Physician variety of populations. Assistant Studies includes physicians, physician assistants, psychologists, In addition, the School recognizes that the pharmacists, nurses, physical therapists, person and values of the practitioner are other health care providers along with central to effective and socially responsible basic scientists in anatomy and physiol- practice. It strives to promote the develop- ogy. Through this team approach to ment and integration of both professional education, the physician assistant student competence and humanitarian values. The learns to value the roles of other members School seeks to be responsive to the real of the team. needs of the many diverse peoples in a rapidly changing society, and works to The program is proud to acknowledge the maintain a close connection with the active participation of the medical community which it serves. community in all aspects of the develop- ment and implementation of the program. The School’s curriculum provides students Community providers are involved in the with a solid foundation for both profes- advisory and admissions committees and sional practice and continuing profes- serve as lecturers and preceptors. The sional growth. Doctoral graduates of the program is actively establishing affilia- School possess the knowledge and skills to tions with hospitals, managed care provide psychological services to indi- organizations, medical groups, community viduals, groups and the community in a clinics, nursing homes and private practice variety of contexts, including the tradi- physicians throughout Oregon and tional areas of professional psychology: surrounding states.The Physician Assis- psychological assessment, psychotherapy, tant (PA) is a respected member of the and applied research. They are encour- www.pacificu.edu ❖ 11 aged to seek out new and innovative for expanded license privileges for some professional roles. Training is structured to professions. Programs range from one- prepare graduates to enter the hour lectures to week-long conferences. postdoctoral licensing process. Some continuing education offerings are The School of Professional Psychology at available by videotape for independent Pacific offers doctoral studies in Clinical study. Continuing Education faculty Psychology, leading to the Doctor of members include nationally respected Psychology (Psy.D.) degree with an guest lecturers as well as faculty from the emphasis on preparing graduates for various professional schools. Information service careers as professional psycholo- about currently scheduled programs may gists. The School also offers the Master of be obtained by writing the Director of Arts in Counseling Psychology from its Continuing Education. location in downtown Portland. Specialty The Division of Continuing Education also tracks in Behavior Analysis and Organiza- administers the Community School tional Behavior develop skills in current program, which offers non-credit classes practice areas. Emphasis on community for personal and professional growth. involvement and practical applications of theoretical and scientific psychology make English Language Institute the school unique in the Pacific Northwest. Pacific’s English Language Institute offers The School maintains a Psychological an intensive language study program Service Center, located in downtown for foreign students learning English. Portland. This clinic offers psychological The ELI has in residence approximately services to the community while provid- 40 students from Asia, Europe and Latin ing supervised training experiences to its America. ELI students live with American practicum and internship students. roommates in the residence halls and may Professional psychology complements and take regular university classes as soon as strengthens the other health profession their English skills allow. The ELI also programs among Pacific’s graduate provides special summer study programs. offerings. Harvey W. Scott Memorial Library OTHER ACADEMIC PROGRAMS The Library at Pacific offers a welcoming atmosphere and a variety of information AND RESOURCES and research resources. Library faculty Continuing Education and staff work regularly with students and Pacific University offers both hourly and faculty to assist them in locating, evaluat- transcript-quality continuing education ing and using today’s world of informa- credits to practitioners and other licensed tion—both traditional and electronic. The professionals in the health care fields that Library’s collections include books, are served by Pacific University’s profes- periodicals, and databases as well as sional programs in Occupational Therapy, government documents, videos, and Optometry, Physical Therapy, Physician sound recordings. The Library is also the Assistant Studies and Professional home of the Margaret McChesney Scott Psychology. Music Library and the University archives. The office furnishes continuing education While the Library strives to build strong, transcript information to state boards or core collections, it also participates in area other professional licensing agencies as library consortia to meet the considerable needed for an individual’s license renewal research needs of our students and faculty. or upgrading. Programs are held both on Through courier services and interlibrary campus and in various communities in the loans, students and faculty can efficiently U.S. and Canada and consist of lectures on tap the substantial research resources of topics of current interest to the profes- our region and beyond. For additional sions. Additionally, smaller clinical information about the Library and its sessions on specific aspects of patient and services, please visit the University’s web client care are available. Certification site at www.pacificu.edu. courses are also offered which may allow

12 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 ENTERING THE UNIVERSITY Entering the University

ADMISSION TO PACIFIC professionals preferably in a variety of settings and including a broad diversity UNIVERSITY GRADUATE AND of therapeutic interventions PROFESSIONAL PROGRAMS • strength of letters of evaluation We seek to admit students who demonstrate • essay responses the necessary skills to be successful in a • content of application forms and the rigorous academic environment. In selecting care with which they have been prepared students for the graduate and professional • extracurricular and community programs, Pacific gives primary consideration activities to academic preparation and potential for Based on the criteria listed above, selected successful study at the graduate level. applicants are invited for an on-campus Preparation is assessed by evaluating college personal interview. The interview is transcript(s), prerequisite course work, required and is a contributing factor in the professional recommendations, written essays, admission decision. It allows the selection an interview and other information submitted by committee to assess essential skills and traits, which may not be reflected in the the applicant. application. In the interview, consider- Applications may be obtained through the ation is given to knowledge of the profession, motivation toward a career in Office of Graduate and Professional the professional field, ability to think Admissions by calling 503-359-2218 or clearly and logically, poise, self-confi- 1-800-677-6712. Applications are also dence, warmth and verbal expression of available on-line at www.pacificu.edu or ideas. www.pacificu.edu/admissions/onlineapps.html Program specific admission requirements and application procedures are detailed Application deadlines and notification of within the individual program sections of admittance will vary depending on the this catalog. professional program. Refer to the appropriate section elsewhere in this catalog. ADMISSION AS A TRANSFER STUDENT ADMISSION CRITERIA Pacific considers transfer applicants based on their academic record and level of Enrollment in the graduate and profes- preparation, as well as academic recom- sional programs is limited and admission mendations. Based on evaluation by the is highly selective. In making admission Registrar’s Office, transfer students from decisions, Admission Committees review accredited institutions may receive full or each application and consider many partial credit for arts and sciences courses factors including: at the baccalaureate level. These courses • strength and breadth of academic must be completed with a grade of “C-” or record higher. Academic departments decide • evidence of work (volunteer or paid) which transfer courses satisfy require- under the supervision of one or more ments for majors and minors at Pacific.

www.pacificu.edu ❖ 13 Students should consult the department that sufficient financial resources exist chair in their major field. Students who to pay for all educational and personal transfer from an unaccredited college or expenses. (e.g., letter from bank, etc.) university must successfully complete 5. An official score report of the Test of 30 hours of work at Pacific before consid- English as a Foreign Language (TOEFL) eration will be given to granting credit for for those students for whom English is course work completed at the previous a second language. Results must come institution. In computing transfer credit, directly from the Educational Testing 1.5 quarter hours is equal to 1 semester Service. No student copies will be hour. accepted. To enroll as an undergraduate student, an APPLICATION PROCEDURES applicant must earn a TOEFL score of 550 or higher. Students whose academic FOR TRANSFER STUDENTS qualifications are sufficient but who need further language training may attend the 1. Forward completed application form English Language Institute prior to and the nonrefundable $30 application entering the undergraduate or graduate fee to the Admissions Office. programs. All students who enter the 2. Give recommendation form to counse- United States on a student visa are lor or appropriate faculty member to be required to carry at least 12 semester hours completed and returned to Pacific of course work in each semester. University Admissions Office. 3. Request that official transcripts for all academic work be forwarded to the DEPOSIT POLICY Admissions Office. Transfer students with less than 30 semester or 45 quarter All degree seeking students who are hours of transferable credits should admitted by the Admissions Office are submit their final high school tran- required to post a $200 deposit to secure script, standardized test scores and all their place in the incoming class on a college transcripts. space-available basis. The deposit will be credited to the student’s tuition payment 4. Submit SAT I or ACT scores. Transfer charges for the first semester. New students are waived from this require- students may receive a refund of the $200 ment if 30 semester hours or 45 quarter deposit if requested before May 1. It is not hours have been completed by the time refundable after that date. of application.

CAMPUS VISITS INTERNATIONAL STUDENTS Most graduate professions programs will Pacific University welcomes international require an interview prior to offering students. Admission is based on academic admission. This provides an opportunity preparation and proficiency in English. for the prospective candidate to learn International students must submit: about Pacific. The Admissions office can 1. An Application Form, available from also arrange for other visits. the Admissions Office. 2. The application fee of $30. READMISSION 3. Complete official academic records (with official English translation) To apply for readmission after an absence covering all work taken at the second- of one semester or more, a student must ary and university level (such as complete a brief Application for Readmis- secondary school records, certificates of sion form, and submit official transcripts education, final government examina- from all colleges attended during a tions, college, university, and technical student’s absence from Pacific to the Dean school records) or Director of the applicable College or 4. Certification of Finances Form stating School.

14 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 TUITION & FEES Tuition & Fees

SCHEDULE OF FEES AND COSTS Students who entered FOR ACADEMIC YEAR 2000/2001 Optometry in 1998-99 academic year Annual ...... $19,962 TUITION Semester ...... $ 6,654 (Fall, Spring, & Summer) SCHOOL OF EDUCATION Students who entered Forest Grove Fifth-year MAT Optometry in 1997-98 (Students entering summer 2000) Annual ...... $19,584 Annual ...... $15,900 Semester ...... $ 6,528 Semester ...... $5,300 (Fall, Spring, & Summer) Eugene Fifth-year MAT (Students entering spring 2001) Per Credit Tuition Annual ...... $15,900 Part time, per semester hour (one hour courses and overloads) ...... $690 Semester ...... $5,300 Audit, per semester hour ...... $310 Alternative Pathways to Teaching (Students entering summer 2000) Full time tuition covers the core curricu- lum leading to the O.D. degree, and eleven Program ...... $11,200 elective hours per academic year. The All other Graduate Programs eleven elective hours may be applied to in the School of Education the MEd/VFL program. Summer session Per credit hour ...... $360 courses outside the College of Optometry require an additional fee at summer session rates. SCHOOL OF OCCUPATIONAL THERAPY Annual ...... $16,740 SCHOOL OF PHYSICAL THERAPY Semester ...... $8,370 Full time (two 14-week terms) Part time, per semester hour...... $560 Tuition for students who enter PT in the 2000-01 academic year Audit, per semester hour ...... $310 Annual ...... $17,486 COLLEGE OF OPTOMETRY Semester ...... $8,743 Students who enter Tuition for students who entered (or re-enter following leave) prior to 2000 Optometry in 2000-01 academic year Annual ...... $16,740 Annual ...... $21,300 Semester ...... $8,370 Semester ...... $10,650 Per Credit Tuition Students who entered Part time, per semester hour...... $560 Optometry in 1999-00 Audit, per semester hour ...... $310 Annual ...... $20,900 Post Masters per credit hour rate .. $300 Semester ...... $10,450 Students enrolled for 18 or more credit hours are charged full-time tuition, plus the part-time semester hour charge for each credit hour above 18 hours. www.pacificu.edu ❖ 15 SCHOOL OF Per Credit Tuition PHYSICIAN ASSISTANT STUDIES Part-time, per semester hour Annual ...... $17,430 Tuition for students who enter SPP in Semester ...... $5,810 2000-2001...... $495 Part time, per semester hour...... $440 Tuition for students who entered 1999-2000 ...... $485 For the clinical and didactic year of the program, students who are enrolled for Tuition for students who entered 12-20 credit hours are charged the full- 1996-1999 ...... $435 time per semester tuition. Students taking Tuition for transitional degree students less than 12 hours per semester are who entered SPP in the 95-96 charged the per credit fee. Students academic year ...... $455 enrolled in more than 20 credit hours are Tuition for old curriculum students charged the full-time tuition, plus the part- who entered SPP in the time per semester hour charge for each 95-96 academic year ...... $385 credit above the 20 hours. For the final Tuition for students who enter the semester of the program when the student Masters in Counseling program is completing the graduate project, the in 2000-2001...... $465 student is charged the full-time per semester tuition. Tuition for students who entered the Masters in Counseling program SCHOOL OF in 1999-2000 ...... $460 PROFESSIONAL PSYCHOLOGY Audit, per credit hour ...... $310 For students enrolling after 1998, there is a Tuition for students who enter full-time enrollment plateau of 12 to 15 SPP in 2000-01 academic year credits per term where tuition charges Annual ...... $16,935 remain at the full-time rate. Students Semester ...... $5,645 enrolled for more than 15 credits are Tuition for students who entered charged the full-time rate plus the per SPP in 1999-00 academic year credit rate for each credit over 15 credits. Students enrolled for fewer than 12 credits Annual ...... $16,815 are charged at the per credit rate. Semester ...... $5,605 For students who enrolled prior to the Tuition for students who entered 1998-99 academic year, there is a full-time the PsyD program prior to 1999 enrollment plateau of 9 to 15 credits per Annual ...... $16,605 term where tuition charges remain at the full-time rate. Students enrolled for more Semester ...... $5,535 than 15 credits are charged the full-time Tuition for students who entered rate plus the per credit rate for each credit the MS program prior to 1999 over 15 credits. Students enrolled for Annual ...... $15,360 fewer than 9 credits are charged at the per credit rate. Semester ...... $5,120 Students who enrolled prior to the 1998-99 Tuition for students who enter academic year may elect the per credit the Masters in Counseling program plan or the full-time tuition plan. Once the in 2000-2001 Full-time tuition plan is chosen, however, Annual ...... $12,600 the student may not switch back to the per Semester ...... $4,200 credit plan. Students taking the old Tuition for students who entered curriculum must pay the per credit tuition the Masters in Counseling program rate. in 1999-2000 Annual ...... $12,480 Semester ...... $4,160

16 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 TUITION & FEES

FEES Single Annual ...... $2,690 Medical Insurance Semester ...... $1,345 Mandatory for all full-time students unless student provides evidence of other health Double Suite/Triple Suite insurance coverage and signs a waiver by Annual ...... $2,800 the stated due date. Semester ...... $1,400 August 23, 2000 to August 22, 2001 (U.S. citizen)...... $425 Double/Single (Double Room-one occupant) August 23, 2000 to August 22, 2001 or Quad w/2 persons (International) ...... $576 Annual ...... $3,010 Semester ...... $1,505

OTHER ANNUAL FEES Single Suite School of Education Annual ...... $3,110 Semester ...... $1,555 Fingerprinting Fee ...... $60 Vandervelden Studio School of Occupational Therapy Annual ...... $3,260 Laboratory Fee ...... $40 Semester ...... $1,630 Criminal Check (one time fee) ...... $60 Vandervelden Suite Annual ...... $3,800 College of Optometry Semester ...... $1,900 AOSA/SOA Fee ...... $28

School of Physical Therapy BOARD RATES

Laboratory deposit ...... $100 LEVEL A LEVEL B LEVEL C LEVEL D School of Physician Assistant Studies Semester ...... $1,007 .. $1,141 ...$1,273 . $1,403 Key deposit...... $20 Winter Term ...... $206 ..... $237 ...... $268 .... $299 Laboratory deposit ...... $57 Annual ...... $2,220 .. $2,519 ...$2,814 . $3,105 The meal plan is a combination of a School of Professional Psychology traditional board plan and “dining Clinical Competency Examination Fee dollars.” The traditional board plan (one-time fee) ...... $75 includes all dinners and the weekend brunches (nine meals per week) in an all- Dissertation Fee(one-time fee) ...... $75 you-can-eat style. “Dining Dollars” can Course Waiver Examination then be utilized for weekday breakfasts (if applicable) ...... $85 and lunches with an ala carte pricing. This allows students to pay for only what they Note: Students whose accounts are in want for the breakfasts and lunches. delinquent status will not be eligible to register for the following semester. Level A $250 dining dollars per semester; 2000/2001 ROOM/BOARD $40 dining dollars for Winter term ROOM RATES Double, Triple or Quad Annual ...... $2,360 Semester ...... $1,180

www.pacificu.edu ❖ 17 Level B Monthly Payment Plan $375 dining dollars per semester; This plan allows you to pay tuition and $70 dining dollars for Winter term fees for the academic year. For the fall Level C term, payments begin on August 15, 2000 with additional payments due the 15th of $500 dining dollars per semester; each month. For spring term, payments $100 dining dollars for Winter term begin on December 15, 2000; for summer Level D term, April 15, 2001. There is an annual set-up fee of $55 for choosing this option. $625 dining dollars per semester; If you sign up for this payment option $130 dining dollars for Winter term after the first payment due date, it will be Students may change their meal plan level necessary to make up the payments from before the end of the second week of the the previous months in order to become fall and spring semesters. The account current on the payment plan. If you do balance will be carried over from fall not make the payment according to semester to winter term, and then to schedule, a late fee of $50 will be assessed spring semester, but not transferred to the to your account for each month that the next year’s fall semester. There is no payment is past due. The University will refund of dining dollars at the end of the assess a charge of $25 for checks returned spring semester. However, bulk buying of to the University for non-payment. food items will be available for students to Note: (the following information is use up any remaining declining balance at applicable to both the Semester Payment the end of the spring semester. Plan and the Monthly Payment Plan) Disbursement of Federal Direct Stafford TUITION AND FEE Loan (subsidized and unsubsidized), Federal Perkins Loan and Health Profes- PAYMENT OPTION sion Student Loan cannot occur until the Semester Plan borrower completes a promissory note. Disbursement of Federal Direct Parent This plan allows you to pay “in full” Loan for Undergraduate Students and before the beginning of each semester. Due alternative loans such as CitiAssist occur dates for the 2000-2001 Academic Year are: only after credit approval of the loan SEMESTER TOTAL PAYMENT DUE DATE application.

Fall/Winter ...... August 15, 2000 Anticipated disbursements of accepted and approved loans may be considered Winter ...... January 5, 2001* when calculating payment of student (for students entering Winter Term) accounts. Student employment (Federal Spring ...... January 15, 2001 work-study and Pacific work-study) earnings are paid directly to the student Summer ...... May 15, 2001 and should not be considered in determin- ing student account payment. *Students entering the University during the Winter Term will pay the tuition and fees prior All checks to be credited to the student’s to registration. If the student is enrolled full- account, including outside scholarship time during the Spring Semester, the spring checks, Pacific University checks, and all invoice will reflect a credit in the amount of the other sources of payment must be en- Winter Term tuition and fees. If you do not dorsed and credited to the student’s make the payment according to schedule, a late account in advance of the semester or as fee of $50 will be assessed to your account for soon as they are available or received for each month that the payment is past due. The the semester in order to avoid late fees. University will assess a return check charge in the amount of $25 for checks returned to the University for non-payment.

18 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 TUITION & FEES

BUSINESS POLICIES of any kind — including Pacific funds, loan funds, and/or outside scholarship ON TUITION AND FEES funds — must be certain that all funds The University strives to maintain high intended for their account have been educational standards at the lowest processed and delivered to the University reasonable cost. Contributions from Business Office and credited to the individual alumni, parents and friends of student’s account. This covers endorse- the University, and support from founda- ment of all checks to be credited to the tions and corporations help to reduce costs student’s account. to students and their families through the Please visit our website at University’s development and fund nellie.pacificu.edu/finance/bo/ raising programs. or email us at [email protected]. The Board of Trustees reserves the right to adjust costs after giving students due Student Information Worksheet notice. The University reserves the right to Each student must complete a student modify or terminate the academic pro- information worksheet with the Business gram in which the student is enrolled. Office at the beginning of each academic Students should make the necessary year they are enrolled at Pacific University. arrangements for the payment of all fees This worksheet will provide the student’s and charges in accordance with one of the name, ID number, and authorization for University’s payment options. All information and payment plan selected. payments must be made in United States This form must be completed and signed funds. by the student in order to be valid. Without a completed form on file the Admissions Expenses Business Office will not release informa- tion to any person other than the student. When a student applies for admission to the University, an “application fee” as determined by the College must accom- Insurance pany the application. Medical insurance coverage is required for When a student is admitted to the Univer- all full-time students. Students with their sity, a non-refundable advance payment own personal medical insurance coverage deposit is required to complete the are exempt from participation in the admission process. The deposit will University’s group plan if they properly reserve the student’s place in the incoming complete and file a waiver form for each class on a space available basis and will be academic year by the stated due date. credited to the student’s tuition payment Group medical coverage is available both charges for the first semester. for dependents of full-time students and during summer vacation. Contact the local Business Office Policies insurance agent, Waltz Sheridan Crawford, at (503) 357-3154 for premium Students enrolling at Pacific University rates and applications. have a Business Office account opened in their name. Timely payment of the Personal property insurance is recom- account is the responsibility of the student. mended. If parents’ insurance policies do A student’s registration in a new semester not already cover students in school, will not be complete until the previous several low-cost policies are available from semester’s financial obligations have local insurance companies. The University been satisfied. is not responsible for the property of students or employees and thus cannot be Pacific University’s philosophy on held accountable for any losses. payment reflects the educational element of assuming and meeting one’s fiduciary obligations carefully and completely. Past due Accounts Payment due dates are established, The University reserves the right to deny depending on the tuition payment plan access to class, to withhold transcript of agreed to between the student and the record or diploma, or to withhold registra- University. Students receiving financial aid tion for a subsequent term until all

www.pacificu.edu ❖ 19 university charges and appropriate loans Short-term Loans have been paid and a student’s account Short-term loans are available to full-time has been cleared. students of the University who are in temporary need of financial assistance. In Withdrawal and Refund Policy order to qualify for this loan, students Students who completely withdraw from cannot be delinquent or be in default on all classes may be eligible for a refund of their Business Office account, and must be all or a portion of their University charges. able to demonstrate a means of repaying Students must contact the Dean of the loan within 120 days. Loans are Students’ Office to formally withdraw available for up to $500. Interest is charged from the University. at an annual rate of 5%, beginning 30 days after the issue date. The policy of refunding University charges reflects the formula, prescribed in Federal Students may borrow more than one loan, law, that governs the return of Federal but may not have more than $500 outstand- funds to the appropriate financial aid ing at any time. Failure to repay the loan programs. Refunds on all charges will be on the agreed upon repayment schedule prorated on a per diem basis up to the 60% will cancel the student’s privilege to point in the semester. Students who borrow further from the Short-Term Loan withdraw on or before the first day of or Emergency Loan programs for the classes will be refunded 100% of their remainder of the academic year. charges; students who withdraw after the Academic transcripts and/or diplomas will 60% point in the semester will not be not be released for students who are eligible for a refund. A copy of the refund delinquent on their loan at the time they are schedule is available from the Financial requesting the transcript or leaving the Aid Office. University. Students who terminate their A hall presence fee of $25 per day may be enrollment at the University will have their assessed against the student account for loan due date changed to reflect their last additional time residing in the University day of enrollment. Housing or participating in the University Applications for the loan can be made Meal Plan. through the Business Office. The loan application fee is $10. Note: If a cash disbursement is issued to a student as a result of excess financial aid and the student subsequently withdraws from the University, the student may be required to repay the cash disbursement to Pacific in order to return funds to the applicable financial aid programs.

Change in Credit Hours When a student modifies their schedule to change from an overload to full-time standing or from a full-time to a part-time standing, but does not completely with- draw from all classes, the following will apply: • If the changes are completed prior to the last day of the add/drop period the appropriate refund will be given. • If the changes are completed after the stated add/drop period no refund will be given for the reduction in courses. The student will forfeit all tuition refund resulting from the change in standing.

20 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 FINANCIAL AID Financial Aid

The financial aid program at Pacific University account at the beginning of each semester. is designed to help students meet their Information regarding payment of fees may be educational expenses. While the primary obtained from the Business Office. responsibility for meeting educational expenses The University encourages all financial aid belongs to the student and family, Pacific applicants to seek assistance from other considers itself a partner in that process. sources — such as community, state, and We understand that a family’s financial strength church — in order to supplement their total aid may not be sufficient to meet the student’s package. Students may also wish to search for educational expenses. Pacific therefore has a scholarships on the World Wide Web. Since all strong commitment to a financial aid program resources must be taken into account in based on need as well as academic determining financial need, outside scholarship performance. Of course, financial aid is also and grant awards must be reported to the governed by annual availability of resources Financial Aid Office and may result in a revision and is affected to some extent by the need for of the student’s award. students to apply early. Financial “need” is the difference between a APPLICATION PROCEDURES student’s total educational expenses and the resources the student and parents of 1. All students applying for financial aid dependent students have to meet those should submit the Free Application for Federal Student Aid (FAFSA) as soon as expenses. The amount of a student’s financial possible after January 1, listing Pacific need is determined by information submitted on University (Federal School Code the Free Application for Federal Student Aid 003212) as one of the schools that can (FAFSA). Students whose FAFSA is submitted receive the information. The FAFSA by February 15 will receive priority in the may be obtained from Pacific’s Finan- cial Aid Office or from any secondary allocation of available funds. or post-secondary school. The FAFSA All students should apply for financial or renewal application can also be submitted electronically at assistance to attend Pacific. Admission will be www.fafsa.ed.gov. granted without regard to financial status. A 2. Apply for Admission. Admission prospective student does not have to be requires a separate application from admitted to apply for financial aid; however, the Pacific’s Admissions Office. student must be accepted for admission to 3. Students continuing their education at receive a financial aid offer. Pacific must complete the FAFSA each year as soon after January 1 as possible. Financial aid offers are made through an award letter, with the amount of the award (except work-study funds) credited to the student’s

www.pacificu.edu ❖ 21 GENERAL REQUIREMENTS SOURCES AND KINDS OF Conditions of Award FINANCIAL AID An offer of financial assistance is contin- Grants, loans, and opportunities for part- gent upon the availability of funds from time employment are available to eligible the Federal government, the State of students. The type of program in which Oregon, and Pacific University. Financial the student is enrolled and the student’s assistance based on need is evaluated and class standing determine the types and offered yearly if students provide the amounts of assistance available to each appropriate information, show financial student. need, and make satisfactory academic progress. Grants and Awards Satisfactory Academic Progress Federal and State Grants — See the College of Arts and Science Catalog for a Students receiving financial assistance at listing of undergraduate grants and Pacific are expected to meet the satisfac- awards. tory academic requirements as outlined in the Academic Policies section of this Pacific Grants — University funds catalog and the individual professional awarded to undergraduates on the basis of program descriptions. Students who are need. This award is renewable as long as suspended on the basis of their academic the student continues to demonstrate performance will have their aid eligibility sufficient need and remains in good terminated. academic standing.

Changes in Information Loans Students are required to report any Federal Perkins Loans — Institutionally additional assistance they receive. Receipt controlled Federal loans awarded to of additional resources may affect the offer students demonstrating exceptional of financial assistance from the University. financial need. Undergraduate students Students must also report in writing to the may borrow up to $4,000 per year, with a Financial Aid Office any change in their maximum loan ceiling of $20,000 as enrollment plans. Such changes may also undergraduates. Graduate students may affect a student’s financial aid eligibility. borrow up to $6,000 per year, with a maximum loan ceiling of $40,000 for An offer of financial assistance may be graduate and undergraduate work modified or rescinded at any time if there combined. Repayment on principal and is evidence that conditions of need and interest (fixed rate of 5%) begins nine merit are not as presented in the original months after the borrower ceases enroll- financial statement. A student who is in ment. default on a federal loan or who owes a refund on a federal grant is not eligible for Federal Direct Stafford Loans — Under financial assistance. the Federal Direct Loan program the Federal government makes loans directly Correspondence to students through the school. Loans have an interest rate that varies annually The Financial Aid Office generally sends but will not exceed 8.25%. Students who all correspondence to the student’s demonstrate financial need are eligible to University Center mailbox while classes borrow subsidized Federal Direct Stafford are in session. Students participating in Loans. No interest accrues on this type of internships or preceptorships are required loan during the borrower’s enrollment to notify the Registrar’s Office of their and for a six month grace period after- temporary addresses and their dates of ward. Unsubsidized Federal Direct departure and return. Stafford Loans are offered to students who do not demonstrate financial need or whose need has been met with other aid, and to independent students who may borrow at increased loan levels. Borrow-

22 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 FINANCIAL AID ers of the unsubsidized loan are respon- William K. Eaton Scholarship (MAT minority sible for repayment of the interest, which student) will accrue during enrollment although Robert A. Edwards Scholarship (Optometry) repayment can be deferred until after the Esther B. Evans Memorial Scholarship student’s grace period. Students may be (English) offered a combination of subsidized and unsubsidized loan. The amount and type Lester L. Fordham Sr. Scholarship (Business of loan offered is determined by class with accounting preference) standing, financial need and dependency Forest Grove Women’s Club Scholarship status. Annual loan limits are $2,625 for (Forest Grove High School graduate) freshmen, $3,500 for sophomores and Friends of Music Schwedja/Trombley $5,500 for juniors and seniors. Indepen- Scholarship (Music) dent students may borrow up to an additional $4,000 as freshmen and Jane Brown Haskell Scholarship (Ministry as sophomores and $5,000 as juniors and career goal) seniors. Most graduate students are Hap Hingston Scholarship (Debate) eligible for $18,500 in a combination of Thomas J. Holce Scholarship subsidized and unsubsidized loan, up to $8,500 of which can be subsidized. Lawrence and Bertha Lommasson Scholarship Doctoral students in optometry and Eugene A. and Alyce L. LaMont Scholarship clinical psychology can borrow Loren Leach-Linda Leach Scholarship (Hood unsubsidized loan up to their entire cost River County or Tillamook County, Oregon) minus subsidized loan and other aid. Martynse Hanapepe Hawaii Christian Church Scholarship (Hawaiian student) Graduate and Undergraduate Viola McCready Scholarship Endowed Scholarships McGill Scholarship (Careers in the health Endowed scholarships are sources of sciences) financial assistance made available to Meredith “Mac” McVicker Scholarship undergraduate students through the generosity of good friends of the Univer- Harold and Ann Meyer Scholarship sity. Awards from endowed funds are Tom Miles Scholarship (Theater backstage) made periodically as income permits. The Drusilla Montgomery Scholarship endowed scholarships and a brief descrip- (Mathematical sciences) tion of their restrictions are listed below. Maybel Moore Scholarship The Alumni Legacy Scholarship (Direct descendants of Pacific alumni) Harry W. Olson Memorial Scholarship (Physical therapy) Lucien P. Arant Scholarship (Journalism) Parents Club Scholarship Claire Argow Scholarship (Career goal of social service/law enforcement) Ruby Peregrine Scholarship Charles Kay Bishop Scholarship (Music) Carol Pratt Scholarship (Optometry) Tabitha Moffatt Brown Scholarship Henry F. Price Memorial Scholarship Louis P. Busch Memorial Scholarship (MAT) Richard Frost Reath Scholarship (Political science) Kathrin Cawein Scholarship (Visual and performing arts) Walter Reif Scholarship (Philosophy) Frances B. Clapp Scholarship (Music) Ernest A. Rueter Scholarship Maud E. Collier Scholarship (Entering student Annie Roberts Scholarship from Columbia County, Oregon) Eric Ross Scholarship (Business with Herbert and Frances Cooper Scholarship marketing preference) T. Bruce Denny Memorial Scholarship Patrick Maloney Scholarship (Pre-medicine) (Optometry) Dr. Fred Scheller Scholarship (Debate/ Dr. James Dundas Scholarship (Canadian Forensics) optometry student)

www.pacificu.edu ❖ 23 Miles Shishido Scholarship (Hawaiian student) Forest Grove Rotary Club Scholarships Barbara F. Sowers Scholarship — Awards in varying amounts are given annually to outstanding graduates of Edith Clare Steele Scholarship (Minority Forest Grove, Banks, and Gaston High student) Schools. Funds for these scholarships are Barbara Story Scholarship (Theatre) made available by the Forest Grove Rotary Irving Story Memorial Scholarship (English) Club. Elbridge and Mary Stuart Scholarship United Church of Christ Matching Hermon and Jean Swartz Endowed Scholarships — Students who receive Scholarship (Biology, Biological Chemistry) grants or scholarships from a United Church of Christ are eligible to receive Wiberta Teeter (“Help from Mrs. T”) Scholarship matching scholarships from Pacific (Optometry) University. Students with demonstrated Thomas Thompson Scholarship financial need are eligible to have awards Joseph B. Vandervelden Scholarship up to $1,500 matched by University funds, provided that the total does not exceed the William Robertson Warren Memorial student’s need. For students without need, Scholarship awards of up to $500 will be matched. Wellington Wallace Washburn Memorial Dollars for Scholars Matching Awards — Scholarship Narcissa Jewett and Carl G. Awards of up to $1,000 provided to Washburne Scholarship recipients of Dollars for Scholars awards Hazel Jones Wolf Endowed Memorial given by the Citizen’s Scholarship Scholarship Foundation of America. Beatrice Young Memorial Scholarship (Foreign languages) Student Employment Glenn Zurcher Scholarship Student employment is offered in the form of Federal Work-Study (FWS) or Pacific Special Awards and Scholarships Work-Study (PWS) depending on demon- strated financial need and the availability A limited number of special awards are of funding. The majority of student available to students on the basis of need employment positions are located on- (except where specifically noted), aca- campus although students with FWS demic achievement, contributions to the awards may be able to work in community campus community, and/or any addi- service positions off-campus. An allocation tional qualifications specified by the of FWS or PWS is not a guarantee of donors of individual awards. employment. It is the student’s responsi- Ben B. Cheney Foundation Scholarship bility to secure a job and work the hours — Awarded to one outstanding senior necessary to earn the student employment student in each of the academic divisions: allocation. Earnings are paid directly to the Arts, Humanities, Natural Sciences, and student. Students may not work over 20 Social Sciences. Awards are for one year. hours per week while classes are in Portland General Electric (PGE) Enron session, and may not work over 40 hours Scholarship — Awarded to one academi- per week during breaks. cally outstanding entering freshman for four years. Applications are available from high school counselors. George Rossman Scholarships — For students certified by the President of Pacific University as being “worthy students”, meaning students who are generally good scholars and of good character and a credit to the University, but not necessarily in need of funds.

24 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF EDUCATION School of Education Willard M. Kniep, Ph.D., Dean

MISSION OF THE 1994 the School of Education was founded and provided with the autonomy to SCHOOL OF EDUCATION implement policies and procedures necessary to support both graduate and The mission of Pacific University’s School of undergraduate teacher education pro- Education is to prepare aspiring and practicing grams. teachers, as well as other education and health professionals, to promote and nurture learners’ intellectual, social, emotional and moral growth. GENERAL INFORMATION The School of Education was founded on the mission cited above. The founding HISTORY OF THE SCHOOL faculty was also very clear about the values that they espouse and hope to The education of teachers has been an actualize in the offerings of the School of integral part of Pacific University’s Education. These values include: mission and offerings for almost ninety years. Established in 1842 as a school to • education as a lifelong process for serve Native American children, Pacific learners of all ages and backgrounds; began offering courses for teachers in 1911 • educational environments that provide - one of only three colleges authorized by opportunities for developing and the State of Oregon to recommend sharpening intellectual, analytical, and graduates for high school teaching reflective abilities; certificates. Throughout much of its • a commitment by professional educa- history in the preparation of teachers, tors to respect, appreciate, and cel- Pacific offered a Bachelor of Arts degree ebrate humanity in its ethnic, linguistic, with a major in Education. In 1989, and cultural diversity; reflecting the growing national trend • participation of teacher educators as toward fifth-year teacher education agents of change in the education programs, Pacific University became the profession within and beyond the first institution to gain approval from the University; Teacher Standards and Practices Commis- sion to offer the Fifth-year Master of Arts • modeling of ethical behavior by in Teaching program. Until 1992, this professional educators in their class- program offered only secondary endorse- rooms and in their communities; ment areas at which time it was expanded • professional educators as keen observ- to include an elementary education ers of learners and of the environment; component. • modeling by professional educators of Teacher education programs had been an inquisitive attitude and enjoyment located within the College of Arts and of intellectual pursuits; Sciences for many years. However, as an • promotion by professional educators of increasing number of teacher education intellectual independence and active, students, opted for programs at the responsible learning; and masters level, it became clear that the opportunities and demands associated • professional educators who, as reflec- with teacher education extended substan- tive practitioners, continually strive to tially beyond the mission of the under- improve the effectiveness of their graduate College of Arts and Sciences. In teaching. www.pacificu.edu ❖ 25 Today's programs, which have recently III.Teachers who graduate from Pacific been redesigned to meet the demands of University teacher education pro- school reform in Oregon and the nation, grams will possess the knowledge, have been structured around the faculty's attitudes, and competencies to model vision of the characteristics and competen- and promote active participation in cies to be attained by graduates of the the community. They will: School of Education. This vision, trans- • Provide leadership and service lated into the following goal statements, within the profession and education guides our thinking about how to assess organizations both our students' performance and the effectiveness of our program. • Demonstrate respect for local and global environments and I. Teachers who graduate from Pacific communities University Education programs will model and promote personal aware- • Develop and support democratic ness and intellectual rigor. They will: learning communities • Maintain high ethical and profes- • Recognize and value the interdepen- sional standards dence of communities • Reflect critically on their own • Think systemically about the practices contexts surrounding the learner • Continually evaluate and question • Consider the school in its socio- educational theory and practice political context • Understand the value of research in • Understand and participate in both informing practice conservation and change • Maintain openness to new ideas Campus Locations • Develop a healthy skepticism Programs of the School of Education are • Demonstrate flexibility and offered at two sites, Forest Grove and creativity Eugene. On the main campus, in Forest • Continue to develop a personal Grove, the School of Education offers three teaching style pre-service education programs: an II. Teachers who graduate from Pacific undergraduate teacher education program University teacher education pro- offered in conjunction with the College of grams will possess relational and Arts and Sciences, a fifth-year program for instructional skills that emerge from a those holding a bachelor's degree, and a commitment to effective communica- post-baccalaureate program for part-time tion, collaboration, and the celebration students which may also lead to a masters of diversity. They will: degree. The School also offers the Masters of Arts (MAT) Standard License program • Develop and utilize a comprehen- for in-service teachers holding a basic sive repertoire of instructional license. strategies The second site is in Eugene. This site was • Design curricula that appropriately established in 1992 to serve Lane County integrates disciplines and the surrounding area. Here the School • Create student-centered environ- offers two pre-service programs, the MAT ments that promote inquiry Fifth-year program and a post-baccalaure- • Promote the active construction of ate program. The MAT Fifth-year pro- student understandings gram in Eugene operates on a January to • Accept and nurture a broad range of December calendar rather than the learning styles and intelligences traditional academic calendar followed in Forest Grove. The MAT Standard License • Design activities appropriate for program for teachers with a basic license is students' developmental levels also offered in Eugene. • Recognize the impact of language and culture on student learning • Continue to expand their receptive and expressive communications skills

26 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF EDUCATION

Programs of Study Financial Aid The School of Education offers two types Several types of loans and some scholar- of programs: those which lead to an initial ships are available for graduate students. or standard teaching license from the State Refer to the Financial Aid Section of this of Oregon and those which lead to an catalog. Additional information is avail- advanced degree in education but do not able from the Financial Aid Office at (503) lead to a teaching license. 359-2222 or toll-free at 1-800-635-0561, Ext. Operating under new licensure rules 2232. established in January 1999, the School of Education offers three programs which lead to Oregon's Initial Teaching License. UNDERGRADUATE STUDY IN These programs prepare teachers for the EDUCATION Initial Teaching License at any of four levels of authorization: Early Childhood The undergraduate program allows a Education (valid for teaching children student to complete a bachelor's degree from age 3 to grade 4); Elementary School while simultaneously completing the (valid for teaching in grades 3-8 in an requirements for an Oregon teaching elementary school); Middle School (valid license. Students are provided solid for teaching in grades 5-10 in a middle or foundations in theory and content, as well junior high school); and High School as extended field experiences. They are (valid for teaching in integrated subjects prepared to nurture young peoples' and departmental assignments in grades intellectual, social, and moral growth and 7-12 in a mid-high or high school). to appreciate diversity of cultures. There are three routes for obtaining the The program prepares students for an Initial Teaching License: Oregon Initial Teaching License with • Undergraduate program in Teacher authorizations at any of four levels: Early Education Childhood Education (age 3 to grade 4), Elementary Education (grades 3-8), • Post-Baccalaureate Program Middle School Education (grades 5-10), • Master of Arts in Teaching Fifth-year and High School Education (grades 7-12). Program Students are strongly encouraged to For those holding the Oregon Basic qualify for two adjacent authorization Teaching License, issued under prior rules, levels. Students who wish to qualify for the School of Education will continue to the Early Childhood and Elementary offer a Master of Arts in Teaching leading authorizations will complete the Educa- to the Standard Teaching License. tion and Learning major. Those who plan to teach at the Middle School or High Advanced degree programs, which do not School level will major in the subject area lead to licensure, include: in which they wish to teach and complete • Master of Arts in Education/Curricu- the professional sequence of courses in the lum Studies School of Education. • Master of Education, Visual Function in Learning for optometry students or Admission to Undergraduate practicing optometrists Study in Education Application Information An undergraduate student may apply for admission to the School of Education For application information and forms, during the sophomore year. Applications contact the Education Admissions Office for admission of undergraduates to at 503-359-2958 or toll-free at 1-800-635- Teacher Education are accepted through- 0561, extension 2958. Office hours are out the year. Enrollment in methods Monday-Friday, 8:00 am - 4:30 pm. courses requires admission to the School Contact may also be made through e-mail of Education. Transfer students, who have at [email protected]. already satisfied Pacific University's core requirements and are applying for admission to the College of Arts and Sciences, may simultaneously apply to the

www.pacificu.edu ❖ 27 undergraduate Teacher Education Required courses for Education Program. Separate applications must be and Learning Major completed for each and acceptance into the College of Arts and Sciences does not Phil 101 Knowledge and Reality ..... 3 guarantee admission to the Teacher Psy 150 Introduction to Education program. Psychology ...... 3 Social Foundations: one of the Requirements for admission include: following ...... 3 1. 2.75 minimum GPA (cumulative and Anth 101 Introduction to endorsement) Anthropology 2. Passing score on one of the following: Soc 102 Social Problems California Basic Educational Skills Test PolS 101 Power and Community (CBEST), PRAXIS Pre-Professional Skills Test (PPST), or PRAXIS Com- Development: one of the following ...... 3 puter-Based Academic Skills Assess- Psy 180 Lifespan Human ment (CBT) Development 3. Academic and pre-professional Psy 318 Applied Human recommendations Development 4. Personal interview and writing sample to be completed at time of interview Cognition: one of the following: ...... 3 Psy 225 Human Learning Education and Learning Major and Motivation The Education and Learning major is a Psy 248 Mind, Theory and Method joint offering of the College of Arts and Psy 315 Cognitive Neuroscience Sciences and the School of Education. It is Psy 352 Physiological Psychology designed to provide students with a deep Educ 260 Foundations of understanding of the psychological, Education ...... 2 developmental, and curricular founda- tions of education. This major builds a Educ 300 Introduction to Early strong foundation for careers working Childhood Education ...... 4 with children and in various educational Educ 305 Learning Communities ...... 3 programs, including classroom teaching. Educ 361Foundations of Human The Education and Learning major is Development recommended for students interested in and Psychology ...... 3 pursuing a license for teaching in early Educ 370 School and Society ...... 2 childhood or elementary classrooms as a part of their undergraduate education at Educ 397 Field Experience ...... 2 Pacific University. To obtain the initial Educ 420 Normal Language Oregon teaching license as an undergradu- Development ...... 2 ate a student must apply for admission to Educ 427 Psychology of Reading the School of Education. This is typically Instruction ...... 2 done at the end of the sophomore year. Licensure requires an additional 32 credits Required capstone experience: one of the of professional coursework beyond the following requirements of the major. Students Educ 490 Integrating Seminar ...... 6 interested in licensure should complete the Educ 475 Student Teaching ...... 12 recommended subject area coursework in writing, literature, science, mathematics, Required Professional Courses for social science, and the arts as part of the core requirements or electives. Early Childhood and Elementary For those who do not want to obtain a School Authorizations teaching license as a part of their under- The following courses are required to graduate education, a minor in a qualify for the Oregon Initial Teaching complementary subject area is License with authorizations for Early recommended. Childhood Education or Elementary

28 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF EDUCATION

Education. Some of these courses will also Middle School and fulfill requirements for the Education and High School Authorizations Learning major. Students who plan to complete the Educ 305 Learning Communities: requirements for the Middle School and Personal Awareness High School authorizations should major and Diversity ...... 3 in the content area in which they wish to Educ 370 School and Society ...... 2 teach, complete the required coursework Educ 361Foundations of Human in professional education, and successfully Development and meet the requirements of student teaching. Psychology ...... 3 Students will have the opportunity to Educ 436 Technology across qualify for both Middle School and High the Curriculum ...... 2 School authorizations. While qualification for both is not required, students will be Educ 431Integrated Methods I: encouraged to do so. Those preparing to General Methods ...... 3 be teachers of art, music, and physical Educ 408 Integrated Methods II: education will be required to qualify for Reading and Language Arts two levels of authorization consistent with in ECE ...... 4 OARs 584-060-0030. To obtain the initial or Oregon teaching license as an undergradu- Educ 444 Integrated Methods II: ate a student must apply for admission to Reading and Language Arts the School of Education. This is typically in Elementary Education ... 4 done at the end of the sophomore year. Educ 409 Integrated Methods IIIa: Programs are available to enable students Math in Early Childhood to meet the requirements for the following Education ...... 2 subject area teaching endorsements: Art, Foreign Languages (French, German, or Japanese, and Spanish), Language Arts, Educ 343 Integrated Methods IIIa: Mathematics (Middle School and Ad- Math in Elementary vanced), Music, Physical Education, Education ...... 2 Science (Biology, Chemistry, Integrated Educ 328 Integrated Methods IIIb: Science, and Physics), and Social Studies. Science and Health in Following are the requirements that Early Childhood ...... 2 students seeking a subject area endorse- or ment in the Middle School and High School authorizations must meet outside Educ 329 Integrated Methods IIIb: of the education sequence offered by the Science and Health in School of Education: Elementary Education ...... 2 Art: (Must meet the requirement for two Educ 410 Integrated Methods IV: levels of authorization.): A major in art. Expressive Arts in ECE...... 2 A Computer Graphics or Illustration or course is recommended. Educ 445 Integrated Methods IV: Biology: A major in Biology, including Thematic Teaching Human Anatomy, Human Physiology, through SS and the Arts ..... 2 and Invertebrate Zoology. Educ 397 Field Experience ...... 1 Chemistry: A major in Chemistry. Educ 459 Preparing the Foreign Languages: A major in Foreign Work Sample ...... 2 Language. Primary language must be Educ 477 Minor Authorization selected from French, German, Japa- Practicum ...... 3 nese, or Spanish. Successful completion of Methods of Teaching Foreign Educ 476 Learning Communities III: Reflection and Practice...... 2 Educ 475 Student Teaching ...... 12

www.pacificu.edu ❖ 29 Languages. contemporary issues. Integrated Science: Students who are interested in this endorsement will Required Professional Courses for Middle complete a major from the Natural School and High School Authorizations Science Division and work with their advisor in education to develop a Educ 305 Learning Communities: program that includes broad basic Personal Awareness and coursework in Biology, Chemistry, and Diversity ...... 3 Physics as well as Geology, Astronomy, Educ 370 School and Society ...... 2 and Meteorology. Educ 361Foundations of Human Language Arts: A major in Literature or Development and Creative Writing including a Psychology ...... 3 Shakespeare course, a course on the Educ 436 Technology across the theory of literature, a course in Curriculum ...... 2 Linguistics, and two courses in Educ 327 Teaching and Assessment in Oral Expression. the Middle School ...... 2 Mathematics, Middle School: Students or will take sufficient courses to pass the appropriate PRAXIS test. Suggest Educ 326 Teaching and Assessment in taking the mathematics sequence the High School ...... 2 through Calculus I, including Statistics Educ 314 Reading and Writing Across and a computer programming course. the Curriculum ...... 2 Mathematics, Advanced: A major in Special Methods (in appropriate Mathematics including courses in content area) ...... 3 Probability, Higher Geometry, and Educ 302 Teaching Art in the Middle Abstract Algebra. and High School Music: (Must meet the requirements for Educ 303 Teaching Music in the two levels of authorization.): A major in Middle and High School Music Education. Educ 338 Teaching Science in the Physical Education: (Must meet the Middle and High School requirements for two levels of authori- zation.): A major in Exercise Science Educ 339 Teaching PE in the Middle with an emphasis in Human and High School Performance. Educ 349 Teaching Math in the Middle Physics: A major in Physics including and High School courses in Thermodynamics and Educ 447 Teaching Foreign Language Geometric Optics. in the Middle and High Social Studies: A major in a social science, School including history. Students interested in Educ 451Teaching Social Studies in this endorsement area will work with the Middle and High School their education advisor to develop a Educ 452 Teaching Language Arts in program that provides the breadth of the Middle and High School knowledge necessary to teach social studies at the secondary level. This Educ 397 Field Experience ...... 1 would include at least 3 courses of non- Educ 459 Preparing the U.S. history, political science, sociology, Work Sample ...... 2 psychology or anthropology; 3 courses Educ 477 Minor Authorization in U.S. History; 2 courses in Politics and Placement ...... 3 Government; 2 courses in Economics; Educ 476 Learning Communities III: Cultural Geography; and one course in Reflection and Practice ...... 2

30 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF EDUCATION

Educ 475 Student Teaching ...... 12 teachers to add authorization or endorse- ment to current licenses. Minor in Spanish for Elementary Teachers Prerequisite: Proficiency level of MASTER OF ARTS IN TEACHING Spanish 202 ED/Sp 465 Spanish in the Elementary FIFTH-YEAR PROGRAM School ...... 4 In cooperation with local school districts, ED/Sp 456 Mexico: A Cultural Pacific University offers an innovative and Mosaic ...... 4 rigorous teacher education program for Hum 306 Latino Fiction ...... 3 liberal arts graduates seeking initial licensure with Early Childhood, Elemen- OR tary, Middle School, and High School Hum 325 Hispanics in the authorizations. During the twelve-month United States ...... 3 program, students complete academic ED/Sp 467 Practicum in requirements for the Oregon Initial Tapalpa, Mexico ...... 3 Teaching License while also completing the Master of Arts in Teaching (MAT) State Requirements for Licensure degree. The MAT Fifth-year program provides the Upon completion of coursework and opportunity for students to qualify for the student teaching, students may submit an initial teaching license with Early Child- application to the Oregon Teacher Stan- hood, Elementary School, Middle School, dards and Practices Commission (TSPC) to and High School authorizations. Subject obtain a teaching license. TSPC requires area endorsements for the Middle School passing scores on a basic skills test and High School authorizations include (CBEST, PPST, or CBT), NTE or PRAXIS Art, Business Education (high school Subject Matter Assessment Test, and NTE only), Drama, Foreign Languages, Health, Professional Knowledge Test prior to Language Arts, Mathematics, Music, licensure. The application must include Physical Education, Science (Biology, documentation of passing scores on all Chemistry, Integrated Science, and required examinations. Physics), and Social Studies. All students will have the opportunity to qualify for Continuation in Program two authorizations and, while qualifica- Students must meet academic and tion for two is not required, students will professional program requirements in be encouraged to do so. Those preparing order to student teach. Students must to be teachers of art, music, and physical attain a 2.75 minimum GPA in all required education will be required to qualify for professional education and endorsement two levels of authorization consistent with area courses with no grade lower than "C"; OARs 584-060-0030. “C-” is not acceptable. Admission to the MAT Fifth-year Program Applications are accepted from December GRADUATE STUDY IN EDUCATION through February 15 for the Forest Grove program. In Lane County, applications are Pacific University offers five masters accepted from August through October 15. degree programs in education. Two Admission is selective. programs, the MAT Fifth-year and the MAT/Flex, are initial licensure programs. The admissions criteria and procedures for The MAT/CL is designed for practicing the MAT Fifth-year program are the same teachers seeking a Continuing License and for both campuses, although they operate the MAE/CS is a non-licensure program. on different schedules. The admissions The MED/VFL, a non-licensure program, process is competitive. is designed to enable optometrists to Requirements for admission include: specialize in visual problems as they relate 1. A baccalaureate degree from an to reading and learning. The School of accredited college or university Education also offers programs for

www.pacificu.edu ❖ 31 2. A 2.75 minimum GPA in undergraduate teachers, and the expressive arts. work or 3.00 minimum GPA in at least 8 In the selection process the applicant pool semester hours of graduate study is screened by a faculty selection commit- 3. Basic skills test. All candidates must tee. Initial selection is based on the submit a passing score on one of the published minimum requirements for following: California Basic Educational admission and the following criteria: Skills Test (CBEST), PRAXIS Pre- depth and breadth of undergraduate Professional Skills Test (PPST), or preparation; strength of recommendations; PRAXIS Computer-Based Academic written communication skills as assessed Skills Assessment (CBT). in essay; and critical thinking skills as 4. Three recommendations, including one assessed in essay. from each of the following: Selected applicants are invited for a a. An immediate supervisor in an personal interview and, at that time, asked educational or social agency who to complete a timed writing sample. The can attest to the applicant's compe- selection committee makes recommenda- tence to work with school-aged tions for acceptance into the program to children or youth in volunteer or the School of Education faculty. Applicants paid work experiences will be notified of their status by mail. b. A university or college professor with direct knowledge of applicant's MAT Fifth-year Curriculum academic abilities The Foundations Block- all c. An employer authorizations 5. Completed application Educ 504 Learning Communities I: Personal Awareness ...... 2 6. Demonstrated ability to write clearly and cogently as demonstrated by a Educ 570 School and Society ...... 2 brief essay which analyzes and Educ 515 Foundations of Human discusses a current educational issue Development and 7. Completed checklist of TSPC character Psychology (ECE/Elem) .... 4 questions or The subject area assessment test is not Educ 516 Foundations of Human required for admission, but preference is Development and given to those candidates who submit Psychology (MS/HS) ...... 4 passing scores on the appropriate subject Educ 537 Technology Across area test at the time of application. The the Curriculum ...... 1 required test for candidates in Early Childhood and Elementary Education is Educ 601Teachers as Consumers the Multiple Subjects Assessment for of Research ...... 2 Teachers (MSAT). The MSAT is also required of those seeking the Middle The Methods Block - Early Childhood School Authorization. Candidates in High Education authorization School Education should consult the PRAXIS registration bulletin for specific Educ 505 Learning Communities II: subject tests required in Oregon. About Diversity ...... 2 Educ 533 Integrated Methods I: Selection Process General Methods ...... 3 Educ 508 Integrated Methods II: In selecting candidates for the Early Reading and Language Childhood and Elementary School Arts in ECE ...... 4 strands, preference will be given to those who have taken a broad range of courses Educ 509 Integrated Methods IIIa: as part of their undergraduate experience. Math in Early Preferred courses include literature, Childhood Education ...... 2 writing, science (preferably biology), Educ 528 Integrated Methods IIIb: American history, cross-cultural courses, Science and Health in ECE 2 the mathematics sequence for elementary Educ 510 Integrated Methods IV:

32 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF EDUCATION

Expressive Arts in ECE ...... 2 Educ 547 Teaching Foreign Language Educ 540 Technology II ...... 1 in the Middle and High School Educ 573 Practicum ...... 2 Educ 549 Teaching Mathematics in the Middle and High School The Methods Block - Elementary School Educ 551Teaching Social Studies in authorization the Middle and High School Educ 505 Learning Communities II: Educ 552 Teaching Language Arts in About Diversity ...... 2 the Middle and High School Educ 533 Integrated Methods I: Educ 553 Teaching Drama in the General Methods ...... 3 Middle and High School Educ 544 Integrated Methods II: Educ 568 Curriculum Design: Reading and Language Middle School ...... 2 Arts in Elem. Ed...... 4 or Educ 543 Integrated Methods IIIa: Math in Elementary Educ 567 Curriculum Design: Education ...... 2 High School ...... 2 Educ 529 Integrated Methods IIIb: Educ 540 Technology II ...... 1 Science and Health in Educ 573 Practicum ...... 2 Elementary Education ...... 2 Educ 545 Integrated Methods IV: The Applications Block - all Thematic Teaching through authorizations SS and the Arts ...... 2 Educ 576 Learning Communities III: Educ 540 Technology II ...... 1 Reflection and Practice ...... 2 Educ 573 Practicum ...... 2 Educ 575 Student Teaching ...... 15

The Methods Block - Middle School and Continuation in Program High School authorizations In addition to the above course require- Educ 505 Learning Communities II: ments, students must maintain a 3.0 GPA About Diversity ...... 2 and receive a Pass for all P/NP course Educ 527 Teaching and Assessment in work. All grades must be "C" or above to the Middle School ...... 4 be credited toward a graduate degree; "C-" is not acceptable. Progress toward meeting or program requirements will be assessed at Educ 526 Teaching and Assessment in the end of each semester. Students must the High School ...... 4 meet academic and professional program Educ 541Reading and Writing requirementsacross in order to continue in the the Curriculum ...... 2 program. We recommend that students should not be employed or coach during Special Methods (in appropriate the full-time internship; if either of these content area) ...... 3 interfere with satisfactory progress, such Educ 502 Teaching Art in the Middle responsibilities must be dropped before and High School continuing in the program. Educ 503 Teaching Music in the Middle and High School State Requirements for Licensure Educ 536 Teaching Health in the Upon completion of coursework and Middle and High School student teaching, students may submit an Educ 538 Teaching Science in the application to the Oregon Teacher Stan- Middle and High School dards and Practices Commission (TSPC) to obtain a teaching license. TSPC requires Educ 539 Teaching PE in the Middle passing scores on a basic skills test, the and High School appropriate subject matter assessment test Educ 546 Teaching Business in the and NTE Professional Knowledge Test High School

www.pacificu.edu ❖ 33 prior to licensure. The application must Skills Test (CBEST), PRAXIS Pre- include documentation of passing scores Professional Skills Test (PPST), or on all required exams. PRAXIS Computer-Based Academic Skills Assessment (CBT). 5. Completed application MASTER OF ARTS IN TEACHING/ 6. Demonstrated ability to write clearly FLEXIBLE SCHEDULE (MAT/FLEX) and cogently as demonstrated by a brief essay which analyzes and Students holding a baccalaureate degree discusses a current educational issue may apply for admission to the MAT/Flex program, a program designed to accom- 7. Checklist of TSPC character questions modate both part-time and full-time students. Courses meet in the late The subject area assessment test is not afternoon, early evening or on the required for admission, but preference is weekend. The MAT/Flex program fulfills given to those candidates who submit the requirements for an initial teaching passing scores on the appropriate subject license with authorizations for Early area test at the time of application. The Childhood Education (ages 3 to grade 4), required test for candidates in Early Elementary Education (grades 3-8), Childhood and Elementary Education is Middle School (grades 5-10) and High the Multiple Subjects Assessment for School (grades 7-12). Upon completion of Teachers (MSAT). The MSAT is also the program, students qualify for an required of those seeking the Middle Oregon Initial Teaching License and a School authorization. Candidates in High Master of Arts in teaching degree. Candi- School Education should consult the dates may enroll in a maximum of 8 hours PRAXIS registration bulletin for specific of coursework before admission to the subject tests required in Oregon. program and should apply through the School of Education Admissions Office. Selection Process 1. The selection committee uses the Admission to the MAT/Flex Program following criteria to screen the appli- Applications are accepted throughout the cant pool: year. Admission is selective. Transcripts a. Depth and breadth of undergradu- are assessed on an individual basis. ate preparation Professional education courses must be b. Strength of recommendations completed within six years of date of admission. c. Written communication skills as assessed in essay Requirements for admission include: d. Critical thinking skills as assessed in 1. Official transcripts documenting an essay coursework from each college or university attended 2. Selected applicants are invited for a personal interview and, at that time, 2. 2.75 minimum GPA asked to provide a timed writing 3. Three recommendations, including one sample. from each of the following: 3. The selection committee makes a. An individual with direct knowl- recommendations for acceptance into edge of applicant's academic capabilities b. An individual knowledgeable about applicant's potential to work with students c. An employer 4. Basic skills test. All candidates must submit passing scores on one of the following: California Basic Educational

34 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF EDUCATION

the program to the faculty of the School Educ 601Teachers as Consumers of Education. of Research ...... 2 4. Applicants will be notified of their Educ 477G Minor Authorization status by mail. Practicum ...... 3 Educ 576 Learning Communities III: Required Professional Courses for Early Reflection and Practice ...... 2 Childhood and Elementary Authorizations Educ 575 Student Teaching ...... 12 The following courses are required to qualify for the Oregon Initial Teaching Middle School and High School License with authorizations for Early Authorizations Childhood and Elementary Education. Programs are available for the following Educ 305G Learning Communities: endorsements: Art, Business Education Personal Awareness and (High School only), Drama, Foreign Diversity ...... 3 Languages (French, German, Japanese, Educ 570 School and Society ...... 2 and Spanish), Health, Language Arts, Educ 361G Foundations of Mathematics (Middle School and Ad- Human Development vanced), Music, Physical Education, and Psychology ...... 3 Science (Biology, Chemistry, Integrated Science, and Physics), and Social Studies. Educ 436G Technology across It is expected that students seeking specific the Curriculum ...... 2 endorsements will have completed an Educ 431G Integrated Methods I: undergraduate major that enables passing General Methods ...... 2 the appropriate PRAXIS subject test. Educ 508 Integrated Methods II: Reading and Language Required Professional Courses for Middle Arts in ECE ...... 4 School and High School Authorizations or Educ 305G Learning Communities: Educ 544 Integrated Methods II: Personal Awareness and Reading and Language Diversity ...... 3 Arts in Elem. Ed...... 4 Educ 570 School and Society ...... 2 Educ 509 Integrated Methods IIIa: Educ 361G Foundations of Human Math in Early Development and Childhood Education ...... 2 Psychology ...... 3 or Educ 436G Technology across the Educ 543 Integrated Methods IIIa: Curriculum ...... 2 Math in Elementary Educ 327G Teaching and Assessment Education ...... 2 in the Middle School ...... 2 Educ 528 Integrated Methods IIIb: or Science and Health in ECE 2 Educ 326G Teaching and Assessment in or the High School ...... 2 Educ 529 Integrated Methods IIIb: Educ 541Reading and Writing Across Science and Health in the Curriculum ...... 2 Elementary Education ...... 2 Educ 568 Curriculum Design: Educ 510 Integrated Methods IV: Middle School ...... 2 Expressive Arts in ECE ...... 2 or or Educ 567 Curriculum Design: Educ 545 Integrated Methods IV: High School ...... 2 Thematic Teaching through SS and the Arts ...... 2 Special Methods (in appropriate Educ 397G Field Experience ...... 1 content area) ...... 3 Educ 459G Preparing the Educ 502 Teaching Art in the Middle Work Sample ...... 2 and High School

www.pacificu.edu ❖ 35 Educ 503 Teaching Music in the include documentation of passing scores Middle and High School on all required examinations. Educ 536 Teaching Health in the Middle and High School MASTER OF ARTS IN TEACHING / Educ 538 Teaching Science in the Middle and High School CONTINUING LICENSE (MAT/CL) Educ 539 Teaching PE in the Middle The MAT/Continuing License program is and High School designed to enable practicing teachers to Educ 546 Teaching Business in the develop and document advanced compe- High School tence in meeting the education needs of Educ 547 Teaching Foreign Language individual students within a collaborative in the Middle and High learning community. The program is School available to experienced teachers who have completed bachelor's and/or Educ 549 Teaching Mathematics in the master's degrees and hold Oregon Basic or Middle and High School Initial Teaching Licenses. Candidates Educ 551Teaching Social Studiesdevelop, in with a university advisor, a the Middle and High School planned program which enables the Educ 552 Teaching Language Arts in candidate to develop and document the Middle and High School advanced teaching competencies. Educ 553 Teaching Drama in the Programs are completed within 6 years Middle and High School and support the following authorizations Educ 397G Field Experience ...... 1 and endorsement areas: Educ 459G Preparing the Authorizations Work Sample ...... 2 Early Childhood Education Educ 601Teachers as Consumers Elementary Education of Research ...... 2 Middle School Education Educ 477G Minor Authorization High School Education Placement ...... 3 Endorsements Educ 576 Learning Communities III: Art Reflection and Practice ...... 2 Business Education Educ 575 Student Teaching ...... 12 Drama Foreign Languages (French, German, Continuation in Program Japanese, Spanish) Students must meet academic and Health professional program requirements in order to student teach. Students must Language Arts attain a 2.75 minimum GPA in all required Mathematics, Advanced professional education and endorsement Mathematics, Middle School area courses with no grade lower than "C"; Music “C-” is not acceptable. Physical Education State Requirements for Licensure Reading Upon completion of coursework and Science (Biology, Chemistry, Integrated student teaching, students may submit an Science, Physics) application to the Oregon Teacher Stan- Social Studies dards and Practices Commission (TSPC) to obtain a teaching license. TSPC requires Admission for MAT/CL passing scores on a basic skills test, the appropriate subject matter assessment test Applications are accepted until November and NTE Professional Knowledge Test 1 for spring admission and until April 1 prior to licensure. The application must for summer and fall admissions. Admis- sion is selective.

36 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF EDUCATION

Requirements for admission include: For candidates holding an Initial License and Bachelor's degree (30 credits) 1. Official transcripts from each college or university attended. 1. Advanced Classroom Competencies 2. 2.75 minimum GPA in undergraduate Educ 615 Curriculum Foundations work or 3.00 minimum GPA in at least 8 and Design(ECE/Elem) ..... 2 semester hours of graduate study or 3. Three recommendations from school Educ 568 Curriculum Design: administrators, evaluators, supervisors, Middle School ...... 2 or peer teachers addressing the or applicant's professional teaching abilities, relationships with students Educ 567 Curriculum Design: and staff, and attitudes about improve- High School ...... 2 ment of teaching Educ 460G Advanced Teaching 4. Completed application Strategies/Work Sample ... 2 5. Essay addressing an aspect of teaching Educ 611 Meeting Special Needs on which the applicant wishes to in the Classroom ...... 3 concentrate in a professional develop- Content Classes ...... 6 ment program 2. Teachers as Researchers Copy of Oregon Basic or Initial Educ 601Teachers as Consumers Teaching License of Research ...... 2 Educ 595 Teachers as Researchers ..... 2 Selection Process Educ 596 Action Research Project ..... 2 1. The selection committee screens the 3. Continuing Professional Development applicant pool. Selection is based on the published minimum requirements for Educ 625 Portfolio Development...... 2 admission and the following criteria: Electives ...... 9 a. Depth and breadth of undergradu- For candidates holding an Initial License ate preparation and Master' degree from Fifth-year b. Strength of recommendations Program (10 credits) c. Written communication skills as 1. Advanced Classroom Competencies assessed in essay Educ 460G Advanced Teaching Strate- d. Critical thinking skills as assessed in gies/Work Sample ...... 2 essay Educ 611 Meeting Special Needs in the 2. The selection committee makes Classroom ...... 3 recommendations for acceptance into 2. Teachers as Researchers the program to the faculty of the School Educ 595 Teachers as Researchers ..... 2 of Education. Educ 596 Action Research Project ..... 2 3. Applicants will be notified of their status by mail. 3. Continuing Professional Development Educ 625 Portfolio Development...... 1 Curriculum The continuing license program is Professional Portfolio designed to meet the needs of two The capstone experience for graduate populations of teachers: those who students obtaining the MAT/Continuing fulfilled the requirements for an initial License is the development of the Profes- teaching license in an undergraduate sional Portfolio. The Professional Portfolio program and those who fulfilled the will provide candidates for the continuing requirements for an initial teaching license license the opportunity to document the in a MAT Fifth-year program. The required advanced competencies. It will curriculum varies for each of those also serve as the basis for determining populations. whether or not the candidate will be recommended to TSPC for the continuing license.

www.pacificu.edu ❖ 37 The Professional Portfolio will include schools while holding a Basic or Initial both required components and optional Teaching License. ones chosen by the candidate. The Students must submit degree applications required components will include the to the Registrar by December 15 in order Advanced Work Sample and the Action to receive degrees at May commencement. Research Project. The candidate will select (For December diploma, submit applica- the optional components of the Portfolio tion by September 1; for August diploma, as exemplars of their best professional submit by June 1.) work. All students receiving degrees are encour- aged to participate in the University's Academic Procedures hooding and commencement ceremonies. Upon admission to the program, a Students who are within 4 hours of Professional Development Team will be completing their program may participate formed to assist the candidate in designing in the May commencement ceremony. the planned program of study. The team All MAT/Continuing License courses are will be consist of a peer teacher, an available through Pacific University's administrator or supervisor, a university summer, evening, and weekend classes. advisor, and the program coordinator or Special classes and workshops are also designee. The Professional Development available. For more information, contact Team will consult with the candidate in the School of Education office. the development of a planned program and will evaluate both the research project and the professional portfolio. ADDING AUTHORIZATIONS, Each candidate will, in cooperation with ENDORSEMENTS, OR SPECIALTIES an assigned university advisor, file a planned program statement. The univer- sity advisor and the dean or his designee A. ADDING CONTIGUOUS will monitor completion of course work. AUTHORIZATIONS TO A CURRENT All work for the Continuing Teaching LICENSE License (including transferred credits and research project) must be completed Contiguous authorizations may be added within six calendar years. to current Initial or Continuing Licenses. Authorizations may be added by a No single course can meet program combination of coursework and super- requirements for both the Initial and vised practica. Continuing License. Admission for adding contiguous authori- A cumulative GPA of 3.00 is required for zations to a current license all course work. Grades must be "C" or above to be credited in the program; "C-" Applications are accepted at any time. is not acceptable. The application packet should be directed to the Admissions Coordinator, Pacific All coursework must be at the graduate University School of Education, 2043 level. Transfer credit may be accepted. College Way, Forest Grove, OR 97116 Transcripts will, however, be evaluated on an individual basis. Some undergraduate Requirements for admission include: upper division classes may be completed 1. Letter indicating authorization sought, for graduate credit with additional current employment, and professional requirements, approval of instructor, and employment goals approval of advisor. 2. Copy of current license With the exceptions of EDUC 596 Educa- 3. Recommendation from an administra- tion Research Project and EDUC 625 tor/supervisor addressing applicant's Portfolio Development, students must professional teaching abilities receive letter grades in all courses. 4. Resume, including professional To obtain the Continuing Teaching teaching history License, applicants must be able to provide verification of three years of 5. Transcripts from each college or successful teaching experience in Oregon university attended. Unofficial transcripts are acceptable.

38 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF EDUCATION

Adding an Early Childhood work experience may replace the Authorization practicum requirement. Permission of Educ 605 Human Development and advisor is required to waive the Psychology for ECE and practicum. Elementary Ed ...... 2 3. As a part of practicum requirement, the Educ 431G Integrated Methods I: candidate will prepare and teach one General Methods ...... 2 work sample. The University advisor will supervise the preparation and Educ 628 Teaching Reading in Early implementation of the work sample. Childhood Education ...... 2 4. Candidates must complete a practicum Educ 655 Supervised Practicum ...... 2 for each authorization added.

Adding an Elementary Authorization B. ADDING SUBJECT AREA Educ 605 Human Development and ENDORSEMENTS TO A CURRENT Psychology for ECE and LICENSE Elementary Ed ...... 2 Subject area endorsements may be added Educ 431G Integrated Methods I: to current Initial or Continuing Licenses. General Methods ...... 2 Endorsements may be added by a combi- Educ 629 Teaching Reading in nation of coursework and supervised Elementary Education ...... 2 practica. Endorsements may be added in Educ 655 Supervised Practicum ...... 2 the following subject areas: Art, Business, Drama, Foreign Language (French, German, Japanese, and Spanish), Health, Adding a Middle School Authorization Language Arts, Mathematics (Middle Educ 608 Human Development and School and Advanced), Music, Physical Psychology for Education, Science (Biology, Chemistry, Middle and High School .... 2 Integrated science, and Physics), and Social Studies. The following is required Educ Appropriate special methods for each subject area endorsement added: course for subject area ...... 3 Educ Special methods course Educ 655 Supervised Practicum ...... 2 appropriate to endorsement ...... 3 Adding a High School Authorization Educ 655 Supervised Practicum ...... 2 Educ 608 Human Development and Psychology for Middle and Admission High School ...... 2 Applications are accepted at any time. Educ Appropriate special methods The application packet should be directed course for subject area ...... 3 to the Admissions Coordinator, Pacific Educ 655 Supervised Practicum ...... 2 University School of Education, 2043 College Way, Forest Grove, OR 97116 Academic Procedures Requirements for admission include: 1. Candidates must submit a passing 1. Letter indicating endorsement sought, score the appropriate PRAXIS test. current employment and professional Both sections of the MSAT are required employment goals for early childhood, elementary and 2. Copy of current license middle school authorizations. The 3. Recommendation from an administra- appropriate subject area test is required tor/supervisor addressing applicant's for high school and strongly recom- professional teaching abilities mended for middle school. 4. Resume, including professional 2 Candidates may not register for the teaching history practicum requirement until testing and coursework requirements are Transcripts from each college or university fulfilled. In some circumstances, attended. Unofficial transcripts are misassignments or previous licensed acceptable.

www.pacificu.edu ❖ 39 Academic Procedures Early Childhood/ Elementary Education Reading Endorsement Requirements 1. Candidates must submit a passing score for the PRAXIS test appropriate to Prerequisites: coursework in psychologi- the endorsement area. cal foundations and basic reading method- ology appropriate for early childhood and 2. Candidates may not register for the elementary education. practicum requirement until testing and coursework requirements are Educ 635 Language Development and fulfilled. In some circumstances, Literacy: Seminar and misassignments or previous licensed Related Practicum ...... 1 work experience may replace the Educ 637 Advanced Teaching of practicum requirement. Permission of Prescriptive Reading advisor is required to waive the Techniques, Grades K-8 ..... 3 practicum. Educ 639 Children's Literature and Media Literacy ...... 1 C. ADDING READING ENDORSEMENT TO Educ 641Comprehending Expository A CURRENT LICENSE Text, Grades K-8 ...... 2 In order to qualify for the reading endorse- ment, students must satisfy requirements Middle School/High School Reading for two authorization levels: Early Endorsement Requirements Childhood/Elementary Education or Middle School/High School Education. Prerequisites: coursework in psychologi- The core courses are required for all cal foundations and basic reading method- authorization levels. Coursework in ology appropriate for middle school and language development is either a prereq- high school education. uisite or a corequisite. Educ 645 Advanced Teaching of Prescriptive Reading Tech. Admission and Practicum Grades 5-12 3 Applications are accepted at any time. Educ 647 Reading, Writing and Study The application packet should be directed Skills Techniques in the to the Admissions Coordinator, Pacific Content Areas ...... 2 University School of Education, 2043 Educ 649 Young Adult Literature and College Way, Forest Grove, OR 97116 Media Literacy, Requirements for admission include: Grades 5-12 ...... 2 1. Letter indicating endorsement sought, current employment and professional D. SPECIALTY — SPANISH FOR employment goals ELEMENTARY TEACHERS 2. Copy of current license This program is available for students in 3. Recommendation from an administra- any graduate education program. Stu- tor/supervisor addressing applicant's dents in the Fifth-year MAT program may professional teaching abilities use the practicum in Mexico for three of the 18 week student teaching requirement. 4. Resume, including professional teaching history Required Courses 5. Transcripts from each college or Prerequisite: Proficiency level university attended. Unofficial tran- of Spanish 202 scripts are acceptable. ED/Sp 465G Spanish in the Elementary School ...... 4 Core Reading Endorsement Requirements ED/SP 456G Mexico: A Cultural Mosaic ...... 4 Educ 630 Assessment and Evaluation of Reading and Related Hum 306G Latino Fiction ...... 3 Practicum ...... 3 or Educ 632 Current Issues in Literacy . 2 Hum 325G Hispanics in the

40 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF EDUCATION

United States ...... 3 School of Education. ED/Sp 467G Practicum in Tapalpa, Mexico ...... 3 Selection Process 1. The selection committee screens the applicant pool. Selection is based on the MASTER OF ARTS IN EDUCATION/ published minimum requirements for CURRICULUM STUDIES (MAE/CS) admission and the following criteria: a. Depth and breadth of undergradu- The Master of Arts in Education, Curricu- ate preparation lum Studies allows graduate students to pursue a rigorous, interdisciplinary b. Strength of recommendations program in the foundations of education. c. Written communication skills as This degree is suited primarily for the assessed in essay experienced teacher or the liberal arts d. Critical thinking skills as assessed in degree holder who wishes to develop essay expertise in curriculum development, teaching practices, and program evalua- 2. Selected applicants are invited for a tion. The MAE/CS does not satisfy personal interview and, at that time, requirements for teaching licensure in asked to complete a timed writing Oregon. sample. 3. The selection committee makes Admission to MAE/CS Program recommendations for acceptance into the program to the faculty of the School Applications are accepted until November of Education. 1 for the spring semester and until April 1 4. Applicants will be notified of their for the fall semester. Admission is limited status by mail. and selective. Requirements include: Curriculum 1. Transcripts from each college or university attended Candidates complete, within a 6-year period, a minimum of 30 semester hours 2. 2.75 minimum GPA in undergraduate of graduate courses in individual planned work or 3.00 minimum GPA in at least 8 programs which include the following: semester hours of graduate study 1. 13-15 semester hours in Professional 3. Three recommendations, including one Education from each of the following: 2. 12 semester hours in the Liberal Arts a. an individual with direct knowledge of your academic capabilities 3. EDUC 595: Teachers As Researchers (3 hours), EDUC 596: Education Research b. an individual knowledgeable about Project (2 hours) your interest in schools and educa- tional issues Research Project c. an employer The capstone experience is a research 4. Completed application project through which candidates have an 5. Statement of purpose explaining why opportunity to synthesize professional the applicant is seeking this interdisci- education, scholarly activities, and creative plinary degree. endeavors. Guided by University faculty 6. Writing sample mentors, students complete the project and give oral presentations. In addition, international students who wish to enroll in the program must complete the TOEFL examination with a Academic Procedures minimum score of 575. Students with 1. Upon admission into the graduate undergraduate degrees from foreign program, the student will be assigned a countries will be expected to spend at least faculty advisor to assist in designing one semester in the English Language the planned program of study. This Institute prior to their acceptance into the planned program must be approved by

www.pacificu.edu ❖ 41 the advisor and the Dean of the School theories in reading and related pre- of Education before the end of the first scriptive techniques; decision-making semester following admission. systems, service delivery models, and 2. Meetings should be scheduled with program management within education advisors at least once a year. organizations; awareness of the varied constituencies that the public schools 3. Students must submit degree applica- must satisfy. tions to the Registrar by December 15 in order to receive degrees at May 2. To develop skills in research, diagnosis, commencement. (For December therapy, and case management within a diploma, submit application by multidisciplinary setting. September 1; for August diploma, submit by June 1.) Admission to MED/VFL Program 4. All students receiving degrees are Applications are accepted twice a year: encouraged to participate in the November 1 and April 1. Requirements University's hooding and commence- include: ment ceremonies. Students who are 1. Transcripts from each college or within 4 hours of completing their university attended program may participate in the May commencement ceremony. 2. 3.00 minimum GPA in at least 8 semester hours of graduate work Many MAE courses are available through Pacific University's summer, evening, and 3. Doctor of Optometry degree or current weekend classes. Special classes and status as an optometry student workshops are also available. Candidates 4. Two letters of recommendation from may also enroll in upper-division courses optometry faculty offered during the regular school year if 5. Completed application instructors agree to offer the courses for graduate credit. All grades must be "C" or 6. Written essay explaining why the above to be credited to a graduate degree; applicant is seeking this degree "C-" is not acceptable. 7. Personal interview

Selection Process MASTER OF EDUCATION/ 1. The selection committee screens the VISUAL FUNCTION applicant pool. Selection is based on the IN LEARNING (MED/VFL) published minimum requirements for admission and the following criteria: The MEd/VFL program, in cooperation a. Depth and breadth of undergradu- with the College of Optometry, enables ate preparation optometrists to specialize in visual b. Strength of recommendations problems as they relate to reading and the learning process of children. Candidates c. Written communication skills as must hold or be working toward the assessed in essay professional terminal degree in optometry. d. Critical thinking skills as assessed in All optometry students will have 11 credit essay hours available for coursework of their 2. The selection committee makes choice over and above the annual required recommendations for acceptance into hours within the O.D. degree. the program to the faculty of the School The objectives of the Visual Function in of Education. Learning program are: 3. Applicants will be notified of their 1. To develop a knowledge base concern- status by mail. ing the role that visual factors play in learning disability diagnosis and Curriculum remediation; fundamental theories of cognition, learning, and language Candidates complete a minimum of 30 development; the major diagnostic semester hours of graduate courses in individual planned programs, which

42 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF EDUCATION include the following: Academic Procedures 1. 20 semester hours in the School of 1. All Master of Education, Visual Education Function in Learning candidates will be 2. 4 semester hours in the College of appointed a Thesis Committee who Optometry will guide the development of a 3. 6 semester hours of electives research proposal. Once the proposal is developed it needs to be reviewed by Requirements: the Coordinator of MEd, VFL and the Area I: Education Dean of Optometry, or their designates. Educ 565 Seminar: Educational and The proposal must be approved seven Optometric Connections .... 1 months before the date of proposed graduation. The Thesis Committee will Additional courses taken from the then advise the student during the Reading Endorsement course course of research and the preparation curriculum ...... 13 of the thesis. Area II: Optometry 2. When the final, bound thesis is ap- VED/Opt 744 Visual Problems That proved and signed by the Thesis Relate to Learning Committee, the student must submit Difficulties with lab ...... 3 two copies of the thesis to the library VED/Opt 765 Seminar in two weeks before commencement. Multidisciplinary 3. The Thesis Committee will include the Service ...... 1 following members: a. Chair, appointed by the Coordinator, 4 MEd/VFL. The chair serves as the student's advisor and instructor of credit for the thesis hours. Area III: Research and Thesis b. Faculty Member, appointed by the (minimum 6 hours) Coordinator, MEd/VFL. Educ 596 Education Research Project ...... 6 c. Faculty Member nominated by the Area IV: Electives student and approved by the Elective Courses ...... 6 Coordinator, MEd/VFL. (Approved courses from Arts and Sci- 4. A cumulative GPA of 3.00 is required ences, Optometry, School of Education, or for all coursework. Grades must be "C" other graduate programs. The following or above to be credited toward the may be used: Opt 531, 532, 535, 602, 661).. graduate degree; "C-" is not acceptable. In addition to fulfilling the requirements 5. Students who are within six hours of stated above, the candidate is encouraged completing their program may partici- to take course offerings in other areas to pate in the May Commencement strengthen and to provide further explora- ceremony. tion into a particular area of interest. The MEd/VFL Coordinator must approve electives. A planned program of courses PROFESSIONAL AND ACADEMIC must be filed with the School of Educa- STANDARDS IN THE SCHOOL OF tion. EDUCATION Thesis Good academic standing in the School of The capstone experience is a thesis, giving Education is defined as continued candidates an opportunity to synthesize enrollment, satisfactory academic professional education in the optometric progress, sound practicum skills, behavior clinical setting. University faculty mentors that leads to professional competence as who serve on thesis committees guide well as positive interpersonal and profes- students in completing their theses. sional relations, and appropriate profes- sional/ethical conduct and attitudes. Students are evaluated regularly in all

www.pacificu.edu ❖ 43 these areas. are expected to follow all guidelines set Students are expected to demonstrate forth by the University including those behavior consistent with the Pacific concerning smoking, parking and alcohol University Code of Academic Conduct, use on campus. the most current ethical code established Attitude: Students are expected to treat by the Teachers Standards and Practices faculty, peers, and their own students with Commission, and state and federal laws respect; display a willingness to learn; be governing the conduct of teaching. The able to accept constructive criticism; be School of Education reserves the right to punctual; and not disrupt class by define professional competence and inappropriate behavior. behavior, to establish standards of Ability to work independently: Students excellence, and to evaluate students in are expected to initiate and pursue regard to them. independent study. Agreement to abide by the policies and Ability to work with others: Students procedures of the University and the are expected to cooperate, participate, program is implicitly confirmed when share information, and show respect for students register each term. Students are colleagues. expected to adhere to the various adminis- trative and academic deadlines listed in Research: Students are required to abide the academic calendar and in course by the ethical principles of research with syllabi. Failure to do so may jeopardize human participants as defined by the their academic standing and may consti- American Psychological Association. tute grounds for probation or dismissal Appearance: Students are expected to from the program. Students must maintain observe professional guidelines for good standing in the program in order to cleanliness and appropriate dress. qualify for financial aid. Citizenship: Students are expected to conform to all city, state, and federal laws Class Attendance and regulations. Students have personal responsibility for class attendance, participation, and Standards for Competent and Ethical completion of assignments. While the Performance of Oregon Educators University believes that students should Standards for competent and ethical be in attendance at all class sessions, behavior have been established by the individual faculty members are respon- Teachers Standards and Practice Commis- sible for notifying students in their classes sion. The following legislative guidelines of their attendance expectations. Students apply to teacher education students while are expected to inform their instructors of at Pacific University: unavoidable absence in advance. Assign- ment of make-up work, if any, is at the The Competent Educator discretion of the instructor. Evaluations 584-20-010 The teacher or administrator may be affected by unexcused absences. demonstrates a commitment to: (1) Recognize the worth and dignity of all Guidelines for Professional Behavior persons; Students in the School of Education are (2) Encourage scholarship; expected to learn and practice appropriate (3) Promote democratic citizenship; professional behavior as delineated below (4) Raise educational standards; and while at the University and representing the University. Failure to conform to these (5) Use professional judgment. guidelines will lead to disciplinary action Statute Authority: ORS Ch. 342.175 to and can result in dismissal from the 342.190 School. Conduct inconsistent with these The Ethical Educator standards, such as plagiarism, cheating, lying, and fraud are considered unprofes- 584-20-035 The ethical educator is a person sional conduct and will not be tolerated. who accepts the requirements of member- ship in the teaching profession and acts at University rules and policies: Students all times in ethical ways. In so doing the

44 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF EDUCATION ethical educator considers the needs of the Appeals Procedures students, the district, and the profession. A student may appeal a decision of the (1) The ethical educator, in fulfilling School of Education related to academic obligations to the student, will: standing by submitting a letter to the Dean (a) Keep the confidence entrusted in the within two weeks of the decision. The profession as it relates to confiden- appeal will be heard before a committee of tial information concerning a five members appointed by the Dean. The student and family; and committee will consist of a member of the (b)Refrain from exploiting professional Consortium, a faculty member from the relationships with any student for Faculty of the Professional Schools, a personal gain, or in support of faculty member from education outside of persons or issues. the student's own program, a faculty member selected by the student, and (2) The ethical educator, in fulfilling another student. Any appeal of this obligations to the district, will: committee's decision must be referred to (a) Apply for, accept, offer, or assign a the University Standards and Appeal position of responsibility only on the Board. basis of professional qualifications, and will adhere to the conditions of a contract or the terms of the COURSE DESCRIPTIONS appointment; (b)Conduct professional business, EDUC 260 Foundations of Education including grievances, through Introduces the foundations of American established lawful and reasonable education and schooling. Examines schooling procedures; and the teaching profession from an interdisci- (c) Strive for continued improvement plinary approach that includes a variety of and professional growth; perspectives. 2 hours. (d)Accept no gratuities or gifts of EDUC 300(G) Introduction to Early significance that could influence Childhood Education judgment in the exercise of profes- Introduces the field of early childhood sional duties; and education. Examines the history and founda- (e) Not use the district's or school's tion of programs; mission and ethics; legisla- name, property, or resources for tion and public policy; educational reform; noneducational benefit without appropriate goals for normative and special approval of the educator's supervi- developmental needs within varied social and sor or the appointing authority. cultural contexts; and observational methodol- (3) The ethical educator, in fulfilling ogy. Requires 2 hours of weekly field experi- obligations to the profession, will: ence and observations of children. Utilizes problem-based learning. Prerequisite: EDUC (a) Maintain the dignity of the profes- 260, Psy 150 Introduction to Psychology, and sion by respecting and obeying the sophomore standing. 4 hours. law, exemplifying personal integrity and honesty; EDUC 302(G) Special Methods: (b)Extend equal treatment to all Teaching Art in the members of the profession in the Middle and High exercise of their professional rights School and responsibilities; and Introduces the basic methods of art instruction (c) Respond to requests for evaluation for the middle and high school classroom. of colleagues and keep such Discusses creativity, developmental levels, information confidential as appro- discipline-based art education, and state and priate. national standards. Includes hands on experiences with art media and lesson plans. Statute Authority: ORS Ch. 342.175 to Prerequisite: Admission into Teacher Educa- 342.190 tion or permission of instructor. Corequisite: EDUC 397. 3 hours.

www.pacificu.edu ❖ 45 EDUC 303(G) Special Methods: EDUC 319(G) Special Methods: Teaching Music in the Teaching Physical Middle and High Education in School Elementary Schools Surveys the fundamental principles, tech- Prepares preservice teachers to teach early niques, and procedures for teaching music in childhood/elementary school physical educa- the middle and high school. Prerequisite: tion. Emphasizes curriculum, developmental Admission into Teacher Education or permis- levels, teaching strategies, and classroom sion of instructor. Corequisite: EDUC 397. management. Prerequisite: Admission into 3 hours. Teacher Education or permission of instructor. Corequisite: EDUC 397. 3 hours. EDUC 305(G) Learning Communities: Personal Awareness EDUC 326(G) Teaching and and Diversity Assessment in the Explores the personal, relational, and commu- High School nity aspects of communication, collaboration, Develops skills in designing, organizing, and congruency, cooperation, and competition. assessing lessons and units for high schools Discusses learning communities, personal that involve students in appropriate learning history and culture, communication skills, activities, require higher level thinking skills, creativity, diversity, special needs students, and use a variety of assessment methods. and classroom management. 3 hours. Includes a variety of instructional skills and strategies, assessment, current trends in EDUC 314(G) Reading and Writing education, and classroom management as well across the Curriculum as adolescent characteristics and development. Introduces middle school and high school Prerequisite: Admission into Teacher Educa- educators to the application of reading and tion or permission of instructor. Corequisite: writing theories in individual content areas. EDUC 397. 2 hours. Develops and expands knowledge of the nature and scope of middle school and high school EDUC 327(G) Teaching and reading and writing, and of the application of Assessment in the methods, materials, assessments, remedial Middle School strategies and motivation for reading, writing, Develops skills in designing and organizing and study skills. Prerequisite: Admission into lessons and units for middle schools that Teacher Education or permission of instructor. involve students in appropriate learning Corequisite: EDUC 397. 2 hours. activities, require higher level thinking skills, and use a variety of assessment methods. EDUC 317(G) Special Methods: Includes a variety of instructional skills and Teaching Art in the strategies, assessment, current trends in Elementary School education, and classroom management as well Introduces the basic methods of art instruction as adolescent characteristics and development. for the elementary school classroom. Discusses Prerequisite: Admission into Teacher Educa- creativity, developmental levels, discipline- tion or permission of instructor. Corequisite: based art education, and state and national EDUC 397. 2 hours. standards. Includes hands on experiences with art media and lesson plans. Prerequisite: EDUC 328(G) Integrated Methods Admission into Teacher Education or permis- IIIa: Teaching Science sion of instructor. Corequisite: EDUC 397. and Health in Early 3 hours. Childhood Education Introduces early childhood educators to the EDUC 318(G) Special Methods: theories, strategies, resources, and technology Teaching Music in the applications appropriate to science and health Elementary School methodology. Emphasizes the linkage to state Examines the fundamental principles, and national standards, integrated curriculum techniques, and procedures for teaching music design, and developmentally appropriate in the elementary school. Prerequisite: pedagogy. Prerequisite: Admission into Admission into Teacher Education or permis- Teacher Education or permission of instructor. sion of instructor. Corequisite: EDUC 397. Corequisite: EDUC 397. 2 hours. 3 hours.

46 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF EDUCATION

EDUC 329(G) Integrated Methods 340(G) Curriculum: Early IIIb: Teaching Science Childhood Education and Health in Examines the development, implementation, Elementary Education and evaluation of appropriate curriculum for Introduces elementary educators to the children of diverse cultures from birth to age theories, strategies, resources, and technology eight. Discusses assessment of children’s applications appropriate to science and health diverse individual developmental, family, and methodology. Emphasizes the linkage to state group/community needs and values; creation, and national standards, integrated curriculum implementation and evaluation of teaching design, and developmentally appropriate materials and learning experiences in the areas pedagogy. Prerequisite: Admission into of language, mathematics, science, social Teacher Education or permission of instructor. studies, health, safety, nutrition, art, music, Corequisite: EDUC 397. 2 hours. drama, and movement; the psychology of literacy and reading instruction; young EDUC 336(G) Special Methods: children’s literature; management of the Teaching Health in the classroom. Requires 2 hours of weekly field Middle and High experience and observations of children. School Prerequisites: Ed 300/300G or consent of the Guides students in the investigation of the instructor. 4 hours. three faces of a comprehensive school health program: school health services, school EDUC 343(G) Integrated Methods environment, and health instruction. Emphasis IIIa: Teaching on the content of a health curriculum, Mathematics in developmental levels, teaching strategies, Elementary Education assessment, and class management. Prerequi- Introduces elementary educators to the site: Admission into Teacher Education or theories, strategies, resources, and technology permission of instructor. Corequisite: EDUC applications appropriate to mathematics 397. 3 hours. methodology. Emphasizes the linkage to state and national standards, integrated curriculum EDUC 338(G) Special Methods: design, and developmentally appropriate Teaching Science in the pedagogy. Prerequisite: Admission into Middle and High Teacher Education or permission of instructor. School Corequisite: EDUC 397. 2 hours. Introduces aspiring educators to the theories, strategies, resources, and technology applica- EDUC 349(G) Special Methods: tions appropriate to science curriculum and Teaching Mathematics instruction at the middle and high school level. in the Middle and Emphasizes research-based teaching and High School evaluation methods as well as an in-depth Introduces aspiring educators to the theories, analysis of national and state science stan- strategies, resources, and technology applica- dards. Prerequisite: Admission into Teacher tions appropriate to mathematics curriculum Education or permission of instructor. and instruction at the middle and high school Corequisite: EDUC 397. 3 hours. level. Emphasizes research-based teaching and evaluation methods as well as an in-depth EDUC 339(G) Special Methods: analysis of national and state mathematics Teaching Physical standards. Prerequisite: Admission into Education in the Teacher Education or permission of instructor. Middle and High Corequisite: EDUC 397. 3 hours. School Prepares preservice teachers to teach middle EDUC 361(G) Foundations of Human school/high school physical education. Development and Emphasizes curriculum, developmental levels, Psychology teaching strategies, and classroom manage- Introduces future teachers to developmental ment. Prerequisite: Admission into Teacher issues of students in their classrooms: Education or permission of instructor. behavioral, physical, personal, social, and Corequisite: EDUC 397. 3 hours.EDUC cognitive. Relates psychology to teaching and learning including the role of the teacher, learning theory, motivation and reinforcement,

www.pacificu.edu ❖ 47 individual differences, classroom management, and become skillful in integrating art, music, teaching goals and objectives, and evaluation. and physical movement activities into the Overviews the available resources and curriculum. Examines models of teaching and practices intended to support students with methods that are specific to each of the three special needs in the regular school setting. areas, as well as models for appropriately Corequisite: EDUC 397. 3 hours. integrating these expressive arts throughout the curriculum. Prerequisite: Admission into EDUC 370(G) School and Society Teacher Education or permission of instructor. Explores the relationship between schools and 2 hours. society. Develops in aspiring teachers an understanding of the philosophical, historical, EDUC 420(G) Normal Language socio-cultural, and legal foundations of Development in education. 2 hours. Children Examines the nature of language as a system of EDUC 397(G) Field Experience human communication; language development Offers participation in a professional experi- as a basis for understanding the reading ence in public schools. Prerequisite: Admission process; and language readiness for reading. into Teacher Education or permission of Prerequisite: Admission to Teacher Education instructor. 1 hour. or permission of instructor. 2 hours.

EDUC 408(G) Integrated Methods II: EDUC 427(G) Psychology of Reading Reading and Language Instruction Arts in Early Childhood Examines the nature of the reading process and Education principles of development and learning related Introduces preservice educators to the survey to reading achievement; psychological and implementation of specific curricular foundations of methods and materials utilized methods for early childhood educators. Helps in reading instruction; the learner with educators understand specific content, survey reading difficulties. Prerequisite: Junior and critically analyze current issues and standing or permission of instructor. 2 hours. trends; and apply methods and their integra- tion and assessment across the following areas: EDUC 431(G) Integrated Methods I: language arts, reading, literature, and drama. General Methods Fosters integration and synthesis of all Guides aspiring teachers of early childhood and previous and concurrent course work. elementary age learners in developing skills in Prerequisite: Admission into Teacher Educa- designing and organizing lessons and units tion or permission of instructor. Corequisite: that involve students in appropriate learning EDUC 397. 4 hours. activities, require thinking at a range of levels, and use a variety of assessment methods. EDUC 409(G) Integrated Methods Examines curriculum foundations, a variety of IIIa: Teaching specific curricular models, instructional skills Mathematics in Early and strategies, assessment methods, and Childhood Education classroom management systems. Prerequisite: Introduces early childhood educators to the Admission into Teacher Education or permis- theories, strategies, resources, and technology sion of instructor. Corequisite: EDUC 397. applications appropriate to mathematics 2 hours. methodology. Emphasis on the linkage to state and national standards, integrated curriculum EDUC 436(G) Technology Across the design, and developmentally appropriate Curriculum pedagogy. Prerequisite: Admission into Introduces educators to some of the applica- Teacher Education or permission of instructor. tions for technology in education, and Corequisite: EDUC 397. 2 hours. familiarizes them with issues associated with technology use. Develops and expands EDUC 410 Integrated Methods IV: The students’ skills and knowledge of educational Expressive Arts in Early technology through a series of readings, Childhood Education presentations, lab work, small group work, Assists aspiring early childhood teachers to projects and independent exploration. 2 hours. become knowledgeable about methods for teaching art, music, and physical movement,

48 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF EDUCATION

EDUC 444(G) Integrated Methods II: Prerequisite: Admission into Teacher Educa- Reading and Language tion or permission of instructor. Corequisite: Arts in the Elementary EDUC 397. 3 hours. School Introduces preservice educators to the survey EDUC 452(G) Special Methods: and implementation of specific curricular Teaching Language Arts methods for elementary educators. Helps in the Middle and educators to understand specific content, High School survey and critically analyze current issues Acquaints middle and high school educators and trends; and apply methods and their with a wide range of skills and concepts integration and assessment across the specifically helpful in teaching language arts. following areas: language arts, reading, Expands students’ knowledge of methods, literature, and drama. Fosters integration and materials, assessment strategies, remediation synthesis of all previous and concurrent course techniques, and motivational tools that will work. Prerequisite: Admission into Teacher enrich their ability to teach language arts. Education or permission of instructor. Helps students identify and design lessons, Corequisite: EDUC 397. 4 hours. which develop Oregon’s Standard and Benchmark abilities for middle and high school EDUC 445(G) Integrated Methods IV: students. Prerequisite: Admission into Teacher Thematic Teaching Education or permission of instructor. through Social Studies Corequisite: EDUC 397. 3 hours. and the Arts Assists students in developing thematic EDUC 455(G) Practicum curricula which is based on broad concepts Offers variable credit student teaching while drawn from social studies. Integrates the arts, participating in a school setting under sciences, humanities, and social sciences. guidance of a classroom and a university Emphasizes identifying appropriate social supervisor. Prerequisite: Completion of studies themes, relating curriculum to national professional sequence and admission into and state content standards, and finding and student teaching program. Corequisite: EDUC analyzing resources. Prerequisite: Admission 476. Variable credit. P/NP into Teacher Education or permission of instructor. Corequisite: EDUC 397. 2 hours. EDUC 456 (G) Mexico: A Cultural Mosaic EDUC 447(G) Special Methods: Focuses on Mexican history, folklore, culture, Teaching a Foreign music, and visual arts as it related to an elementary classroom. Taught bilingually and Develops a wide range of teaching tools includes the historical and cultural basis for designed to enhance proficiency oriented the Mexican aesthetic. Provides opportunities teaching in the five skills of speaking, writing, for participation in musical experiences and art listening, reading, and culture. Prerequisite: projects suitable for the elementary classroom. Admission into Teacher Education or permis- Includes design and implementation of a sion of instructor. Corequisite: EDUC 397. Festival day that will include community 3 hours. participation. Includes observation in bilingual classroom. Prerequisite: Spanish EDUC 451(G) Special Methods: 202 or equivalent. 4 hours. Teaching Social Studies in the Middle and EDUC 459(G) Preparing the Work High School Sample Introduces students to theories, strategies, Assists students in designing and preparing a resources, technologies, and state standards work sample to be taught during student related to social studies curriculum and teaching. Includes field experience. Required instruction at the middle and high school level. the semester prior to student teaching. Reviews the development of social studies. Prerequisite: Admission into Teacher Examines the planning, presenting, and Education or permission of instructor. 2 hours. assessing of social studies units and lessons. Includes interactive instructional activities and debates on current issues in the field.

www.pacificu.edu ❖ 49 EDUC 460(G) Advanced Teaching EDUC 477(G) Minor Authorization Strategies Practicum Supports teachers in their understanding of Offers full-time participation in a school the current practices associated with managing setting under the guidance of a classroom learning within a successful classroom. teacher and a university supervisor. Satisfies Focuses on a variety of instructional skills, TSPC requirement for a second authorization strategies, and education practices for level. 3 hours. P/NP. designing, implementing and assessing instruction. Participants will complete a work EDUC 490 Integrating Seminar sample which includes an authentic perfor- Synthesizes the learnings from major course mance based task as part of the assessment work in education, psychology, and subject plan. 2 hours. area content for a fuller understanding of the education and learning process. Includes EDUC 465 (G) Spanish in the completion and presentation of a senior Elementary School research project focused on a specific aspect of Introduces the principles of second language schooling or the learning process. Prerequisite: acquisition as they apply to bilingual educa- Senior standing. 6 hours. tion and second-language instruction in elementary schools. Acquaints students with EDUC 502 Special Methods: Teaching dual language materials, bicultural perspec- Art in the Middle and High tives, and strategies for achieving biliteracy. School Includes an observation component in a Introduces the basic methods of art instruction bilingual classroom. Prerequisite: Spanish for the middle and high school classroom. 202 or equivalent. Taught in English and Examines creativity, developmental levels, Spanish. 4 hours. discipline-based art education, and state and national standards. Includes hands on EDUC 467 (G) Practicum in Tapalpa, experiences with art media and lesson plans. Mexico Prerequisite: Admission to Fifth-year MAT Offers a teaching practicum in an elementary/ program or consent of instructor. 3 hours. middle school in Tapalpa, Mexico. Includes a weekly seminar and weekend cultural EDUC 503 Special Methods: Teaching excursions. Prerequisite: Educ 465 or consent Music in the Middle and of instructors. 3 hours. High School Examines the fundamental principles, EDUC 471 (G) Global Issues in techniques, and procedures for teaching music Education in the middle and high school classroom. Helps students to develop curricula which Prerequisite: Admission to Fifth-year MAT brings a global perspective to their teaching program or consent of instructor. 3 hours. practice. Includes researching a topic of interest, reviewing a variety of resources, and EDUC 504 Learning Communities I: investigating current issues in global educa- Personal Awareness tion. 3 hours. P/NP Explores the personal, relational, and commu- nity aspects of communication, collaboration, EDUC 475(G) Student Teaching congruency, cooperation, and competition. Offers full-time participation in a school Includes learning communities, personal setting under guidance of a classroom teacher history and culture, communication skills, and a university supervisor. Prerequisite: creativity, and classroom management. Completion of professional sequence and Prerequisite: Admission to Fifth-year MAT admission into student teaching program. program or consent of instructor. 2 hours. Corequisite: EDUC 476. 12 hours. P/NP.

EDUC 476(G) Learning Communities: Reflection and Practice Serves as both a support and knowledge base for student teachers. Corequisite: EDUC 475 or EDUC 455. 2 hours. P/NP.

50 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF EDUCATION

EDUC 505 Learning Communities II: EDUC 515 Foundations of Human Diversity Development and Explores the personal, relational, and commu- Psychology: Early nity aspects of communication, collaboration, Childhood and Elementary congruency, cooperation, and competition. Acquaints students with the terminology, Includes communication skills, diversity, concepts, theories, and issues central to child special needs students, and classroom development and educational psychology, and management. Prerequisite: Admission to Fifth- to explore the relation between these fields as year program or consent of instructor. 2 hours. they are applied in elementary school class- rooms. Prerequisite: Admission to Fifth-year EDUC 508 Integrated Methods II: MAT program or consent of instructor. Reading and Language Arts 4 hours. in Early Childhood Education EDUC 516 Foundations of Human Introduces preservice educators to the survey Development and and implementation of specific curricular Psychology: Middle and methods for early childhood educators. Helps High School educators understand specific content, survey Acquaints students with the terminology, and critically analyze current issues and concepts, theories, and issues central to trends; and apply methods and their integra- adolescent development and educational tion and assessment across the following areas: psychology, and to explore the relation between language arts, reading, literature, and drama. these fields as they are applied in secondary Fosters integration and synthesis of all school classrooms. Prerequisite: Admission to previous and concurrent course work. Fifth-year MAT program or consent of Prerequisite: Admission to Fifth-year MAT or instructor. 4 hours. consent of instructor. 4 hours. EDUC 517 Special Methods: Teaching EDUC 509 Integrated Methods IIIa: Art in the Elementary Teaching Mathematics in School Early Childhood Education Introduces the basic methods of art instruction Introduces early childhood educators to the for the elementary school classroom. Examines theories, strategies, resources, and technology creativity, developmental levels, discipline- applications appropriate to mathematics based art education, and state and national methodology. Emphasizes linkage to state and standards. Includes hands on experiences with national standards, integrated curriculum art media and lesson plans. Prerequisite: design, and developmentally appropriate Admission to Fifth-year MAT program or pedagogy. Prerequisite: Admission to Fifth- consent of instructor. 3 hours. year MAT program or consent of instructor. 2 hours. EDUC 518 Special Methods: Teaching Music in the Elementary EDUC 510 Integrated Methods IV: The School Expressive Arts in Early Examines the fundamental principles, Childhood Education techniques, and procedures for teaching music Assists aspiring early childhood teachers to in the elementary school. Prerequisite: become knowledgeable about methods for Admission to Fifth-year MAT program or teaching art, music, and physical movement, consent of instructor. 3 hours. and become skillful in integrating art, music, and physical movement activities into the EDUC 519 Special Methods: Teaching curriculum. Includes an examination of models Physical Education in of teaching and methods that are specific to Elementary Schools each of the three disciplines, as well as models Prepares preservice teachers to teach early for appropriately integrating these expressive childhood/elementary school physical educa- arts throughout the curriculum. Prerequisite: tion. Emphasizes curriculum, developmental Admission to Fifth-year MAT program or levels, teaching strategies, and classroom consent of instructor. 2 hours. management. Prerequisite: Admission to Fifth- year MAT program or consent of instructor. 3 hours.

www.pacificu.edu ❖ 51 EDUC 526 Teaching and Assessment in EDUC 533 Integrated Methods I: the High School General Methods Develops skills in designing and organizing Guides aspiring teachers of early childhood and lessons and units for high schools that involve elementary age learners indeveloping skills in students in appropriate learning activities, designing and organizing lessons and units require higher level thinking skills, and use a that involve students in appropriate learning variety of assessment methods. Includes a activities, require thinking at a range of levels, variety of instructional skills and strategies, and use a variety of assessment methods. assessment, current trends in education, and Examines curriculum foundations, a variety of classroom management as well as adolescent specific curricular models, instructional skills characteristics and development. Prerequisite: and strategies, assessment methods, and Admission to Fifth-year MAT program or classroom management systems. Prerequisite: consent of instructor. 4 hours. Admission to Fifth-year MAT program or consent of instructor. 3 hours. EDUC 527 Teaching and Assessment in the Middle School EDUC 536 Special Methods: Teaching Develops skills in designing and organizing Health in the Middle School lessons and units for middle schools that and High School involve students in appropriate learning Guides students in the investigation of the activities, require higher level thinking skills, three faces of a comprehensive school health and use a variety of assessment methods. program: school health services, school Includes a variety of instructional skills and environment, and health instruction. Empha- strategies, assessment, current trends in sizes the content of a health curriculum, education, and classroom management as well developmental levels, teaching strategies, as adolescent characteristics and development. assessment, and class management. Prerequi- Prerequisite: Admission to Fifth-year MAT site: Admission to Fifth-year MAT program or program or consent of instructor. 4 hours. consent of instructor. 3 hours.

EDUC 528 Integrated Methods IIIa: EDUC 537 Technology across the Teaching Science and Curriculum Health in Early Childhood Introduces educators to some of the applica- Education tions for technology in education, and Introduces early childhood educators to the familiarizes them with issues associated with theories, strategies, resources, and technology technology use. Develops and expands applications appropriate to science and health students’ skills and knowledge of educational methodology. Emphasizes the linkage to state technology by using a series of reading, and national standards, integrated curriculum presentations, lab work, small group work, and design, and developmentally appropriate independent exploration. Prerequisite: pedagogy. Prerequisite: Admission to Fifth- Admission to Fifth-year MAT program or year MAT program or consent of instructor. consent of instructor. 1 hour. 2 hours. EDUC 538 Special Methods: Teaching EDUC 529 Integrated Methods IIIb: Science in the Middle and Teaching Science and High School Health in the Elementary Introduces aspiring educators to the theories, School strategies, resources, and technology applica- Introduces elementary educators to the tions appropriate to science curriculum and theories, strategies, resources, and technology instruction at the middle and high school level. applications appropriate to science and health Emphasizes research-based teaching and methodology. Emphasizes the linkage to state evaluation methods as well as an in-depth and national standards, integrated curriculum analysis of national and state science stan- design, and developmentally appropriate dards. Prerequisite: Admission to Fifth-year pedagogy. Prerequisite: Admission to Fifth- MAT program or consent of instructor. year MAT program or consent of instructor. 3 hours. 2 hours.

52 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF EDUCATION

EDUC 539 Special Methods: Teaching EDUC 545 Integrated Methods IV: Physical Education in the Thematic Teaching through Middle and High School Social Studies and the Arts Prepares preservice teachers to teach middle Assists students in developing thematic school/high school physical education. curricula which is based on broad concepts Emphasizes curriculum, developmental levels, drawn from social studies. Integrates the arts, teaching strategies, and classroom manage- sciences, humanities, and social sciences. ment. Prerequisite: Admission to Fifth-year Emphasizes identifying appropriate social MAT program or consent of instructor. studies themes, relating curriculum to national 3 hours. and state content standards, and finding and analyzing resources. Prerequisite: Admission EDUC 540 Technology II to Fifth-year MAT program or consent of Expands the learnings initiated in Educ 537. instructor. 2 hours. Further explores the applications for technol- ogy in education. Prerequisite: Admission to EDUC 546 Special Methods: Teaching Fifth-year MAT program. 1 hour. Business in the High School Explores materials and methods for teaching EDUC 541 Reading and Writing business education in the high school. across the Curriculum Emphasizes current teaching strategies and Introduces middle school and high school evaluations, recent curriculum developments, educators to the application of reading and and utilization of equipment. Prerequisite: writing theories in individual content areas. Admission to Fifth-year MAT program or Develops and expands knowledge of the nature consent of instructor. 3 hours. and scope of middle school and high school reading and writing, and of the application of EDUC 547 Special Methods: Teaching a methods, materials, assessments, remedial Foreign Language in the strategies, and motivation for reading, writing, Middle and High School and study skills. Prerequisite: Admission to Develops a wide range of teaching tools Fifth-year MAT program or consent of designed to enhance proficiency oriented instructor. 2 hours. teaching in the five skills of speaking, writing, listening, reading, and culture. Prerequisite: EDUC 543 Integrated Methods IIIa: Admission to Fifth-year MAT program or Teaching Mathematics in consent of instructor. 3 hours. the Elementary School Introduces elementary educators to the EDUC 549 Special Methods: Teaching theories, strategies, resources, and technology Mathematics in the Middle applications appropriate to mathematics and High School methodology. Emphasizes the linkage to state Introduces aspiring educators to the theories, and national standards, integrated curriculum strategies, resources, and technology applica- design, and developmentally appropriate tions appropriate to mathematics curriculum pedagogy. Prerequisite: Admission to Fifth- and instruction at the middle and high school year MAT program or consent of instructor. level. Emphasizes research-based teaching and 2 hours. evaluation methods as well as an in-depth analysis of national and state mathematics EDUC 544 Integrated Methods II: standards. Prerequisite: Admission to Fifth- Reading and Language Arts year MAT program or consent of instructor. in the Elementary School 3 hours. Introduces preservice educators to the survey and implementation of specific curricular EDUC 551 Special Methods: Teaching methods for early childhood educators. Helps Social Studies in the Middle educators understand specific content, survey and High School and critically analyze current issues and Introduces students to theories, strategies, trends; and apply methods and their integra- resources, technologies, and state standards tion and assessment across the following areas: related to social studies curriculum and language arts, reading, literature, and drama. instruction at the middle and high school level. Fosters integration and synthesis of all Reviews the development of social studies. previous and concurrent course work. Examines the planning, presenting, and Prerequisite: Admission to Fifth-year MAT assessing of social studies units and lessons. program or consent of instructor. 4 hours. Includes interactive instructional activities www.pacificu.edu ❖ 53 and debates on current issues in the field. EDUC 568 Curriculum Design: Prerequisite: Admission to Fifth-year MAT Middle School program or consent of instructor. 3 hours. Assists students in understanding the process of curriculum development in a middle school EDUC 552 Special Methods: Teaching setting. Applies previous learning in the MAT Language Arts in the program to the design of a semester or yearlong Middle and High School course, which is highly integrated across the Acquaints middle and high school educators curriculum. Emphasizes the team planning with a wide range of skills and concepts process and appropriate selection and blending specifically helpful in teaching language arts. of resources. Prerequisite: Admission to Fifth- Expands students’ knowledge of methods, year MAT program or consent of instructor. materials, assessment strategies, remediation 2 hours. techniques, and motivational tools that will enrich their ability to teach language arts. EDUC 570 School and Society Helps students identify and design lessons, Explores the relationship between schools and which develop Oregon’s Standard and society. Helps aspiring teachers develop an Benchmark abilities for middle and high school understanding of the philosophical, historical, students. Prerequisite: Admission to Fifth-year socio-cultural, and legal foundations of program or consent of instructor. 3 hours. education. Prerequisite: Admission to Fifth- year MAT program or consent of instructor. EDUC 553 Special Methods: Teaching 2 hours. Drama in the Middle and High School EDUC 573 Practicum Acquaints middle and high school educators Provides an opportunity for students to with a wide range of skills and concepts observe and apply principles of education specifically helpful in teaching drama pedagogy and methodology in a school setting including acting, directing, and technical in their major authorization area. Fulfills the theater. Prerequisite: Admission to Fifth-year prerequisite for full-time student teaching. MAT program or consent of instructor. Continues for 15 or 18 weeks. Prerequisite: 3 hours. Admission to Fifth-year MAT program or consent of instructor. 2 hours. P/NP. EDUC 565 Seminar: Educational and Optometric Connection EDUC 575 Student Teaching Explores the connection between public school Provides a classroom setting for preservice procedures and optometric procedures teachers to apply principles of education regarding vision function and learning, pedagogy and methodology. Prerequisite: specifically reading. Reviews the literature Admission to Fifth-year MAT program or regarding the overlap of the procedures. consent of instructor. 15 hours. P/NP. Includes field experience. Prerequisite: Consent of instructor. 1 hour. P/NP. EDUC 576 Learning Communities III Explores the personal, relational, and commu- EDUC 567 Curriculum Design: High nity aspects of communication, collaboration, School congruency, cooperation, and competition. Assists students in understanding the process Helps aspiring teachers develop a rich of curriculum development and encourages understanding of how to meet the needs of all reflection on the nature of one subject and its students by participating in a democratic, potential for integration with other subject inclusive, reflective learning community. areas. Reviews and reflects on previous Prerequisite: Admission to Fifth-year MAT learning in the MAT program and uses the program or consent of instructor. resources, skills, readings, and concepts 2 hours. P/NP. acquired or studied, to design a year-long course in one content area. Integrates EDUC 585 Teachers as Researchers individual course plans with subjects across Enables students to design and carry out their the curriculum and allows time to research and own research studies. Emphasis will be on gather a variety of resources. Prerequisite: applying qualitative research tools to classroom Admission to Fifth-year MAT program or action research. 2 hours. consent of instructor. 2 hours.

54 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF EDUCATION

EDUC 595 Teachers as Researchers EDUC 611 Meeting Special Needs in Introduces the current methods of conducting the Classroom research as it relates to teaching, curriculum Prepares teachers to recognize and understand development, and educational research. the broad range of diversity in classrooms Includes the philosophy of educational research including: handicapping conditions, cultural, and qualitative and quantitative methods of ethnic and racial diversity, gender and the inquiry. Prerequisite: Completion of half of gifted learner. Assists teachers in adapting planned program. 3 hours. curriculum, instruction, management, and assessment in order to meet the needs of all EDUC 596 Education Research Project learners. 3 hours. Students execute research project designed in Educ 585 or Educ 595 (excluding MEd./VFL EDUC 615 Curriculum Foundation and students). Includes a student reflection on Design (ECE/Elem) how the research project impacts school Prepares teachers to review curriculum and improvement. Students are encouraged to analyze the material in terms of curriculum undertake a collaborative project supporting foundations and models. Assists teachers in school improvement objectives. Prerequisite: building on current curriculum designs, EDUC 585 or EDUC 595(excluding MEd./ reflecting on curriculum applications, and VFL students). 2-6 hours. P/NP. implementing promising frameworks. Emphasis in on collaborative analysis and EDUC 601 Teachers as Consumers teaching teams focused on improving student of Research achievement. 2 hours. Enables students to critically read a broad range of educational research and apply it to EDUC 625 Portfolio Development their own professional development and Supports practicing teachers in designing, teaching. 2 hours. organizing and presenting a professional teaching portfolio. Emphasis is on designing, EDUC 605 Human Development and preparing, and selecting materials that describe Psychology for ECE and and illustrate the desirable degree of exemplary Elementary Education performance in the classroom. Examines developmental issues of students in early childhood and elementary classrooms. EDUC 628 Teaching Reading in Early Includes behavioral, physical, personal, social, Childhood Education and cognitive issues. Relates psychology to Surveys current reading methodology teaching and learning including the role of appropriate to an early childhood classroom. teacher, learning theory, motivation and Provides an understanding of specific content, reinforcement, individual differences, class- current issues and trends and applies integra- room management, teaching goals and tive methods to the following areas: reading, objectives, and evaluation. Does not satisfy language arts, literature, and drama. Does not any requirement for an Oregon Initial satisfy any requirement for an Oregon Initial Teaching License. 2 hours. Teaching License. 2 hours.

EDUC 608 Human Development and EDUC 629 Teaching Reading in Psychology for Middle Elementary Education School and High School Surveys current reading methodology Education appropriate to an elementary classroom. Examines developmental issues of students in Provides an understanding of specific content, middle school and high school classrooms. current issues and trends and applies integra- Includes behavioral, physical, personal, social, tive methods to the following areas: reading, and cognitive issues. Relates psychology to language arts, literature, and drama. Does not teaching and learning including the role of satisfy any requirement for an Oregon Initial teacher, learning theory, motivation and Teaching License. 2 hours. reinforcement, individual differences, class- room management, teaching goals and objectives, and evaluation. Does not satisfy any requirement for an Oregon Initial Teaching License. 2 hours.

www.pacificu.edu ❖ 55 EDUC 630 Assessment and Evaluation EDUC 647 Advanced Reading, Writing of Reading and Related and Study Skills Practicum Techniques in the Surveys formal and informal reading instru- Content Areas ments. Examines evaluation of student Explores specialized practical literacy reading scores for prescriptive purposes. strategies to enhance comprehension in specific Includes fifteen hours of supervised practicum. content areas designed to help students prepare 3 hours. for the Oregon grades 8, 10, and 12 bench- marks regarding expository text. 2 hours. EDUC 632 Current Issues in Literacy Surveys current literacy issues such as EDUC 649 Young Adult Literature and politics, research, reading and literacy Media Literacy, Grades 5-12 philosophies, assessment philosophies, literacy Surveys illustrators and specific book titles for methodologies, Oregon and National Stan- young adults through analysis of literary dards and, related material and resources. elements. Provides an overview of medial 2 hours literacy for young adults including environ- mental reading, newspapers, magazines, EDUC 635 Language Development and television, and software. 2 hours. Literacy Surveys current trends and issues in language EDUC 655 Supervised Practicum development and literacy. 1 hour. Offers practicum credit while participating in a school setting under the guidance of a EDUC 637 Advanced Teaching of classroom and university supervisor. 2 hours. Reading Techniques and Related Practicum, Grades K-8 Surveys prescriptive reading techniques for grades K-8. Related practicum 2 hours.

EDUC 639 Children’s Literature and Media Literacy Surveys illustrators and specific book titles for children through analysis of literary elements. Provides an overview of medial literacy for children including environmental reading, newspapers, magazines, television, and software. 1 hour.

EDUC 641 Comprehending Expository Text through Reading and Writing, Grades K-8. Explores strategies to help teachers prepare students to meet Oregon grades 3 and 5 benchmarks regarding the comprehension of expository test. 2 hours.

EDUC 645 Advanced Teaching of Reading Techniques and Related Practicum, Grades 5-12 Surveys prescriptive reading techniques for grades 5-12. Includes 15 hours of supervised practicum experience at grades 5-12. 3 hours.

56 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF EDUCATION CALENDAR School of Education Academic Calendar 2000-01

2000 SUMMER November June November 22, 23, 24 Thanksgiving June 19 MAT Fifth Year classes begin (Forest Grove) December August December 5 Last day of classes UG & MAT/Flex August 18 MAT Fifth Year (Forest Grove) summer classes end (Forest Grove) December 6 Reading day UG & MAT/Flex (Forest Grove) 2000 FALL December 7, 8, 11,12,13 Final examinations August UG & MAT/Flex (Forest Grove) August 28 Classes begin UG & MAT/Flex December 9 Commencement (Forest Grove) MAT Fifth Year (Eugene) August 28 MAT Fifth Year Intern- ship begins (Eugene) December 15 Last day of classes MAT Fifth Year September (Forest Grove) September 4 Labor Day December 15 Full-time internship No classes ends - MAT Fifth Year (Eugene) September 6 MAT Fifth Year Fall classes begin (Forest Grove) October October 13 No classes-Prof. Inservice Day MAT Fifth Year (Forest Grove)

www.pacificu.edu ❖ 57 2001 WINTER III April April 3 Professional Educator January Fair January 3 Classes begin MAT Fifth Year (Eugene) May May 7 Last day of classes January 3 Classes begin UG & MAT/Flex MAT Fifth Year (Forest Grove) (Forest Grove) May 9 Reading day January 19 Classes end UG & MAT/Flex MAT Fifth Year (Forest Grove) (Forest Grove) May 10, 11, 14, 15, 16 Final examinations 2001 SPRING UG & MAT/Flex (Forest Grove) January May 19 Commencement January 29 Classes begin UG & MAT/Flex (Forest Grove) 2001 SUMMER January 29 MAT Fifth Year Internship begins June (Forest Grove) June 18 MAT Fifth Year classes March begin (Forest Grove) March 26-30 Spring Break

58 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF OCCUPATIONAL THERAPY School of Occupational Therapy

Molly McEwen, M.H.S., OTR, Director

MISSION OF THE OCCUPATIONAL Consistent with the philosophy of Pacific THERAPY PROGRAM University, the School of Occupational Therapy seeks to promote values of leadership, quality The mission of the School of Occupational and service. The mission of the School of Therapy is to produce practitioners who, Occupational Therapy is consistent with the through use of creative problem solving based University's mission as summarized by Sidney on sound clinical reasoning, will become active Harper Marsh, first president of Pacific and effective agents of change, well grounded University (1853-1879): "It is intended that the in the ethics and values necessary to serve study and instruction here given shall cultivate society and to achieve fulfillment in an ever- the power of right thinking and ground the changing environment. student in the principles of right action." Further, the School of Occupational Therapy The primary focus of occupational therapy is strives to provide students, faculty and the development of a person's adaptive skills community with the understanding that, "Life and performance capacity. Its concern is with a requires more than knowledge....Life demands person's ability to function in meaningful daily right action if knowledge is to come alive." life activities or occupation, the factors that (D. Millman, 1980). promote, influence or enhance such function, as well as those factors that serve as barriers or impediments. Mindful of this concern, the GENERAL INFORMATION School of Occupational Therapy is committed to establishing an optimal learning Occupational Therapy is the health and environment, which involves full participation of human service profession that focuses on faculty, students and community in a dynamic human occupation. The term "occupation" may suggest the use of work or vocational interchange of ideas, concepts and actions. activities as therapy, but in fact human The mission, therefore, is dependent upon the occupation encompasses a broader spectrum of daily life activities including collaboration of faculty, students and the self care, work, and play/leisure. Occupa- community in facilitating optimal learning. The tional therapy explores how people can faculty, aspiring to excellence in teaching, live more productively, facilitating a provides a quality education in the person's ability to engage in meaningful fundamentals of occupational therapy. The daily activities, which in turn, enhances health and quality of life. The occupational students, always questioning and reaching for therapist uses a rich array of these new insights into truth, provide active inquisitive meaningful daily occupations to adapt, minds. The community, committed to the maintain, or improve an individual's enhancement of health care through education, ability to achieve self-fulfillment. provides a laboratory of real life within which Occupational therapy practitioners study the students and practicing professionals test how people occupy their time at various ages and developmental stages of their ideas and concepts formulated in the lives. The occupational therapist considers classroom. the individual as a whole—the integration

www.pacificu.edu ❖ 59 of mind, body and spirit. Occupational occupations and offers outstanding therapy focuses on the achievement of employment opportunities. Occupational complete physical, mental, social and therapists can choose to practice in a spiritual well-being through engagement variety of settings and roles: practitioner, in meaningful and personally relevant administrator, educator and researcher. activity or occupation. Based on this focus, Employment opportunities for occupa- the role of the occupational therapist tional therapists are numerous and varied consists of opening the doors of possibili- throughout the United States and in ties and opportunities for an individual to foreign countries. do, plan and create. Through occupation, Most occupational therapy graduates the individual finds harmony, health, well- enter into a practice that entails working being, and adaptation to life circum- directly with people individually or in stances. It is by acknowledging one's groups, helping them maintain, enhance capacities and interests, through the or regain productive meaningful lives process of organizing and occupying time, through engaging in activities, "occupa- that one finds greater life purpose and tions" within the context of family, work maintains health and well-being. Thus, and community life. Practitioners may occupational therapy does not focus on the work with infants and children, adoles- diagnosis and treatment of individual cents, adults or the elderly promoting symptoms or disease, but rather seeks to health and or facilitating prevention, evaluate and facilitate meaningful maintenance or restoration of health intervention based on what people do. A related to various conditions such as person's ability to occupy their time in a physical, social or environmental. Career state of physical, social and spiritual well- opportunities exist nationwide and in being facilitates and enhances a natural many different settings—hospitals, public rhythm of pleasurable-ease (Adolph and private schools, rehabilitation centers, Meyer, 1921). The occupational therapist community health centers, nursing homes, assists in empowering individuals to take home health programs, and community a more active role and to exercise greater based settings such as business, industry, control in caring for their own health and and/or daycare. Increasing numbers of quality of life. practitioners are in private practice. Some occupational therapists serve in the role of an administrator, which would HISTORY OF THE SCHOOL require them to coordinate the activities of Established in 1984, the Pacific University an occupational therapy department or a School of Occupational Therapy is the first program in a community setting. Respon- and only professional occupational sibilities range from program planning therapy school in the state of Oregon. The and management, policy development and program was originally accredited in 1986 budget preparation, to staff and patient and has continually grown and developed. education, and personnel coordination. One of the most recent changes has been a The occupational therapist may have an shift to a 29-month master's entry-level opportunity to assume the role of an curriculum. The first Master entry-level educator in a position such as program class of students graduated in May, 2000. director, professor, or instructor. In such a Successful accreditation of this new role, the therapist will design courses, graduate entry-level curriculum was teach and advise students. Most teaching attained in April 2000. requires an advanced degree, as well as experience in occupational therapy clinical practice. CAREER OPPORTUNITIES As a researcher, the occupational therapist defines problems for investigation and Occupational Therapy provides a good designs research programs. The research career choice for individuals who value a occupational therapist collects and wholistic/humanistic approach to health analyzes data, evaluating and publishing care. According to the Bureau of Labor the results of his or her research. Active Statistics, occupational therapy is expected research is critical to any health profession to be one of the ten fastest growing and offers challenges to the professional.

60 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF OCCUPATIONAL THERAPY

An occupational therapist may, of course, developing creative problem solving skills combine research with other work in the in critical reasoning, which enables the field, and many therapists do, in fact, students to become active and effective explore many of these roles in the course agents of change. The faculty of the School of their careers. of Occupational Therapy seek to model the practice of the profession by using educational and community environments PROGRAM OF STUDY to open the doors of possibilities and opportunities for active engagement of the The School of Occupational Therapy at students in planning, creating and Pacific University offers a 29 month entry- participating in the learning process. level Master's degree program, resulting in Graduates from the program exceed the a Masters of Occupational Therapy (MOT defined standards of competence as degree). This curriculum requires full- identified by the American Occupational time attendance and consists of academic Therapy Association and are prepared to and laboratory experiences integrated enter practice with a sound philosophical with both part-time and full-time profes- and theoretical knowledge base, profes- sional fieldwork. Entrance to the program sional and technical skills, and high ethical is in the fall semester only; all courses and standards. fieldwork are taken sequentially and completed prior to graduation. Upon successful completion of all program Fieldwork Experiences requirements and resultant graduation, Direct community experiences are the student is eligible to take the National integrated throughout the curriculum. As Board of Certification in Occupational the student advances through the curricu- Therapy (NBCOT) examination. NBCOT lum, progressively higher levels of is an external examination organization performance and responsibility are created to assure professional competence required. Fieldwork experiences are and skills of occupational therapists in the opportunities to apply academic learning nation. Candidates who pass this exami- to the practice of occupational therapy in a nation become nationally registered variety of different settings—hospitals, occupational therapists, certified for public and private schools, rehabilitation practice and eligible for state licensure. centers, community health centers, Although the NBCOT certification success nursing homes, home health programs, rate of Pacific graduates is impressively social service organizations, non-profit high (99.26), Pacific University is not facilities, and business and industrial responsible for its graduates performance settings. The School of Occupational on this examination. Therapy has agreements with many The curriculum embraces a wholistic view facilities throughout the northwest region, of the client and takes as its starting point and other parts of the country, and the belief that the individual's goal- continually seeks to develop and incorpo- directed use of time, energy, interest, and rate new sites in order to provide variety attention will promote and maintain and quality to the student's experience. health. Driven by a profound belief that "anything is possible" and embracing this Admission to the Entry-Level wholistic perspective of health, the Pacific Masters of Occupational Therapy University School of Occupational Professional Program Therapy reflects the philosophy of the profession: health, wellness and wholeness Applicants to the professional program proceed from a balanced, integrated should request an occupational therapy interaction with the environment through application packet from the Office of the process of engaging in meaningful Admission for Professional Programs. The activities of self-care, work and play/ initial application deadline is in December leisure. Grounded in the belief that the prior to fall entry, but applications are process of doing becomes the process of accepted until the class is filled. self-actualization/self-awareness, the Enrollment in the professional program is faculty of the School of Occupational limited to 26 students per class and Therapy utilize process as a means for

www.pacificu.edu ❖ 61 admission is highly selective. A bachelors assess essential skills and traits of the degree is highly recommended but not applicant which may or may not have required. Students who enter without a been reflected in the application. bachelors degree are eligible to apply for During the application review and during the Bachelor of Science degree in Human the on-campus interview, the committee Occupation following completion of their looks for evidence of knowledge, skills, first year in the graduate curriculum. and attributes which are deemed neces- The faculty in the School of Occupational sary for success within the curriculum. Therapy believes that both academic Factors considered include, but are not coursework and life experiences are vital limited to: in building a strong foundation to ensure • Self-management skills including skills success in the professional program. in critical self-assessment of one's own Students considering admission to the needs and strengths School of Occupational Therapy at Pacific University should seek both educational • Ability to assume responsibility for and life experiences which provide one's own personal and professional opportunities for gaining knowledge as development well as for developing essential skills and • Leadership skills attributes necessary for pursuing an • General knowledge and self-generated education in the field of occupational interest in the study of human occupa- therapy. tion (the way people use their time in In reviewing applications, the Committee self care, work and leisure activities) evaluates: • Ability to communicate effectively both • Completeness of application forms and verbally and in writing the care in preparing their content • Interpersonal skills that includes skills • Letters of reference in small group interaction, receiving • Evidence of observations and under- and giving constructive critique, and standing of the role of occupational conflict resolution therapy services. Observations should • Critical thinking reflected in pursuit of be with a variety of clients across the knowledge through systematic inquiry, age span and in multiple arenas of analysis, synthesis and problem solving practice. Examples include those • Ability to articulate personal values environments where OT services are and beliefs regarding issues of "health" provided to individuals who are • Creativity experiencing occupational dysfunction due to developmental disability, • Motivation for pursuing a career in psychosocial-emotional disability, occupational therapy physical disability, as well as to • Self-confidence individuals who desire to maintain and sustain health and wellness through Prerequisites: Coursework and occupation. Corresponding Skills • Academic performance: all academic prerequisite coursework completed at a Prior to entrance, applicants must have: "C" grade or higher with a minimum • Acquired a bachelors degree and all prerequisite coursework GPA of 2.7 specified School of Occupational required. Evidence that all prerequisite Therapy prerequisite coursework; OR coursework requirements will be • Completed a minimum of three completed prior to actual entrance into academic years of college coursework the program must be documented. (90 semester hours ) including a The admission process required for minimum of four (4) upper division matriculation in the School of Occupa- courses, the specified School of tional Therapy also requires an on-campus Occupational Therapy prerequisites interview. The interview provides the coursework, and Pacific University applicant with an opportunity to assess bachelor core requirements (see Pacific her/his "fit" with the program and also allows the admission committee to further

62 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF OCCUPATIONAL THERAPY

core requirements below). communication, 3) engage in and Following is a list of prerequisite develop skills in self-reflection, 4) coursework which must be completed develop a greater awareness of social prior to enrollment in the occupational systems, and 5) use these skills, to therapy professional program. Quarter identify and develop skills necessary to credit hours are acceptable but need to be influence and change society. translated into semester hours. To convert Writing: 3 semester hours credit hours divide quarter credits by 1.5 Must include a course in expository to obtain semester credits. Refer to the writing beyond the introductory level application packet for details. If, after offered in either an English or writing careful review, there is doubt about department. Students' proficiency level transfer of certain course credits or stated in writing will be determined at time of requirements, please consult with the enrollment. All students who do not Pacific University Office of Admission. meet the required level of proficiency Natural Sciences: 12 semester hours are responsible for developing a plan to Must include courses in both human meet the requirement prior to the anatomy and human physiology. A completion of the first year of the single course combining anatomy and curriculum. physiology is not acceptable. In Completion of this prerequisite will addition, a physics course is recom- enable the applicant to develop skills mended. This course need not be for critical thinking and clear writing calculus based. All courses must necessary for professional practice and include laboratory. Anatomy and self-reflection. physiology must be completed within Applied Arts: 9 semester hours the last seven years. Possible courses could include: basic Completion of this prerequisite will design, ceramics, dance, photography enable the applicant to: 1) understand or music. Personal "life experience" the way in which the human body does not meet this requirement. Art or develops, is anatomically structured music appreciation, history, or theory and physiologically functions, 2) utilize courses do not meet this requirement. A methods of scientific inquiry, 3) apply portion of this requirement may be concepts and theories of science, and 4) completed through recent organized build skills in problem solving and non-credit courses (within the past logical analysis. seven years; maximum 3 semester Social Sciences: 15 semester hours hours). If you select to do so, you must These courses should address the contact the Office of Admission for individual and group patterns of procedural forms prior to submitting thought and behavior. Must include your application. courses from minimally three (3) of the Completion of this prerequisite will following areas: psychology, sociology, enable the applicant to: 1) engage in a anthropology, politics, government, creative process, 2) experience opportu- business, and economics. Specifically, nities for emotional and intellectual must include courses in human growth self-expression, and 3) explore varied and development preferably across the creative activities (occupations). life-span , and courses which promote Communication: 2 semester hours an understanding of both normal and Must include courses in the areas of abnormal adaptive development at debate or public speaking. both the individual and group level. Completion of this prerequisite will Completion of this prerequisite will enable the applicant to: 1) gain a enable the applicant to: 1) gain a deeper broader perspective of communication, understanding of various levels of the and 2) develop skills in public speak- human experience (self and others) ing, critical thinking and argumenta- including the individual experience, the social experience, and the cultural experience, 2) enhance critical thinking skills through written and verbal

www.pacificu.edu ❖ 63 tion. Pacific Core Requirements Research Design: 2 semester hours The following degree requirements are not It is recommended that this be taken in covered by prerequisite courses. All a department of psychology, sociology, applicants must meet these requirements or anthropology and include a qualita- unless the student has (or will have) tive research component. Statistics will completed a bachelors degree prior to be accepted. entrance in to the professional program: Completion of this prerequisite will Mathematics: 3 semester hours enable the applicant to 1) examine Proficiency at a basic level is required. principles of research design, method- This can be demonstrated by a suffi- ology and analysis, 2) systematically cient score on the mathematics test analyze qualitative and quantitative given to entering students, by comple- research, and 3) apply principles of tion of a course equal to Mathematics research to health care. 121 at Pacific University, or by comple- Humanities: 9 semester hours tion of a statistics course. (in addition to the writing prerequisite) Foreign Language: 6 semester hours or Must include courses from two (2) of proficiency the following areas: literature, religion, A proficiency in a language other than history, philosophy, ethics, and history English must be demonstrated by the or appreciation (art, music, theater). successful completion of a 102-level Completion of this prerequisite will course or its equivalent. A student may enable the applicant to: 1) enhance satisfy this requirement by passing a interpersonal intelligence, 2) enhance proficiency test administered by the analytical and critical thinking abilities, World Languages department. A 3) broaden skills in philosophical student whose native tongue is not inquiry, 4) gain a greater understanding English can be exempted from the of classical and modern perspectives, Foreign Language Core requirement by and 5) engage in self-reflection. obtaining approval from his/her Cross Cultural Studies: 2 semester hours advisor, and the Chair of the World Must include courses on the cultures of Languages and Literatures department. Africa, Asia, Latin America, or aspects of the United States culture that draw upon these areas or cultures of the FINANCIAL AID indigenous peoples of North America. The Financial Aid Program at Pacific Completion of this prerequisite will University, including a summary of the enable the applicant to gain an aware- sources and kinds of financial aid avail- ness of and sensitivity toward the able, is described earlier in this catalog. cultural and linguistic diversity of an Additional sources of financial aid for increasingly interconnected world. Occupational Therapy students not listed Physical Fitness: 2 semester hours previously are: Physical education activity courses. The E.K. Wise Loan Program, adminis- May be taken pass/no pass. tered by the American Occupational Completion of this prerequisite will Therapy Association, is available to enable the applicant to support a sound women with baccalaureate degrees who mind through sound body. (cf. Plato, are enrolled in an occupational therapy The Republic). entry level professional program. For Medical Terminology: A complete further information contact: sequence or survey course. This need The American Occupational Therapy not be taken for credit. Association, Inc. First Aid - A course in first aid including Attn.: Membership Information CPR must be completed prior to Division entrance. This need not be for credit. 4720 Montgomery Lane P.O. Box 31220 Bethesda, MD 20824-1220

64 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF OCCUPATIONAL THERAPY

The National Association of American stration of satisfactory development of Business Clubs (AMBUCS) administers practice skills), students must attain a scholarships and provides thousands of grade of "C" (or better) or a "Pass" in all dollars each year to occupational therapy OT coursework. A grade of "C-" (or lower) students. For more information contact: or “No Pass” in any academic or fieldwork National Association of American course is grounds for academic probation Business Clubs or dismissal from the program. Students (AMBUCS) also must maintain a minimum cumula- P.O. Box 5127 tive grade point average (GPA) of 2.7 for High Point, NC 27262 all graded OT courses. Failure to maintain a cumulative 2.7 GPA will result in The American Occupational Therapy academic probation or dismissal from the Foundation awards scholarships to program. occupational therapy undergraduate and graduate students, based on their financial need and scholastic ability. For a free Compliance with school rules/procedures brochure on the scholarship program and Agreement to abide by the policies and other sources of financial aid, contact: procedures of the University and the The American Occupational Therapy program is implicitly confirmed when Foundation students register each term. Students are 4720 Montgomery Lane expected to adhere to the various adminis- P.O. Box 31220 trative and academic deadlines listed in Bethesda, MD 20824-1220 the academic calendar and in course syllabi. Failure to do so may jeopardize their academic standing in the School of ACADEMIC STANDARDS Occupational Therapy and may constitute grounds for probation or dismissal from Good academic standing in the School of the program. In addition, failure to Occupational Therapy is defined as provide written documentation of all continued enrollment, satisfactory health records (immunizations, TB academic progress, sound practice skills, screenings, CPR, First Aid) according to behavior that leads to professional the School of Occupational Therapy competence and positive interpersonal guidelines will result in academic warn- and professional relations, and appropri- ing, probation, or dismissal from the ate professional/ethical conduct and program. attitudes. Students receive feedback regularly in these four areas. Professional/Ethical Conduct A student's academic standing may be To maintain good academic standing, jeopardized by one or more of the follow- students must demonstrate professional/ ing: ethical conduct and attitudes that lead to 1. Indications of poor academic perfor- professional competence. Demonstration mance of unprofessional, unethical, or illegal 2. Insufficient progress in the develop- conduct may be grounds for an academic ment of practice skills warning, probation, or dismissal from the program. 3. Failure to comply with school rules or procedures Students are expected to demonstrate behavior consistent with the Pacific 4. Unprofessional conduct, unethical University Code of Academic Conduct, conduct, or illegal conduct the most current Professional Code of 5. Evidence of behavior that may hinder Ethics for Occupational Therapy and state professional competence and interper- and federal laws governing the conduct of sonal or professional relations Occupational Therapy. The School of Occupational Therapy reserves the right to Academic and Fieldwork Performance define professional competence and behavior, to establish standards of To maintain good academic standing excellence, and to evaluate students in (which refers to both academic and regard to them. fieldwork courses, including the demon-

www.pacificu.edu ❖ 65 Students must maintain good standing in Individuals convicted of a felony may not the program in order to be eligible for, or be eligible for licensing or certification in continued on, in any School of Occupa- Occupational Therapy. Students are urged tional Therapy administered scholarships. to contact the appropriate licenser or certification agency for further informa- Academic Standard Procedures tion. Faculty will evaluate academic perfor- mance, practice skills, and professional 2000-2001 COURSES IN THE development and behaviors demonstrated in the educational environment and in MASTER OF OCCUPATIONAL fieldwork performance according to THERAPY CURRICULUM standards set forth in the University Catalog, the School of Occupational First Year Therapy Student Handbook, and the Fall Semester Occupational Therapy Code of Ethics. Prerequisites Students will be given regular reports on their progress in the program. A student To enroll in first year fall classes, students who is not performing adequately must be admitted members of the entering according to the standards will receive occupational therapy class or obtain notification through written feedback approval from faculty and/or the Director and/or individual advisement. After of the School of Occupational Therapy. receiving such warning, failure to improve O.T. 401Self Discovery Through performance before the next scheduled Cultural and Historical evaluation will result in academic proba- Exploration I ...... 6 tion. O.T. 403 Understanding Human Students placed on academic probation Occupation in will receive formal written notification Self-Context ...... 6 outlining the reasons for probation and O.T. 405 Practicum I ...... 1 expectations that must be met in order for probation to be lifted. Failure to meet the O.T. 408 Foundational Knowledge requirement of probation in a timely and Skills I ...... 1 manner may result in removal from the O.T. 412 Occupational program. Explorations I ...... 1 In the case of flagrant and intentional violations of the Occupational Therapy 15 Professional Code of Ethics, a student may be removed without previous warning at Winter-Spring-Summer Semesters any time in his or her academic career. Prerequisites In general, program decisions regarding To enroll in first year, winter-spring academic standing are final. A decision classes, students must successfully may be appealed only if the student can complete all first year fall coursework and show that 1) there was an error in the be advanced to the first year winter-spring procedure used by the faculty, 2) there is semester by approval of the School of new evidence sufficient to alter the Occupational Therapy faculty. decision, or 3) the sanction imposed was O.T. 402 Self Discovery Through not appropriate to the severity of the Cultural and Historical violation of professional or academic Exploration II...... 7 standards. O.T. 404 Understanding Human Details of professional and academic Occupation in Context of standards, evaluation procedures, and the Others ...... 7 appeals process are described later in this catalog. The student should also refer to O.T. 406 Practicum II ...... 1 the student handbook “Pacific Stuff,” and O.T. 409 Foundational Knowledge the School of Occupational Therapy and Skills II ...... 1 Student Handbook.

66 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF OCCUPATIONAL THERAPY

O.T. 413 Occupational O.T. 601Systems Analysis and Explorations II ...... 1 Program Planning/ O.T. 520 Level I Fieldwork A ...... 4 Management ...... 2 O.T. 410 Foundational Knowledge 21 and Skills III ...... 1 O.T. 622 Level II Fieldwork B ...... 8

Second Year 25 Fall Semester Prerequisites Third Year Prior to enrolling in second year fall classes, studentsmust attain a bachelors Fall Semester degree, must successfully complete all first Prerequisites year coursework and be advanced to the To enroll in third year fall classes, students second year by approval of the School of must successfully complete all second year Occupational Therapy faculty. coursework and be advanced to the third O.T. 501Professional Body year by approval of the School of Occupa- of Knowledge Guiding tional Therapy faculty. Practice I ...... 6 O.T. 623 Level II Fieldwork C ...... 7 O.T. 504 The Human Condition: O.T. 624 Fieldwork Seminar ...... 1 Health and Wellness Continuum...... 6 O.T. 602 System Analysis and Program Planning and O.T. 521Level I Fieldwork B ...... 2 Management II ...... 3 O.T. 410 Foundational Knowledge O.T. 604 Professional Research and Skills III ...... 1 Project ...... 3 O.T. 414 Occupational O.T. 610 Tutorials/Independent Explorations III ...... 1 Study...... 2 O.T. 415 Occupational Explorations IV ...... 1 16

17 Winter-Spring Semesters Prerequisites Winter-Spring-Summer Semesters To enroll in third year winter-spring Prerequisites classes, students must successfully To enroll in second year winter-spring complete all third year fall coursework classes, students must successfully and be advanced to the third year winter- complete all second year fall coursework spring semester by approval of the School and be advanced to the second year of Occupational Therapy faculty. winter-spring semester by approval of the O.T. 625 Practice Model School of Occupational Therapy faculty. Programs (Level II O.T. 621Level II Fieldwork A ...... 6 Fieldwork D) ...... 7 O.T. 501Professional Body of O.T. 626 Practice Model Programs Knowledge Guiding Seminar ...... 2 Practice II ...... 5 O.T. 603 Emerging Practice O.T. 503 Synthesis and Integration Foundations ...... 3 of Treatment Planning O.T. 604 Professional Research Process ...... 3 Project II ...... 3 O.T. 611 Tutorials/Independent Study...... 2

17

www.pacificu.edu ❖ 67 COURSE DESCRIPTIONS O.T. 408 Foundational Knowledge and Skills I O.T. 401 Self Discovery Through Develop foundational skills and knowledge Cultural and Historical corresponding to core courses. To be taken Exploration I concurrently with O.T. 401 and O.T. 403. 1 Exploration of personal cultural heritage hour. Graded P/NP. supports understanding of how people have occupied their time throughout the ages. O.T. 409 Foundational Knowledge Diverse ways of viewing the world developed and Skills II to support critical thinking. 6 hours. Continuation of foundational skills and knowledge development corresponding to core O.T. 402 Self Discovery Through courses. Prerequisite: O.T. 408. To be taken Cultural and Historical concurrently with O.T. 402 and O.T. 404. 1 Exploration II hour. Graded P/NP. Study of how people have occupied their time continued; emphasis on 19th and 20th O.T. 410 Foundational Knowledge centuries. Understanding oneself as product of and Skills III one's ancestral context explored. Prerequisite: Develop skills and knowledge to support O.T. 401. 7 hours. application of theory to practice. Prerequisite: O.T. 409. To be taken concurrently with O.T. O.T. 403 Understanding Human 501 and 504. Fall: 1 hour, Spring: 1 hour, Occupation in Self-Context Graded P/NP. Historical roots and philosophy of profession provide foundation for developing personal O.T. 412 Occupational Explorations I organizing framework for practice. Personal Engagement in novel activities allows study of own occupational history and exploration and understanding of how people behaviors provides avenue to understand basic occupy time. 1 hour. Graded P/NP. concepts of occupation and relationship to O.T. 413 Occupational Explorations II health- ill-health continuum. 6 hours. Continued engagement in novel activities O.T. 404 Understanding Human allows development of occupational analysis. Occupation in Context Emphasis on exploration of the unique of Others meaning of occupation to individuals. Examines occupational therapy process; Prerequisite: O.T. 412. 1 hour. Graded P/NP. evaluation and interpretation of people, across O.T. 414 Occupational Explorations III the age span, engaged in human occupations. Develop skills in various novel occupations, Environments and underlying skills and occupational analysis, and group leadership/ supports explored. Analysis of current OT facilitation. Prerequisite: O.T. 413. 1 hour. organizational models to support development Graded P/NP. of own organizing framework for practice. Prerequisite: O.T. 403. 7 hours. O.T. 415 Occupational Explorations IV Continuation of skill development in various O.T. 405 Practicum I novel occupations, occupational analysis, and Observation and participation in various group leadership/facilitation. To be taken environments where people live, work, and concurrently with O.T. 414. 1 hour. play. Evaluation of one's own occupational Graded P/NP. values, beliefs and motivations. To be taken concurrently with O.T. 403. 1 hour. O.T. 501 Professional Body of Graded P/NP. Knowledge Guiding Practice O.T. 406 Practicum II Analysis, synthesis and integration of Develop skills in evaluation and interpretation organizing constructs utilized in practice of of people engaged in various occupations. occupational therapy. Develops skill and Various OT organizational models used to knowledge in OT evaluation and intervention organize and interpret information gathered. process of occupational dysfunction for Prerequisite: O.T. 405. To be taken concur- individuals across life span. Critical reasoning rently with O.T. 404. 1 hour. Graded P/NP. development emphasized. Fall: 6 hours, Spring: 5 hours.

68 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF OCCUPATIONAL THERAPY

O.T. 503 Synthesis and Integration of for implementation of new practice. Pre- Intervention Planning requisite: successful completion of third-year Process fall semester. 3 hours. Further develop critical reasoning through synthesis and integration of knowledge and O.T. 604 Professional Research skills learned in academic coursework with Project those learned during Level IIA. To be taken Professional research project proposal devel- concurrently with O.T. 621. 3 hours. oped and implemented. Course continues Graded P/NP. across academic year with 3 hours in the fall and 3 hours in Winter/Spring. Graded. O.T. 504 The Human Condition: Health and Wellness O.T. 610 Independent Study/Tutorial Continuum Focused study in practice areas. 2 hours. Investigates knowledge and skill to support Graded P/NP. critical reasoning regarding strengths and challenges to clients' occupational functioning. O.T. 611 Independent Study/Tutorial Focus on interaction of various conditions with Advanced study in practice areas of interest. a client's health and wellness. Incorporates 2 hours. Graded P/NP. stories of individuals who have experienced occupational dysfunction. 6 hours. O.T. 621 Level II Fieldwork A Eight week, four days/week experience in O.T. 520 Level IA Fieldwork programs in which people seek services when Full-time four-week experience in an non- occupational dysfunction occurs. 6 hours. profit community service organization which Graded P/NP. provides programs for the general population. Prerequisite: Successful completion of First O.T. 622 Level II Fieldwork B Year coursework. 4 hours. Graded P/NP. Eight week, full time experience in programs in which people seek services when occupa- O.T. 521 Level IB Fieldwork tional dysfunction occurs. Prerequisites: Part-time experience in programs in which Successful completion of second year people seek services when occupational coursework. 8 hours. Graded P/NP. dysfunction occurs. Prerequisite: O.T. 520. To be taken concurrently with O.T. 501 and O.T. 623 Level II Fieldwork C O.T. 504. 2 hours. Graded P/NP. Nine week, four days/week experience in programs in which people seek services when O.T. 601 Systems Analysis and occupational dysfunction occurs. Practice Program Planning/ areas explored at deeper level, and new Management program development completed. Prerequisite: Beginning skill development in systems O.T. 621. 7 hours. Graded P/NP. analysis, program planning, and management for practice in 21st century. 2 hours. O.T. 624 Fieldwork Seminar Analysis of critical reasoning process utilized O.T. 602 Systems Analysis and in the provision of services during O.T. 623. Program Planning/ Taken concurrently with O.T. 623. 1 hour. Management II Continuation of skill development in systems O.T. 625 Practice Model Programs analysis, program development and manage- Level II Fieldwork D ment for practice in 21st century. Proposal 256 hour experience in developing emerging developed for innovative program collaborating practice areas in settings people seek to with existing community based system. promote, maintain, or regain occupational Prerequisite: O.T. 601. 3 hours. function. Prerequisite: O.T. 623. 7 hours. Graded P/NP. O.T. 603 Emerging Practice Foundations. O.T. 626 Practice Model Programs Business knowledge and skills developed for Seminar designing, leading and managing emerging Small group seminars focusing on issues practice models. Development of business plan impacting development of new practice models; community supervision. Taken concurrently with O.T. 625. 2 hours. Graded P/NP.

www.pacificu.edu ❖ 69 School of Occupational Therapy Academic Calendar 2000-01

2000 FALL SEMESTER December 15 to January 9 Holidays/No Classes August August 23 Class of 2003 Fall Advising and Classes begin 2001 WINTER /SPRING August 28 Classes of 2001 & 2002 Fall Classes begin January January 15 Classes of 2001, 2002, 2003 Begin Winter/ August 28 All School meeting Spring January 29 Advising/All classes September September 4 Labor Day (no classes) February Feb 19 - Apr 13 Level IIA FW September 11 Classes of 2001 & 2002 Advising March September 18 March 26-30 Spring Break October Classes of 2001 & 2003 October 6-8 OR State OTAO April Conference Apr 16-20 Spring Break Class of 2002 October 23-27 Fall Break/Class of 2002 & 2003 May May 4 Last day of semester for November class of 2002 Nov. 17 Level IIC FW May 7-June 29 8 weeks Full-time Level (Class of 2001) IIB FW/Class of 2002 May 17 Last Day of Term for November 20-24 Fall Break/Class of 2001 classes of 2001 & 2003 November May 19 Graduation 22,23,24 Thanksgiving Break (no classes) May 21-June 15 4 weeks Full-time Level IA FW/Class of 2003 December December 14 Last Day of Term

70 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 COLLEGE OF OPTOMETRY College of Optometry

Leland W. Carr, O.D., Dean

GENERAL INFORMATION state boards confirm the value of a clinical education from Pacific, and many students The College of Optometry supports educational discover relationships and opportunities leading programs which culminate in the awarding of a to future employment during their Doctor of Optometry Degree, the degree of preceptorships. Master of Science in Clinical Optometry, or a certificate of successful completion of the Programs at the College educate students to Teaching Fellow Program or Residency fulfill the vision and eye care needs of the Programs. public through instruction embracing the full scope of contemporary optometric science, A collaborative post-doctoral program visual science, clinical expertise, and research. supported by the College of Optometry in It prepares students to enter the modern health partnership with the School of Education care system with a high level of competence culminates in the degree of Master of and self-assurance, and it instills an Education in Visual Function in Learning. appreciation for public health issues and a Residency programs leading to a certificate in commitment to service. Primary Care Optometry, Geriatric Optometry, In addition to the core values of Pacific Ocular Disease/Refractive and Ocular Surgery, University, the College of Optometry: and Cornea and Contact Lenses are available at the College of Optometry. The Cornea ¥ Encourages life-long learning to meet the Contact Lens residency is provided directly by needs and challenges of an ever-changing Pacific University College of Optometry. The world and profession. Ocular Disease/Refractive and Ocular Surgery ¥ Promotes the integration of traditional and residency is provided through a joint program innovative teaching techniques. with Eye Care Associates of Nevada. All others ¥ Advocates enhancing the quality of life for all are provided through a joint program with the patients through the delivery of appropriate Veterans Administration Medical centers in both care. Oregon and Washington. ¥ Honors the tradition and heritage of the In addition to maintaining a full service vision profession. care clinic on campus, the College of ¥ Embraces the worldwide extension of the Optometry operates five additional clinics in the profession through service to, and student greater Portland area. Education also occurs recruitment from, other countries. through student participation in the College's ¥ Values advanced study for professional and screening programs, specialty clinics, graduate students through masters dispensaries, and business offices. The programs, teaching fellowships, residencies, College of Optometry is also networked with specialty clinics, elective courses, and over 100 clinical sites worldwide that offer off- research. campus preceptorship opportunities for fourth- year students. Pass rates on national and ¥ Provides care and education to underserved communities. www.pacificu.edu ❖ 71 The College of Optometry supports an Questions about career or practice educational philosophy that fosters enthusiasm opportunities may be directed to the Assistant Director of Student Services of for learning, and it incorporates the principles of the College of Optometry. In addition, the arts, humanities, and basic sciences as broad College maintains a web page which lists and fundamental components of the practice opportunities. Career information professional curriculum. is also available from the American Optometric Association, 243 N. Lindbergh The College of Optometry is dedicated to the Blvd., St. Louis, Missouri 63141, and from advancement of vision care, and also to the the various local and state optometric growth of its students as contributing members associations. of their communities. Needs of individual students and patients are always considered, Clinical Facilities and constant effort is made to ensure that Students begin their clinical education learning opportunities are maximized. experience on the first floor of the newly renovated vision center. The Forest Grove While Pacific is an institution of rich tradition, Vision Center offers primary care and there is continuous effort to ensure that the secondary care to the residents of western Washington County. Specialty services program remains vital, vibrant, and responsive. provided at the Forest Grove Vision The alumni and friends of Pacific consistently Center include the areas of ocular disease, support the advancement of a state-of-the-art contact lens, pediatrics, vision therapy, optometric learning center that remains environmental vision, learning disabilities, connected to the professional community. low vision, and electrodiagnosis. Pacific operates five additional vision centers in the immediate geographic area. Career Opportunities These centers are designed to meet the Most optometry graduates enter private individual needs of the communities in practice after taking the examinations of which they are located with each clinic the National Board of Examiners in offering a unique learning experience for Optometry and one or more state board the student. examinations. The opportunity for private The Portland Vision Center is located in practice is continually increasing because the heart of downtown Portland. This full of the country's expanding population and service clinic offers the same primary and greater public recognition of the impor- secondary care services as the main Forest tance of vision. Direct appointments as Grove campus clinic. This center provides optometry officers are available in the students an opportunity to broaden their Army, Navy, Air Force, and Public Health clinical optometry experience in an urban Service. Many optometrists pursue careers community health care environment. in research and development in industry The Pediatric/Strabismus Referral Center and federal agencies. Civil service is also included at the Portland site. This openings for optometrists occasionally rotation is designed for students who become available. A critical need exists for desire to focus on all aspects of pediatric, optometrists with advanced academic strabismus, and binocular vision care training in physiological optics, the including surgical and non-surgical natural and behavioral sciences, and intervention. clinical optometry for teaching and research. While optometry is already a The Southeast Vision Center and the specialized field, many optometrists Northeast Eye Clinic operate in coopera- pursue special professional interests in tion with the Multnomah County Health private practice. Among these are vision Department. These clinics function in therapy and orthoptics, contact lenses, multidisciplinary care settings offering prescription of and training in the use of medical, dental, mental health, and low vision devices, and industry consult- optometric care to area residents. ing work to improve vision and job The Vision Center at the Virginia Garcia performance. Memorial Health Center in Cornelius provides full-scope vision services to the

72 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 COLLEGE OF OPTOMETRY

Latino population in western Washington Opportunities to expand preceptorship County. This center is also sites are continuously explored, and sites multidisciplinary, and students interact that meet the standards of the College are regularly with physicians, physician's continually added. The College maintains assistants, and nursing staff. formal affiliation with numerous external Through a cooperative effort with the clinics including the following: Lions Club, a Low Vision Clinic located on Air Force Academy Hospital, Colorado the campus of the Washington State School Alaska Eye Care Centers, Alaska for the Blind in Vancouver, Washington provides a unique clinical opportunity. Alderwood Vision Therapy Center, This is a rehabilitative clinic that empha- Washington sizes treatment for partially sighted, low- Andrews Air Force Base, Maryland vision and multiply-challenged patients. Applewood Vision Associates, Colorado Through a cooperative effort with the Atlanta Eye Surgery Group, Georgia Teplick Laser Surgical Center, Pacific Bandon Vision Center, Oregon University College of Optometry main- tains an affiliation with a complete Barnet Dulaney Eye Centers, Arizona refractive surgical co-management center Bellevue Vision Clinic, Nebraska located in Beaverton. Students participate Cannon Air Force Base/27th Medical in LASIK refractive surgery using both the Group, New Mexico Visx-Star 2 and LaserSight LSX eximer lasers. Advanced argon, and carbon Carl Albert Indian Health Facility, dioxide laser systems have been installed Oklahoma and are used to perform various ocular Carolina Eye Associates, North Carolina and periocular procedures. Cedar Hills Vision Clinic, Oregon The College continually strives to enhance Chemawa Indian Health Center, Oregon the clinical experience for students while providing quality eye and vision services Colorado Optometric Center, Colorado to the community. A recently formed Columbia Park Clinic, Minnesota partnership with the federally sponsored Conroy Eye Center, South Dakota Women, Infant and Children's (WIC) Darnall Army Community Hospital, Texas program provides eye care and nutrition counseling for at-risk and underserved Dayton VA Medical Center, Ohio participants in the metropolitan area. Eugene Optometrists, Oregon Pacific University Vision Centers are Eye Associates, Iowa staffed by faculty of the College and Eye Care Inc., Kansas affiliated physicians from the community who dedicate time each week to clinical Eye & Contact Lens Center of Utah, Utah education and patient care. Under the Eye Foundation Of Utah, Utah direct supervision of the attending doctor, Eye Institute of Utah, Utah interns at these centers are able to assist in the diagnosis and treatment of vision and Eyecare Associates, North Dakota eye disorders. Professional office staff at Eyecare Specialties, Nebraska each center assist interns with the admin- Eyes of Arizona, Arizona istrative details of practice management. Family Eye Care, Inc., New Mexico In addition to the College Clinics, Family Optometry, Arizona preceptorship rotations are a curricular requirement. Rotations away from the Fort Hall Indian Health Center, Idaho College clinics are a much anticipated, Fort Wainwright, Alaska highly rewarding and exciting part of the Fresno VAMC, California program. Students customize their fourth year program by choosing sites that meet Golden Vision Clinic, PC, Colorado their individual interests while preparing Gottlieb Vision Group, Georgia themselves for entry into the profession of Grene Vision Group, Kansas optometry. Group Health Of Puget Sound, Washington Hazleton Eye Center, Pennsylvania

www.pacificu.edu ❖ 73 Hellerstein & Brenner Center, PC, Colorado Professional Eyecare Centers, Hickam Air Force Clinic, Hawaii North Dakota Honolulu VAMC, Hawaii Puget Sound Health Care System, Washington Hot Springs VA Medical Center, South Dakota Reynolds Kohake & Associates, Kansas Imhoff Eye Center, Georgia Roseburg VAMC, Oregon Inscription House, Arizona RVCI Northfield Eye Center, Minnesota Jensen Optometrists, PLC, Iowa Salt Lake VAMC, Utah John - Kenyon Eye Center, Indiana San Diego Naval Medical Center, California Kaiser - Honolulu, Hawaii Sheppard Air Force Base, Texas Kaiser Permanente - Maui, Hawaii Snowy Range Vision Center, Wyoming Kaiser Permanente - Portland, Oregon Spokane VAMC, Washington Kayenta Indian Health Center, Arizona Teplick Laser Surgery Centers, Oregon Landstuhl Army Regional Medical Center, The Children's Eye Doctors, Washington Germany TLC Northwest Eye, Washington Laser Institute of the Rockies, Colorado Travis Air Force Base Optometry Clinic, Lawton Indian Hospital, Oklahoma California Lovelace Montgomery Eye Clinic, Tripler Army Medical Center, Hawaii New Mexico Tsawwassen Optometric Clinic, Luke Air Force Base, Arizona British Columbia Madigan Army Medical Center, Washington Tyndall Air Force Hospital, Florida Malmstrom Air Force Clinic, Montana Vision & Conceptual Development Center Marshfield Clinic, Wisconsin Walla Walla VAMC, Washington McCord Air Force Base, Washington Yakima Indian Health Center, Washington Minnesota Vision Therapy Center, Clinical Facilities, Preceptorship rotations, Minnesota and the clinical curriculum are continu- ously reviewed and upgraded to maxi- Minot Air Force Hospital, North Dakota mize the student experience. The College Mountain Valley Eye Care, Oregon is committed to providing students a Nellis Air Force Base, Nevada diverse patient care experience that prepares them for entry level practice and Northwest Eyecare Professionals, Oregon that stimulates a commitment to serving Office of Dr. Dorothy Parrott, Colorado their community. Office of Dr. Gary Reiner, North Dakota Office of Dr. Roger Christian Ede, Hawaii THE DOCTOR OF OPTOMETRY Office Of Dr. Scott Cowell, Oklahoma (O.D.) PROFESSIONAL Office of Drs. Au & Lau, Hawaii Omni Eye Services, Tennessee DEGREE PROGRAM Omni Eye Specialists, Colorado The essential purpose of the Doctor of Optometric Physicians Northwest, Optometry degree program is to produce Washington practitioners with high competence to render professional and ethical care, who Optometric Vision Development Center, understand their professional role in California society and the health care arena, who Pacific Cataract & Laser Centers, Washington analyze new information critically, who Patrick Air Force Base, Florida advance visual care through personal Phoenix Indian Medical Center, Arizona scientific inquiry, and who qualify for the increasing number of careers best served Portland Metro Optometrists, Oregon by an individual with an optometric Portland VA Medical Center, Oregon education.

74 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 COLLEGE OF OPTOMETRY

Admissions Process multicultural students to increase the number of practitioners who are qualified, Students who will have completed the but currently underrepresented, in the minimum pre-optometry course require- profession. ments by the date of enrollment in the professional program are eligible to apply New classes begin with the fall semester for admission. The majority of those each year; mid year matriculation is not admitted have four years of college permitted. Applications are acted upon completed. starting mid-October, for fall enrollment of the following year. Applicants will be In making decisions, the Optometry notified as soon as an admission decision Admissions Committee considers the is reached. following factors: • Strength and breadth of academic Application Procedures record • Optometry Admissions Test (OAT) Forward the application packet (including scores the application form, official prerequisite worksheet, two letters of evaluation, • Excellence of essay responses official transcripts from each college • Quality of observational experiences attended, address labels, and a nonrefund- (minimum of 30 hours at the time of able $55 application fee) to the Admissions application) preferably in several Office. Complete application instructions different types of practice settings, each are included in the packet. under the supervision of an optometrist Take the Optometry Admissions Test • Content, thoroughness, and the care (OAT). Applicants for fall admission must with which the application forms have take the OAT in October or February of the been prepared year prior to entrance. The Admissions • The quantity and quality of community Committee strongly encourages applicants service, honors, and extracurricular to take the October OAT before the activities preferred application deadline. Test information is available from: • Strength of the recommendations The Optometry Admission Testing • Mastery of the on-campus personal Program interview 211 East Chicago Avenue Selected applicants are invited for an on- Chicago, IL 60611 campus personal interview. Interviews are (312) 440-2693 scheduled by the Admissions Office. The or from the Admissions Office. Registra- interview is required and is a contributing tion deadline for the OAT is approxi- factor in the admissions decision. It allows mately one month prior to the test. the selection committee to assess, subjec- tively, essential skills and traits which may Applicants should be aware that early not be reflected in the application. In the completion and submission of the applica- interview, consideration is given to tion may enhance the prospects for motivation toward a career in optometry, admission, given the current "rolling effective verbal expression of ideas, admissions" process. knowledge of the profession, and self- confidence. The on-campus interview also Reapplication Procedures includes a brief impromptu writing A new application packet (including the exercise that allows the selection commit- application form, optometry worksheet, tee to evaluate the applicant's skills in address labels and nonrefundable $55 succinctly and effectively expressing application fee) should be submitted themselves in writing. directly to the Admissions Office. In Enrollment in the College of Optometry is addition to these materials, official limited and admission is selective. transcripts are required for work com- Applicants must be able to complete all pleted since the last application was pre-optometry course requirements before submitted. Applicants must submit two beginning the program. The College of new letters of evaluation and answer the Optometry actively seeks qualified new essay questions, including an essay

www.pacificu.edu ❖ 75 describing how the application has been (expository, technical, and scientific strengthened. Additional observational writing courses are strongly recom- experience is strongly recommended. Re- mended). Speech and communication applicants need not retake the Optometry courses do not meet this requirement. Admission Test, but may do so to possibly increase their scores. Be sure the most Bachelors Degree Requirement for Doctor recent OAT scores have been sent to the of Optometry Degree Admissions Office. The bachelors degree is required of all Pre-Optometry Course Requirements students prior to the awarding of the Doctor of Optometry degree. All require- Minimum 90 semester hours. ments for the bachelors degree must be All prerequisite courses must be com- completed by the beginning of the third pleted with a grade of "C" or higher professional year. (grades of "C-" or lower are not accept- Students who need to earn a bachelors able). Where possible, all courses should degree at Pacific University must meet be those intended for science majors. College of Optometry graduation require- Biological Sciences: 12 semester/ ments for the Visual Science Major. If the 18 quarter hours. A course in microbi- student has fulfilled all other degree ology. A complete course in human or requirements (see Bachelor of Science comparative vertebrate anatomy (with Degree in Visual Science), the student will coverage of human systems). A be eligible to graduate after successful complete course in human or animal completion of the first year of the Optom- physiology. A two semester course (or etry Program. the quarter equivalent) combining both Various alternatives are available to meet human anatomy and physiology is this requirement. Most students earn the acceptable. All courses must include bachelors degree prior to entry into laboratory. professional studies. These students need Chemistry: 12 semester/18 quarter hours. only complete the pre-optometry require- A standard two-semester course in ments previously listed. general chemistry, and a one semester Some students attending institutions with (two quarters) survey course in organic pre-professional programs plan a program chemistry or two semesters (three of study to include pre-optometry quarters) of a complete course sequence requirements plus the bachelors degree in organic chemistry. All courses must requirements for that institution. In a case include laboratory. A course in bio- where Pacific University's professional chemistry is strongly recommended. courses in optometry are used to satisfy General Physics: 8 semester/12 quarter another institution's graduation require- hours. A standard two-semester course ments, written notice of such an arrange- or the quarter system equivalent. Need ment is required. not be calculus based. All courses must include laboratory. Visual Science Major Mathematics: 3 semester/4 quarter hours. The major in Visual Science is available A course in analytic geometry or only to students who have been admitted calculus. to the College of Optometry and who do Statistics: 3 semester/4 quarter hours. not have a bachelors degree. The student Statistics must be from a Department of must meet core and other general degree Mathematics, Psychology, Sociology or requirements for the Bachelor of Science Statistics. A biostatistics course is degree with a major in visual science. acceptable. Requirements for the Bachelor of Science General Psychology: 3 semester/4 quarter degree with a major in Visual Science are hours. listed below: English: 9 semester/12 quarter hours. 124 semester hours are required for Must include two courses in writing graduation including:

76 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 COLLEGE OF OPTOMETRY

Natural Sciences: 35-55 semester hours to the Dean for transmittal to the President taken from the following disciplines: of Pacific University for final consider- biology, chemistry, computer science, ation by the Board of Trustees. mathematics, physics (also see pre- optometry courses that can satisfy some Transfer Students of the requirements in Natural Sci- ences). The College of Optometry may choose to accept transfer students in good standing Social Sciences: 12-32 semester hours from any accredited College of Optometry taken from the following disciplines: in the United States or Canada, provided anthropology, business, cultural that admission policies are met and space studies, economics, geography, history, in classes is available. Special provisions political sciences, psychology, sociology can also be made for those who have (also see pre-optometry courses that attended foreign optometry programs. can satisfy some of the requirements in Only grades for given courses in the Social Sciences). professional curriculum or the equivalent Humanities: 12-32 semester hours taken that meet the College’s Academic Regula- from the following disciplines: art, tions will be transferred. Depending on English, history, humanities, languages, the application, placement examinations to music, philosophy, religion, speech, determine proficiency in specific areas of theater (also see pre-optometry courses competency may be required. A letter of that can satisfy some of the require- recommendation and permission from the ments in Humanities.) Dean or President of the transferring Professional Courses In Optometric school is required. Science: 45 semester hours taken during the first two years of the standard curriculum while enrolled in TUITION, FEES, EXPENSES the College of Optometry. Students should be prepared to make the necessary arrangements for the payment Promotion of all fees and charges identified elsewhere In order to be promoted unconditionally in this catalog in accordance with one of in the College of Optometry from the first the University's payment options. All to the second year and from the second to payments must be made in U.S. currency. the third year, a student must receive a After notice of acceptance, a tuition grade of "C" or better in all subjects and be deposit of $500 is required of students recommended for promotion by the enrolling in the optometry curriculum; faculty. $200 of the tuition deposit is refundable For promotion from the third to the fourth upon request if the student wishes to year, students must satisfactorily complete withdraw the application prior to May 15. all subjects in the first, second, and third Additional College of Optometry expenses years of the curriculum, have been include books and equipment for the awarded a bachelors degree, and be professional program. Clinical instruments recommended for promotion by the and equipment, which may be used later faculty. The status of students failing to in actual practice, make up a portion of the meet these requirements is determined by total four-year cost. a vote of the College of Optometry faculty As a requirement of the clinic course upon the recommendation of the College's sequence, students receive a portion of Standards and Appeals Committee (see their training in off-campus clinics. The Academic Regulations). student bears all living and transportation A candidate for the degree of Doctor of costs incurred during the off-campus Optometry must satisfactorily complete clinical rotations. the curriculum and all requirements prescribed by the faculty of the College of Note: All fees are subject to change by action of Optometry. The faculty will vote formally the Board of Trustees. on all candidates to recommend the awarding of the degree of Doctor of Optometry. This recommendation is made

www.pacificu.edu ❖ 77 FINANCIAL AID loans do not accrue interest while students are enrolled and for a six-month grace A description of the financial aid program period afterward. Students in the College at Pacific University, its application of Optometry can borrow up to their entire procedures, and conditions of award and cost of attendance. The interest rate is sources and kinds of financial aid for variable but will not exceed 8.25%. undergraduate students are found in the Health Professions Student Loan (HPSL) College of Arts and Sciences catalog. This is a federal student loan program Students are also encouraged to contact available to optometry students who the Student Information Office in the demonstrate "exceptional" financial need. College of Optometry. Specific sources of To determine eligibility for this program, financial aid are listed below: students must provide parental informa- tion on the Free Application for Federal Grants Student Aid regardless of their depen- Professional Program Grants — are non- dency status. Students receiving WICHE renewable awards offered to first-year funding are not eligible for the HPSL students in the College of Optometry. program. The HPSL carries a 5% rate of Consideration is given to all admitted interest, and interest accrual and repay- students based on academic merit and/or ment of principle does not begin until 12 financial need. Recipients are selected by months after graduation. the Professional Admissions staff and CanHELP Loans are private, alternative program faculty. loans available to Canadian citizens who Optometric Association Matching Grants are attending post secondary schools in —Students who received grants or the US. Credit-worthy students may scholarships from state optometric borrow from $1,000 to $15,000 per aca- associations and their auxiliaries are demic year on their own signature; eligible to receive matching grants from applicants who wish to borrow a higher Pacific. Students should submit verifica- amount may apply with a credit-worthy tion of the scholarship award to the co-borrower. The interest rate is variable Financial Aid Office. based on Prime plus 1.5%. Interest accrues and repayment begins while the borrower Western Interstate Commission for Higher is enrolled. Education (WICHE) funds are available to students in the College of Optometry. In CitiAssist Loans from CitiBank are order to qualify for WICHE, certification available to students with satisfactory as an exchange student by one of the credit histories. Students may borrow up following states is required: Arizona, to $15,000 ($10,000 if they have not yet Colorado, Hawaii, Idaho, Montana, received a Bachelors degree) to supple- Nevada, New Mexico, North Dakota, ment other forms of financial assistance. Oregon, Utah, Washington, and Wyoming. The interest rate is variable based on the WICHE applications are filed with the Prime rate plus 1%; interest accrues while appropriate state certifying officer by students are enrolled. Repayment begins October 15th of the year preceding six months after graduation or departure admission to the University. Addresses from school. and phone numbers of WICHE certifying Student Employment provides opportuni- officers may be obtained from the Finan- ties for University students to work on cial Aid Office. campus or in the community under the Federal Work-Study program. A student Loans and Employment must apply early, indicate on their financial aid application that they want to Federal Direct Stafford Loans are bor- be considered for work-study, and rowed from the federal government. demonstrate financial need to receive Students who demonstrate "need" are work-study funds. eligible to borrow subsidized Federal Additional aid may be available to pre- Direct Stafford Loan; students who do not baccalaureate students in Optometry. show need or who have remaining need These aid programs include the Federal are eligible to borrow unsubsidized Pell Grant, Oregon State Need Grant, Federal Direct Stafford Loan. Subsidized

78 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 COLLEGE OF OPTOMETRY

Federal Supplemental Educational Indian Health Services Opportunity Grant, and Federal Perkins Scholarship Branch Loan. Federal Bldg., Room 476 1220 SW 3rd Avenue Federal Health Professions Portland, OR 97204 Scholarship Program (503) 326-2015 The uniformed services of the United Pacific University Scholarships and States (Army, Navy, and Air Force) offer scholarships to optometry students that Awards fund the full tuition and fees, required Donald A. Bybee Memorial Award for books and equipment, and pay a monthly Vision Therapy —Named for a former stipend (currently $938.00). In return for Pacific University faculty member, the this scholarship, the student, upon award is made annually to the graduat- graduation, incurs a service obligation of a ing student who has demonstrated minimum of three years. For further excellent performance in the area of information contact: vision therapy. Award amount varies US Army Medical Department based on endowment earnings. 7600 NE 41st Street Suite 140 Bickel Endowed Award —Awarded to Vancouver, WA 98662 students enrolled in the College of (503) 283-1989 or (360) 891-4938 Optometry to help them meet special email: [email protected] financial needs. Amount of award Health Professions Recruiter varies based on endowment earnings. USAF Recruiting Office Dr. Howard Freedman Scholarship — Federal Building Established in 1998, this scholarship 1220 SW 3rd Avenue Suite 625 assists PUCO students who seek to Portland, OR 97204-2825 study in the field of binocular pediatric (503) 326-2654 vision care. The fund was established Medical Programs Officer through the generosity of Dr. Howard Navy Recruiting District Freedman, Pediatric Ophthalmologist Federal Building Suite 576 and Adjunct Faculty for the College of 1220 SW Third Avenue Optometry. Portland, OR 97204-2094 Dr. James Dundas Scholarship for (503) 326-3041 Canadian Students —Awarded to an The Indian Health Service provides optometry student of Canadian financial support to Native American citizenship. Amount of award varies students enrolled in the health professions based on endowment earnings. and allied health professions programs. Dr. Kenji Hamada/Oregon Optometric Recipients of the Health Professions Group Provider (OOGP) Scholarship Scholarship incur a one year service — Established in 1998. Named in honor obligation to the Indian Health Service for of Dr. Kenji Hamada, O.D., PUCO class each year of scholarship support received; of 1972. One student per year is the minimum period of service is two selected at the recommendation of Dr. years. To qualify for one of the health Hamada in coordination with the Dean career Priority Categories as published of the College of Optometry. annually in the Federal Register, Health Edwards Endowed Scholarship — Professions applicants must be American Awarded to an entering optometry Indian or Alaska Native and enrolled, or student for financial assistance in the accepted for enrollment, in a program first year of study. Preference is given leading to a degree in a health professions to students from northern Minnesota. school within the United States. Health Recipients are selected by the Admis- Professions scholarship support is sions Committee and award amounts available for a maximum of four years of vary based on endowment earnings. full-time health professional education. For further information contact:

www.pacificu.edu ❖ 79 Tole Greenstein Award —An award of citizenship. Basis for award is student $750 in honor of the memory of Dr. Tole financial need. Two $2,500 awards are Greenstein, who was a pioneer in the given. area of binocular vision and vision Washington Association of Optometric therapy. Physicians (WAOP), King County Peg Gilbert Basic Science Award — Optometric Scholarship —Awarded to Selection is by nomination and made a Washington State resident, member of on the basis of basic science GPA. This Washington Association of Optometric award is given in memory of Dr. Peg Physicians. Two $1,000 awards are Gilbert, long time basic science faculty given. member in the College of Optometry. "Help from Mrs. T," Teeter Endowed Canadian Scholarships Scholarship —Awarded to returning Alberta Association of Optometrists optometry students, selection of Scholarship —Awarded to an Alberta recipients is based on factors including resident enrolled in Optometry school. academic ability, demonstrated financial need, clinical skills, and A. H. Basman, O.D., Scholarship, potential for continued success. Manitoba Association of Optometrists Amount of award varies based on —$500 award to a Manitoba resident endowment earnings. attending an accredited school or college of Optometry. Open to first, Joan F. Holcombe Memorial Scholarship second, third, or fourth year students. —An annual scholarship in the amount Scholarship applicants must show of $1,000 is given in memory of Joan F. proof of a minimum grade point Holcombe whose family has close ties average of 3.5. to optometry. Fourth year optometry students are eligible to apply in their summer semester. The completion of National Association Scholarships forty hours of community service American Optometric Foundation (AOF ) which allows for the betterment of Vistakon Award of Excellence in Contact animals is a requirement to receive this Lens Patient Care —Award recogniz- scholarship. Selection of the recipient is ing one fourth year student from each based on applicant's demonstrated school or college of optometry for enthusiasm about optometry, a concern demonstrated excellence in contact lens for patients, and financial need. patient care. Award is $1,000. Applicants must have a grade point average of at least 3.0. COIL Excellence in Low Vision Award — For entering or continuing full-time, Pacific University Outstanding Clinician postgraduate (Masters or Doctorate) Award —Given to a fourth-year course of study and research related to student who has demonstrated the practice of Low Vision. Student outstanding performance as an "all must be attending a college in the US or around" optometric clinician. Selection Canada and conducting research to is based on nominations and support- further his/her preparation to assume ing data from students, faculty, and full-time research and teaching at a clinical staff. Award is $500. school or college of optometry. Award Pratt Endowed Scholarship —Awarded to is $5,000. an entering optometry student for Corning Scholarship —Two scholarships assistance in the first year of study. awarded nationally in various amounts Recipients are selected by the Admis- presented to fourth year students who sions Committee and award amounts submit outstanding essays on a topic vary based on endowment earnings. decided by Corning, Inc., of New York. T. Bruce Denny Memorial Scholarship — The award is presented at the American Established in 1998 to memorialize Mr. Optometric Association's Annual T. Bruce Denny and his wife, Mrs. Congress. Grace A. Denny. Awarded to a first year Optometry student with Canadian

80 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 COLLEGE OF OPTOMETRY

William C. Ezell Fellowship Award — optometry student. Recipient must Given to a full-time post graduate have been a resident of Missouri for at student for study/research conducted least 8 years. to further his/her preparation to Minnesota Affiliate to the American assume full-time research and teaching Foundation For Vision Awareness at a US school or college of optometry. Scholarship —Awarded to a Minnesota Applicant must agree to provide resident who is currently enrolled as appropriate attribution to the AOF for full-time student and in the upper one- all published works researched, third of his/her class. Must be eligible written, or published during the time for admission to a college of optometry which AOF support was received. in the Fall of 2000. Selection is based on Maximum $6,000, renewable for up to 3 academic performance and leadership years. ability. Dr. Gary Gross Memorial Scholarship Nebraska Affiliate to the American Award —Two $2,500 scholarships given Foundation for Vision Awareness nationally to fourth-year students who Scholarship—Each applicant must are residents of the North Central States currently be a second, third or fourth Optometric Council member states and year student at an approved school or who intend to practice in that region college of optometry. Recipient is not (IL, IA, MI, MN, MO, NE, ND, SD, or eligible to receive any other scholarship WI). Submission of a paper on the topic from this organization in the same year. of Professionalism and Ethical Practice Intended primarily for students of in Optometry and an application are financial need from a non-optometric required. background. Immediate family Vincent Salierno Scholarship Award — members of optometrists are not This scholarship is made available on a eligible. Award is $1,000. rotating basis to each optometric South Dakota Optometric Society and institution represented by the ARC. the American Foundation for Vision Recipients are selected on the basis of Awareness, Dr. Monty Friedow financial need and scholarship. Annual Memorial Scholarship —South Dakota stipend of $1,500, renewed each year student entering the third or fourth according to academic standing. year of a school or college of optometry with academic ranking in the upper American Foundation for half of his/her class. Vision Awareness (AFVA) Scholarships Washington Optometric Association and American Foundation for Vision Aware- the American Foundation for Vision ness —Educational Grant (Scholarship) Awareness —Offers residents of the award of $1,000. Candidates must be State of Washington a scholarship of US citizens or permanent residents, $500 for tuition. Funds become avail- have successfully completed at least able when the student is accepted into a one semester at an accredited school or school or college of optometry. college of optometry, and demonstrate Wisconsin Optometric Association and participation in vision-related public the Foundation for Vision Awareness service activities. Scholarship —Students must have Michigan Optometric Association and completed at least one year in an American Foundation for Vision accredited optometry professional Awareness —Awarded to a third year program before applying. Students optometry student who is a resident of must be residents of Wisconsin for Michigan. Must maintain a minimum three years prior to applying. Selection 3.0 average in professional school. The based on academic performance and award is generally $1,000 to be used ability, character, personality, leader- during the fourth year. ship, evidence of financial need, and interest in optometry. Award is $500. Missouri, American Foundation for Vision Awareness Educational Grant American Academy of Optometry (AAO) —$1,500 award to a third or fourth year Association for Research in Vision and Ophthalmology (ARVO) Travel

www.pacificu.edu ❖ 81 Fellowship sponsored by the AAO — National Optometric Association (NOA), Travel award to the ARVO annual National Optometric Student Association meeting. (NOSA) Scholarships Julius F. Neumueller Award —Award presented for the outstanding paper on Dr. Lawrence Cave Memorial Scholar- Geometrical, Physical, Ophthalmic ship —$500 awarded to one student Optics or Optics of the Eye by a student who is a member of the National or students enrolled in the professional Optometric Student Association who degree program of a school or college can demonstrate financial need, of optometry. Cash award of approxi- community involvement, and is in mately $500. good standing at his/her school or college of optometry. American Optometric Association (AOA), NOA/NOSA Essay Contest —Two $500 awards based on top two essays. American Optometric Student Association (AOSA) Scholarships Other Association and American Optometric Association Organization Scholarships Student Leadership Scholarship — $1,000 award to a third year student Beta Sigma Kappa Award for Exceptional member in good standing in the Research —Awarded annually by the American Optometric Student Associa- local BSK Chapter for the research tion and the American Optometric project deemed to have the most Association. Must be a student in good exceptional research design at the academic standing with proven Pacific University Research Conference. leadership ability and student govern- The award consists of a plaque and ment involvement. Must submit a $100. paper, not to exceed 500 words, on Beta Sigma Kappa Research Grants — "What did you learn from your Grants not exceeding $600 are awarded leadership activities that will benefit for student research projects by this you in your career?" international optometric honor Seymour Galina Grant —Awarded to a fraternity. third year student at the beginning of Beta Sigma Kappa Silver Medal Award his/her fourth year. A $2,500 grant —Awarded annually to the graduate awarded nationally to an AOSA with the highest cumulative grade member in good standing who submits point. The recipient must be a member an exceptional paper on, "Qualities I of Beta Sigma Kappa. have developed through my financial Forest Grove Lions Club Scholarship — planning/work experience during Awarded to a third year student who is and/or before optometry school which entering the fourth year at the time of I believe will be most useful to me in selection. Award is based on commu- establishing an ethical/professional nity service, college activities, academic optometric practice." achievement, and demonstrated College of Optometrists in Vision financial need. The award is $1,000 and Development (COVD) may be divided between multiple A. M. Skeffington Award for Excellence students. in Vision Therapy—Established by the Outstanding Scientific Paper/Project College of Optometry in Vision Award, Vision Care Section of the Development to recognize a member of American Public Health Association the graduating class who demonstrates —Recognizes a person, group, or exceptional knowledge and skills in institution that has contributed vision development and pediatric care. significantly to the advancement of eye/vision care in the public health field. The contribution can be a paper either previously published or suitable for publication, or a written description of a project. The paper/project should

82 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 COLLEGE OF OPTOMETRY

represent work within the last two or permanent residence is in one of the three years. following states: Oklahoma, Kansas, Phi Theta Upsilon Outstanding Project Nebraska, Iowa, Illinois, Missouri, or Design Award —Awarded by the local Arkansas. Recipients will be chosen Phi Theta Upsilon Chapter to the thesis based on a completed application project which is judged to be the most (10%), GPA (20%), grades in contact helpful to students. This can be in the lens courses (10%), and a publishable area of study guides, computer paper based on any aspect of contact programs, atlases, or relating to career lenses or primary care optometry opportunities for graduates. Award (60%). Awards up to $7,000 given consists of $100 and a plaque. nationally. Mercedes and Henry Niiranen Memorial Iowa Optometric Foundation Scholarship Scholarship, sponsored by Sellwood- — Eligible students are Iowa residents Moreland Lions Club Scholarship — who plan to return to Iowa after their Awarded to an optometry student who education is complete. is an Oregon resident and a third year Kansas, Optometric Society of Greater student, entering the fourth year at the Kansas City Memorial Scholarship — time of selection. Awards based on Applicants must be from the greater community service, college activities, Kansas City area, enrolled in school, academic achievement, and demon- and must be in good academic standing strated financial need. Award is $1,000. at the time of application. Selection is based on the highest accumulated State Association and Organization grade point average in optometry Scholarships school during the academic year preceding the application. Funds Awards given by the state optometric awarded are to be used for optometric associations will be matched by Pacific instruments and books. Award is $500. University, up to $1,000 per student. Maine Optometric Association, Hilda L. Connecticut Optometric Society, George Rand Scholarship —One $1,500 Comstock Scholarship —Applicant scholarship awarded to an optometry must be a resident of the state of student from Maine. Selection is based Connecticut. Awards are based on on financial need, scholastic achieve- scholarship, character, and financial ment, and character. need. Applicants must be enrolled in an Michigan Optometric Association, accredited school or college of optom- Student of the Year Award —Michigan etry within the US. Award is $400 - resident who is a third year student $1,000 per year. who demonstrates outstanding Connecticut Association of Optometrists, leadership and academic achievement. Dr. Dorothy Weitzner Kornblut Award is $100 and a plaque. Scholarship —Applicants must be Missouri Optometric Association, Ed H. female students enrolled in an accred- Sutherlin Memorial Scholarship — ited school or college of optometry One $750 scholarship awarded each within the US. Preference shall be given year to a Missouri student presently to a resident of Fairfield County, enrolled or accepted for enrollment Connecticut, the state of Connecticut, who, in the opinion of the selection or New England, in that order. Based committee, shows promise of achieve- on scholarship, character, and financial ment. need. Awards range from $300 - $900. Nebraska Optometric Association, and Hawaii Optometric Association Scholar- Nebraska Affiliate to AFVA, Dwayne ship —Applicants must be Hawaiian Kettleson Memorial Assistance Fund residents in optometry schools. Three —Applicant must currently be a scholarships offered annually. Financial second, third, or fourth year student at need is the primary consideration for an approved school or college of selection. optometry. Recipient must use the Heart of America Contact Lens Society — funds for books and supplies, and must Awarded to optometry students whose also have the intent and purpose of

www.pacificu.edu ❖ 83 locating in Nebraska after completing demonstrates excellence in clinical his/her education. Immediate family skills. Award consists of a certificate members of optometrists are not and $200 worth of Bernell equipment. eligible. Award is $1,000. Butterworth-Heinemann Excellence New Jersey, Dr. Leslie Mintz Scholarship Award —Awarded to a third year Foundation —Provides financial student for conducting an exceptional assistance to full-time optometry thesis research project. The recipient is students who are residents of New determined by the Research and Jersey and who demonstrate financial Awards Committee. Award amount need and scholastic aptitude for varies. successful completion of optometric Corning Low Vision Award —Presented education. to a graduating student with demon- New York, Petry-Lomb Scholarship strated interest and exceptional Research Grant —$1,000 award based proficiency in the area of low vision. on financial need and desire to practice Award is a Corning low vision lens trial optometry in upstate New York. kit. Preference given to area served by the Dr. William Feinbloom Low Vision Rochester Optometric Society; counties Award —Established in 1970 by of Monroe, Wayne, Livingston, Designs for Vision, Inc., the award is Genesee, and Ontario. presented to the graduating student Oregon Klamath County Medical who, through study, interest, and Alliance Scholarship —Graduates of performance, has best demonstrated an Klamath Falls High School or individu- aptitude in the clinical care of low- als who have resided in Klamath vision patients. The award consists of a County for five years are eligible for a basic low vision trial set. $1,000 scholarship offered by the Lens Crafters Optometric Scholarship Klamath County Medical Alliance. Program Applicants—Available to associates of Lens Crafters and affili- Optical Supply Houses and ated doctors who are currently enrolled Manufacturers Scholarships in an optometric institution. Award is $1000. Alcon Laboratories Award for Excellence in Primary Care —Awarded to fourth Marchon Eyewear Practice Management year optometry students who show Award —Awarded to a fourth year promise in the area of contact lenses student who has demonstrated the and/or ocular disease and therapeutics most outstanding clinical and dispens- based on academic and clinical ing skills in practice management. performance and research. Two $500 Award is $500. awards are given. RGP Lens Institute (RGPLI) and Contact Bausch & Lomb Competing for the Lens Manufacturers Association Future Research Symposium on (CLMA) Article Incentive Plan —A Contact Lenses —Award is $1,000 and $250 award for a clinical article; a $500 a trip to the Bausch & Lomb European award for a practice management Research Symposium. Second, third, or article. fourth year students are eligible. Silor "Corneal Reflection Pupillometer Bausch & Lomb Practice Initiation Award Award" —Awarded to a fourth year —Presented to a fourth year student student who has been judged outstand- who has submitted the outstanding ing in ophthalmic optics and dispens- practice initiation project in the practice ing. Award consists of a Corneal management course and who demon- Reflection Pupillometer. strates interest, knowledge, and Sunsoft Contact Lens Achievement promise in the area of practice manage- Award —Awarded to a fourth year ment. The award is $1,000. student who is recognized and selected Bernell Clinical Optometry Award — by the faculty as an outstanding contact Presented to a graduating student who lens clinician. Award consists of $1,000 worth of Sunsoft contact lenses.

84 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 COLLEGE OF OPTOMETRY

Sunsoft Contact Lens Essay Contest — CODE OF ACADEMIC CONDUCT Awarded to winners of a researched Professional And Academic Standards essay contest, writing on the subject, "Toric Planned Replacement Manage- Good academic standing in the College of ment Issues in the Contact Lens Optometry is defined as continued Practice." An award of $500 is given to enrollment, satisfactory academic one optometry student at each school. progress, sound clinical skills, behavior School winners are entered into the that leads to professional competence and national competition for a $1,000 positive interpersonal and professional scholarship and a $1,000 travel grant. relations, and appropriate professional/ The second place winner is awarded a ethical conduct and attitudes. Students are $750 scholarship. evaluated regularly in these areas. Varilux Student Grant Award —Awarded Students are expected to demonstrate to a third or fourth year student who behavior consistent with the Pacific has demonstrated good dispensing University Code of Academic Conduct, as skills and submits a written case report well as the most current state and federal concerning clinical use of Varilux laws governing the conduct of optom- lenses. Case reports are judged on the etrists. The College of Optometry reserves application of lenses to the patient's the right to define professional compe- needs, analysis of the case, and analysis tence and behavior, to establish standards of lens design and performance. The of excellence, and to evaluate students in award is $500 and a national travel regard to them. award. Agreement to abide by the policies and Vision Service Plan Scholarship — procedures of the University and the Awarded to two students as they enter College is implicitly confirmed when their fourth year of optometry studies students register each term. Students are who have demonstrated academic and expected to adhere to the various adminis- clinical excellence in primary eye care trative and academic deadlines listed in services. Each award is $2,000. the academic calendar and in course Wesley-Jessen Aquaflex Excellence syllabi. Failure to do so may jeopardize Award —Given for the outstanding their academic standing in the College of student research paper in the area of Optometry and may constitute grounds cornea, contact lenses, or related for probation or dismissal from the subjects. Papers must contain new College. Students must maintain good research and not be a continuation of standing in the program in order to be previous work. Literature review eligible for, or continued on, any College papers will not qualify. Papers will be administered scholarships. judged by a national panel of judges. A student's academic standing may be Award consists of an Aquaflex fitting jeopardized by one or more of the follow- set and, for first prize, $3,000 and an all ing: expense paid trip for two to the • Indications of poor academic perfor- American Optometric Association mance; Contact Lens Section meeting; second • Insufficient progress in the develop- prize is $2,000; third prize is $1,000; ment of clinical skills; fourth and fifth prizes are $500 each. • Failure to comply with College rules or Wesley-Jessen Contact Lens Achievement procedures; Award (formerly the Pilkington/ Barnes Hind Student Recognition • Unprofessional conduct, unethical Award) —Awarded to a fourth year conduct, or illegal conduct; and student who has demonstrated • Evidence of behavior that may hinder exceptional proficiency, interest, and professional competence and interper- scholarship in the field of contact sonal or professional relations. lenses. The award consists of $500 and Faculty will evaluate academic perfor- a diagnostic fitting set. mance, clinical skills, and professional development and behaviors demonstrated in the educational environment and in

www.pacificu.edu ❖ 85 extramural preceptorships according to Course Attendance standards set forth in the University Students have personal responsibility for Catalog, the Ethical Principles of Optom- course classroom, laboratory, and clinic etrists, Code of Conduct, and other attendance, participation, and completion appropriate documents. of assignments. Students will be given regular reports on While Pacific University believes that their progress in the program. A student students should be in attendance at all who is not performing adequately class sessions, individual faculty members according to the standards will receive are responsible for notifying students of notification through written feedback attendance expectations in their classes at and/or individual advisement. After the beginning of each term and may lower receiving such notification, failure to a student's grade for poor attendance or improve performance before the next participation. If the course instructor does scheduled evaluation may result in not make attendance expectations clear, academic warning, probation, or dis- students should request the information. missal. Students are encouraged to inform their Students placed on academic probation instructors of unavoidable absence in will receive formal written notification advance. Assignment of makeup work, if outlining the reasons for probation and any, is at the discretion of the instructor. expectations that must be met in order for Attendance at clinic sessions is required. probation to be lifted. Failure to meet the Absences from clinic generally require requirements of probation in a timely equivalent make-up clinic attendance. manner may result in dismissal from the Students with absences from a clinic College. rotation that exceed twenty percent (20%) In the case of flagrant and intentional of the total rotation are required to repeat violations of the Code of Academic the entire rotation. Details of clinic Conduct or the Ethical Principles of attendance policies are available in the Optometrists or the Code of Conduct, a Patient Care Services Optometric Staff and student may be dismissed from the Intern Manual. College without previous warning at any Attendance at regularly scheduled course time in his or her academic career. classroom, laboratory, and clinic sessions In general, program decisions regarding is limited to students who are currently academic standing are final. A decision enrolled in these courses or to invited may be appealed only if the student can guests of the course instructor(s). All show that 1) there was an error in the other guests, including family members, procedure used by the faculty, 2) there is require special dispensation from the new evidence sufficient to alter the College’s Dean or appropriate Associate decision, or 3) the sanction imposed was Dean, in coordination with the course not appropriate to the severity of the instructor(s). violation of professional or academic standards. Guidelines for Professional Behavior Details of professional and academic standards, evaluation procedures, and the Students in the College of Optometry are appeals process are available in the Pacific expected to learn and practice appropriate University Catalog, "Pacific Stuff," and professional behavior, as delineated below, additional resources available in the while in school and in preparation for a Dean's Office. lifetime of community service. Failure to conform to these guidelines will lead to Individuals convicted of a felony may not disciplinary action and can result in be eligible for licensing in Optometry. dismissal from the College. Conduct Students are urged to contact the appro- inconsistent with these standards, such as priate licensing agency for further plagiarism, cheating, lying, and fraud, is information. considered unprofessional and will not be tolerated. Attitude: Students are expected to possess personal qualities depicting

86 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 COLLEGE OF OPTOMETRY honesty, dedication, responsibility, and Grading Policy strong ethical values; demonstrate Grading should indicate the students' attitudes depicting compassion and a knowledge and/or performance skill in positive outlook; and, demonstrate an the given subject, inform the students of understanding and sensitivity for cultural their level of accomplishment after each differences and diversity. Students are examination, and guide the instructor in expected to treat faculty, patients, and altering the instruction for both the class peers with respect; display a willingness to as a group and for students requiring learn; be able to accept constructive special academic attention (i.e., at the top criticism; be punctual; and, not disrupt and bottom of the class). Grading should class by inappropriate behavior. show the standing of students relative to Attendance: Students are expected to their class peers and provide a basis for attend all lectures, labs, and clinics unless awards, honors, recommendations and excused by the instructor. Grades can be academic standing. lowered by unexcused absences. Students receiving notification of a Ability to work independently: Stu- substandard or failing grade (“C-”, “D”, or dents are expected to initiate and pursue “F”), during a semester are required to study independently. make an appointment with their instructor Ability to work with others: Students to discuss their performance. are expected to cooperate, participate, Near the middle of each semester and as a share information, and show respect for means of providing early review, the colleagues. Standards and Appeals Committee will Appearance: Students are expected to call together four faculty groups: those display a confident and mature profes- who teach courses in the first year, second sional demeanor, and to observe profes- year, third year, and fourth year of the sional guidelines for cleanliness and curriculum. The purpose of this review is appropriate dress. The clinic dress code to identify at an early stage any students must be adhered to when the student is in who are exhibiting academic, clinical or a clinic area for any reason. behavioral deficiencies. The faculty Citizenship: Students are expected to involved will advise the Standards and serve humankind, displaying those Appeals Committee and the appropriate attributes expected of a member of a Associate Dean on remedial actions learned profession; demonstrate social indicated. awareness and a sense of social responsi- In assigning final course grades, quizzes, bility; and, exemplify good citizenship in examinations, and project grades should all social and community interactions by be weighted with regard to their relative conforming to all city, state, and federal importance and relative difficulty so that laws and regulations. grading will be fair and equitable. University rules and policies: Students Satisfactory performance measurement are expected to follow all guidelines set may not include any system which forth by Pacific University concerning demands a percentage of failing students smoking, parking, alcohol use on campus, in a given course. As a general rule, a etc. student who has achieved a score of 75 percent of the adjusted top score* or the Demonstrated deficiency in any of these top score in the class, based upon the qualities will be considered as evidence distribution of grades on a given test and that a student is not suited to a profes- the instructor's evaluation of the test, sional career and, thus, constitutes should not be assigned a failing grade. adequate cause for discipline, including This also applies to the total scores at the possible dismissal. Additional student end of the course (semester). conduct guidelines and regulations are outlined in the University's Student The final responsibility for grading Handbook, "Pacific Stuff." policies and standards resides with the faculty. It is the responsibility of the Dean and the Associate Deans to review course grading systems and to ensure that policies and standards are followed.

www.pacificu.edu ❖ 87 * The "adjusted top score" can be calcu- the specifics of the case. Appeals are to be lated by averaging the grades in the very filed with the Dean's Office and the Office top group of test grades, e.g., the top 5%. of the appropriate Associate Dean within 14 days from the date of notification of the Instructor's Responsibilities original action and will be acted upon by the faculty. Faculty members voting on the It is the instructor's responsibility to original Standards and Appeals action will design and teach a course that qualified not vote on the appeal. Further appeals students may be expected to pass, state at may be pursued through the University the beginning of the course how satisfac- Judicial System. tory performance will be defined for passing the course, and inform the The academic progress of each student is students how grades will be determined reviewed at the midterm and at the end of and assigned. each grading period. Semester grades of less than “C”, that is, “C-”, “D”, or “F”, are It is the instructor's responsibility to substandard and may not be used toward provide feedback to the students during fulfillment of the Doctor of Optometry the course as to their accomplishment degree. Any substandard grade must be status. Scores for quizzes, examinations, remediated, either by taking the course papers, or other graded work, must be again or through an independent study returned within one week for objective contract with the instructor(s). The onus is materials and two weeks for essay on the student to initiate with the course materials. Answers shall be made avail- instructor, and mutually agree to in able by posting or through discussion. writing, a means of remediating the Students should be informed periodically substandard grade within 14 calendar as to their standing in the course and days of notification (by letter from the should be warned by the instructor when Associate Dean for Academic Programs). their cumulative performance is not The written and signed (by the student satisfactory. and the course instructor) agreement must Tests shall be adequately constructed, be received by the chair of the Standards when possible, to allow determination of and Appeals Committee within the 14 minimum competency of course content or calendar day time period. skill level, as well as to allow adequate The categories of Academic Warning, assessment of students with outstanding Academic Probation, and Dismissal apply achievement. only to grades assigned in courses for the Except as otherwise indicated by educa- Doctor of Optometry degree. Four elective tional concerns, a teaching assistant or credits are currently required for the teaching fellow shall not construct, degree; additional elective credits are not administer, or score examinations except subject to the guidelines. under the direct supervision of a faculty Academic Warning: The Standards and member. Appeals Committee will consider a Under usual circumstances, sound recommendation of Academic Warning educational principles would indicate that when a single grade of “C-”, “D+”, or “D” final examinations should be given in all is received in any semester of the program courses and that instructors should not by a student who is not currently on cancel examinations at the last minute. Academic Warning, Academic Probation, or a reduced academic semester load. Academic Standards Academic Probation: The Standards and All academic disciplinary actions are Appeals Committee will consider a based upon the action of the Standards recommendation for Academic Probation and Appeals Committee, a duly appointed when a single grade of “F” is received in standing faculty committee. The Dean and any semester, a single substandard grade the appropriate Associate Dean inform the is received by a student on a reduced students of faculty actions, which are academic semester load, two or more subject to appeal by the student. An substandard grades exist (including those appeal may contain written comments which have not been remediated) on the from the cognizant professor(s) concerning student's transcript at any time, or two or more "I" or "W" grades, or any combina-

88 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 COLLEGE OF OPTOMETRY tion of these, exist on the student's professional curriculum and cannot be transcript at any time. credited as part of the program of profes- Dismissal: The Standards and Appeals sional study. Committee will consider a recommenda- The bachelors degree requirements must tion for Dismissal if a student in the be completed prior to entering the third College of Optometry fails to sustain professional year. Only those students satisfactory progress toward completion of who have met these requirements will be the professional degree program because permitted to enter into the third year of three or more substandard grades exist on the professional curriculum. the student's transcript at any time (including those which have not been Doctor of Optometry (O.D.) Degree remediated) or if a student has two semesters of academic performance which, General course requirements for the when considered individually, would meet Doctor of Optometry (O.D.) degree the guidelines for Academic Probation. include completion of pre-optometry Ordinarily, a student will have received requirements, a bachelors degree, and warnings that his or her work is less than satisfactory completion of the optometry satisfactory before dismissal. However, a core requirements while a student is student may, for adequate cause, be enrolled in the College of Optometry. dismissed without previous warning. None of the core courses may be chal- lenged for credit by examination. All The Standards and Appeals Committee optometry students will have 11 credit has the right at any time to recommend to hours available for coursework of their the Dean dismissal from the program of choice over and above the credit hours any student whom it considers to be unfit required for a Doctor of Optometry for a career in optometry. In this regard, degree. This does not apply to courses the College of Optometry assigns great that need to be retaken in full. importance to self-discipline, the ability to work with others, and the ability to Candidates for the Doctor of Optometry conduct oneself in a professional manner. degree are required to enroll as full-time students during each of the four profes- sional years. A full-time student is defined PROGRAMS OF STUDY as taking no less than 12 credit hours per semester. Bachelors Degree All core courses required for the Doctor of Students must earn a bachelors degree Optometry degree should be completed prior to qualifying for the Doctor of successfully while the degree candidate is Optometry degree. In many cases, the a matriculated student at the Pacific bachelors degree is earned prior to University College of Optometry. Courses applying for admission to the College of taken elsewhere, or taken while the degree Optometry. In other cases, the require- candidate is not a matriculated student at ments for the bachelors degree are Pacific University, may be difficult to completed while the student is enrolled in substitute for core courses. the College of Optometry. Required and elective courses may be Each bachelors degree candidate at Pacific given at various locations and times, and must meet the University's requirements the student is expected to bear the costs to for degrees. Students are urged to become attend. Many factors enter into class familiar with the University Catalog for scheduling and, as a result, elective both general, "core," and major require- courses listed may not be available while ments. Choice of major is at the student's others, not yet listed, are available. discretion. Equivalent courses transferred All students are required to participate in from other accredited institutions may be off-campus clinic rotations for a portion of substituted if the grade earned was "C" or their clinical training. Living and transpor- above. Pacific credits up to 48 hours from tation costs incurred during these assign- the professional core curriculum toward a ments are borne by the student. Every bachelors degree while the student is in attempt is made to assign schedules that the College of Optometry. Pre-optometry are the most convenient to the student. deficiencies must be made up outside the However, there are times when individual

www.pacificu.edu ❖ 89 student preferences cannot be accommo- Opt 531Ocular Anatomy, Physiology dated and program goals must take and Biochemistry with precedence. Laboratory ...... 4.5 Each degree candidate must make Opt 535 Functional Neuroanatomy application for a degree by December 15. and Neurobiology...... 3 All students receiving degrees are required Opt 536 Pharmacological Principles to participate in commencement activities. and Autonomic Agents ...... 3 The degree is conferred with distinction upon graduates who have maintained a Opt 546 Clinical Procedures: grade point average of 3.5 or higher in the Non-refractive Diagnostic professional curriculum. Tests with Laboratory...... 3 Course requirements for the Doctor of Opt 562 Behavioral Optometric Optometry degree, as well as other Science with Laboratory .... 4 educational policies, are subject to change and do not constitute a contract between 22 an applicant for admission or a student, and Pacific University or the College of Spring Semester: ...... Hours Optometry. When changes are made, a Opt 502 Physical Optics with revised curriculum is made available to Laboratory ...... 3 students advising them of the new Opt 503 Visual Optics and Ocular requirements. Options for extenuating Motility with Laboratory ... 4 circumstances and for a smooth transition to the new requirements will be provided. Opt 517 Clinical Experience II ...... 0.5 Opt 532 Anatomy of the Visual 2000-2001 Academic Year Curriculum for System with Laboratory .... 3 Students Enrolled in the Doctor of Opt 533 Microbiology, Genetics and Optometry (O.D.) Degree Program Immunology; Pharmacology of Antiinfective Drugs; The curriculum for the Doctor of Optom- Diseases of the Lid and etry degree program is broad in scope and Lacrimal System ...... 3 diversity while emphasizing areas of traditional strength and uniqueness within Opt 534 Laboratory Procedures for the profession. The faculty members of Assessment of Ocular the College of Optometry recognize the Disease ...... 1 value and importance of active learning in Opt 537 Etiology, Diagnosis and the classroom, wherein students are active Management of Systemic participants in their learning. The goals of Diseases; Pharmacology of incorporating active learning techniques Systemic Medications I ...... 4 are to enhance the retention of material Opt 547 Clinical Procedures: beyond individual classes, the develop- Binocular Testing and ment of problem-solving skills, enthusi- Optics with Laboratory ...... 2 asm for learning, and motivation for life- long study. While the courses in the 20.5 curriculum are listed in a traditional lecture and laboratory format, active Prerequisites: First Professional Year learning is element in the classroom, and the laboratories are active learning an To enroll in first year classes, students important complements to the classroom must be admitted members of the entering activity. optometry class, or obtain approval from the course instructor and the Associate Dean for Academic Programs. First Professional Year Second Professional Year Fall Semester: ...... Hours Fall Semester: ...... Hours Opt 501Geometric Optics with Laboratory ...... 4 Opt 601Ophthalmic Optics ...... 3 Opt 516 Clinical Experience I ...... 0.5 Opt 602 Sensory-Motor Interactions in Vision with Laboratory.. 4

90 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 COLLEGE OF OPTOMETRY

Opt 616 Theory and Methods of To enroll in second year classes, students Refraction ...... 3 must be advanced to the second year by Opt 620 Clinical Experience III ..... 0.5 the faculty, or obtain approval from the course instructor and the Associate Dean Opt 631Diagnosis and Treatmentfor Academic Programs. of Anterior Segment Diseases ...... 2 Third Professional Year Opt 632 Detection, Assessment and Summer Semester (10 week term): Hours Treatment of Anterior Segment Diseases...... 1 Opt 715 Patient Care: First Session ...... 1 Opt 637 Etiology, Diagnosis and management of Systemic Opt 716 Theory and Practice of Diseases; Pharmacology of Specialty Contact Lenses Systemic Medication II ...... 2 with Laboratory ...... 4 Opt 646 Clinical Procedures: Refrac- Opt 721Clinical Experience V ...... 0.5 tive Error Measurement Opt 726 Normal and Abnormal with Laboratory ...... 2 Visual Perception ...... 2 Opt 647 Ophthalmic Dispensing Opt 761Public Health Procedures with Optometry ...... 2 Laboratory ...... 2 Opt 763 Environmental, Opt 661Physiological, Psychological Occupational and and Cognitive Changes Recreational Vision ...... 2 During the Lifespan ...... 2 Opt 791Optometric Thesis: Orienta- tion and Planning ...... 1 21.5 Elective(s) *

Spring Semester: ...... Hours 12.5 Opt 617 Optometric Case Analysis ...... 4 Fall Semester: ...... Hours Opt 618 Theory and Practice of Opt 718 Advanced Optometric Spherical Rigid and Soft Case Analysis Contact Lenses with with Laboratory ...... 4 Laboratory ...... 3 Opt 720 Vision Therapy for Binocular Opt 621Clinical Experience IV ..... 0.5 and Oculomotor Dysfunc- Opt 633 Diagnosis and Treatment tion with Laboratory ...... 4 of Posterior Segment Opt 722 Patient Care: Second Diseases ...... 3 Session ...... 2 Opt 634 Detection, Assessment and Opt 724 Pediatric and Developmental Treatment of Posterior Optometry ...... 2 Segment Diseases ...... 1 Opt 728 Assessment and Manage- Opt 638 Etiology, Diagnosis and ment of the Partially management of Systemic Sighted Patient ...... 2 Diseases with Laboratory; Opt 733 Assessment and Manage- Pharmacology of Systemic ment of Ocular Disease Medication III ...... 2 Patients ...... 2 Opt 648 Clinical Procedures: Phorom- Elective(s) * etry and Ocular Health with Laboratory ...... 4 16 Opt 662 Visual Information Process- ing and Perception ...... 4

21.5

Prerequisites: Second Professional Year

www.pacificu.edu ❖ 91 Spring Semester: ...... Hours several of the Pacific University College of Opt 723 Patient Care: Third Optometry Vision Centers in the Portland Session ...... 2 metropolitan area. The two other rotations are external preceptorships. During these Opt 725 Assessment and Manage- external rotations, students provide ment of Strabismus and optometric care in a variety of clinical Amblyopia with settings. Laboratory ...... 4 Opt 727 Evaluation and Management All Semesters: ...... Hours of Patients with Opt 815 Primary Patient Care: Perceptual Problems with Preceptorship Laboratory ...... 3 Rotation #1...... 15 Opt 735 Applied Ocular Opt 816 Primary Patient Care: Therapeutics ...... 1 Preceptorship Opt 762 Communication in Rotation #2 ...... 15 Optometric Practice Opt 817 Primary Patient Care: with Laboratory ...... 2 Internal Clinic Rotation...... 7 Opt 764 Optometric Economics and Opt 818 Vision Therapy Practice ...... 4 Patient Care ...... 3 Elective(s) * Opt 819 Low Vision Patient Care ...... 1 16 Opt 820 Contact Lens Patient Care 1 *Students are required to complete a Opt 821Clinical Rounds ...... 1 minimum of four elective credits during Opt 822 Pediatric Patient Care ...... 1 their third year. These electives may be Opt 832 Ocular Disease and Special chosen from those offered by the College Testing Patient Care ...... 1 of Optometry. Alternatively and with the Opt 892 Optometric Thesis: authorization of the student's academic Completion (Fall Semester advisor, the following courses may be Only) ...... 1 substituted: 1) courses taken on an independent study contract; 2) courses taken at Pacific University outside of the 46 College of Optometry; or, 3) courses taken Prerequisites: Fourth Professional Year at other institutions with credits transfer- able to Pacific University (the costs of any To enroll in fourth year classes, students courses taken at other institutions are the must have satisfactorily completed all responsibility of individual students). course work in the first three years of the curriculum and be advanced to the fourth Prerequisites: Third Professional Year year by the faculty. Exceptions to this To enroll in third year classes, students policy must be approved by the course must have satisfactorily completed all instructor and the Associate Dean for course work in the first two years of the Academic Programs (clinic courses also curriculum and be advanced to the third require the approval of the Associate Dean year by the faculty. Exceptions to this for Clinical Programs). policy must be approved by the course instructor and the Associate Dean for Academic Programs (clinic courses also GRADUATE AND require the approval of the Associate Dean for Clinical Programs). ADVANCED EDUCATION Opportunities in advanced education at Fourth Professional Year Pacific University for Doctors of Optom- The fourth professional year consists of etry include the Masters of Science (M.S.) three, fifteen week clinical rotations. One in Clinical Optometry; the Masters in of these rotations is internal, wherein the Education, Visual Function in Learning students provide optometric care in (M.Ed., V.F.L.); on-campus and off-campus residency programs; the Teaching Fellow

92 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 COLLEGE OF OPTOMETRY program; and, continuing optometric understanding of the role that vision and education programs. The masters degree, vision therapy play in the total educa- residency, and Teaching Fellow programs tional process. This program is designed to are designed to prepare individuals for provide specialized study to qualify as an careers in optometric education, research, educational vision consultant, and/or to and clinical positions requiring specialty pursue a career in optometric education or training or clinical management. clinical positions requiring specialty education. It may be undertaken concur- Graduate Degrees rently with the Doctor of Optometry (O.D.) degree or thereafter. The Masters of Science (M.S.) in Clinical Optometry program is built around a core of seminar courses designed to enhance Graduate Student Classification the student's knowledge in a broad Two categories of graduate study are spectrum of optometric subjects that range recognized: unclassified and classified. from new instrumentation and visual Unclassified Status information processing, to contact lenses and disease treatment. In addition to the Individuals who do not intend to engage core seminars, students take a course in in an organized program leading to a research methods and complete either a degree or certificate, who wish to take an thesis or a comprehensive written exami- occasional course for personal or profes- nation in a topic selected by the student. sional growth, or whose academic plans have not been formulated may be admit- The masters program is designed to be ted to graduate study in unclassified flexible and can be customized to meet the status. needs and desires of individual students. Courses can be added to the core curricu- Classified Status lum on topics such as education and Individuals planning to pursue a graduate teaching methods, international optom- degree or post-baccalaureate certificate etry, clinic administration, public health program must be admitted to graduate policy, optometric techniques, and case study in classified status. analysis. It is possible to combine the M.S. program with a residency by scheduling Admission Requirements two days per week of clinic experience for five terms. Applicants for the M.S. in Clinical Optom- etry or M.Ed., V.F.L., must have completed The M.S. program is designed so that a tertiary level (post-secondary) program students can enter at the beginning of the in optometry either in the United States or fall semester and complete the program abroad that is well recognized by the five semesters later. Although a minimum international optometric community. of 30 credits is required for graduation, Concurrent enrollment is also possible for most students take full advantage of the the M.Ed., V.F.L., providing that the program and enroll for more than this student is pursuing a degree in optometry. minimum number. Each student in the Residency training cannot be done program is assigned an academic advisor concurrently with the Doctor of Optom- to assist with course selection to meet the etry (O.D.) program. student's needs and desires. All students take the core courses unless Application Procedures substitutions are approved. With approval from the academic advisor, courses Applicants must submit the following beyond the core can be selected from the documents together with a $55.00 applica- wide range of optometry, education, tion fee to the Office of Admissions management, and other courses offered by (Professional Programs) no later than eight Pacific University. weeks before the beginning of graduate study: The Master of Education, Visual Function in Learning (M.Ed., V.F.L.) is also offered • Application for Admission to graduate and provides optometrists with additional study theoretical grounding in the teaching/ • Official transcripts of all college study learning process and augments their • Three letters of recommendation

www.pacificu.edu ❖ 93 • For those candidates for whom English by semester, of all courses to be taken. The is not the native language, the Test of program must have the approval of the English as a Foreign Language student's advisor and is subject to the (T.O.E.F.L.) with a minimum score of review process designated by the college 550 is required. before the end of the first semester When the application file is complete it is following admission to classified graduate sent to the appropriate academic area for status. review. The student will be notified of the All Masters of Science (M.S.) candidates action taken on the application. (who are pursuing the research option) must submit a proposal for a significant General Requirements for research project through their advisor to Masters Degrees the chair of the Research and Awards Committee by at least three semesters in 1. A minimum of 30 semester hours of advance of graduation; M.Ed. candidates graduate credit, at least 20 of which must submit a proposal to the director of must be earned at Pacific University. that program. This proposal will be 2. A total of 10 semester hours of graduate formalized as a dissertation or thesis. The credit transferred from other accredited proposal must have the approval of the institutions and/or earned in unclassi- student's advisor, and the student is fied status at Pacific University may, expected to appear at a meeting of the with approval of the appropriate dean Research and Awards Committee to and academic advisor, be applied to the discuss the proposal. Approval by the program. Committee is required before initiation of the research project. M.S. candidates (who 3. Courses that have been applied to are pursuing the research option) and another degree cannot be used to M.Ed. degree candidates will be assigned satisfy requirements for the masters a thesis committee by their academic degree. advisor for advice during the course of 4. All work submitted for the masters research and the preparation of the thesis. degree (including transferred credits, The student must make application for dissertation, examination, etc.) must be graduation with the Registrar. The completed within a period of seven application for graduation must be calendar years unless special provisions received by the Registrar no later than are made from the appropriate dean. December 15 for the student to be eligible 5. A minimum cumulative grade point to receive the degree at the spring com- average of 3.0 is required in all gradu- mencement. ate work. No course in which the grade If a spring commencement is planned, all is below "C" may be counted toward candidates for the M.S. (who are pursuing the graduate degree. the research option) and M.Ed. degrees 6. A student may be graduated "with shall submit to their thesis committee, no distinction" upon recommendation of later than four weeks prior to formal the major professor and approval of the commencement exercises, copies of their appropriate dean. thesis prepared in accordance with the 7. The masters programs available in formal requirements. When approved by Clinical Optometry and in Visual the thesis committee, the student shall Function in Learning each have specific deliver to the optometry/science librarian course requirements listed elsewhere in two copies signed by the members of the this Catalog. thesis committee. These are due on or before May 1. Masters candidates may Academic Procedures for also be required to make a public presenta- tion of their thesis or area of special Masters Degrees interest. Upon admission to a graduate studies Upon completion of all requirements, the program, the student will be assigned an appropriate degree will be conferred at the academic advisor who will help the next commencement. All students student prepare a proposed program of receiving degrees are required to partici- study. This program must include a listing, pate in commencement activities.

94 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 COLLEGE OF OPTOMETRY

Masters of Science (M.S.) * The student has the option of doing in Clinical Optometry graduate research for 6 semester credit hours or enrolling in special topic courses The core portion of the masters program for 6 semester credit hours. Students consists of 19 credits. It includes nine pursuing the research option must prepare seminars that provide an overview of a graduate thesis; those pursuing the visual and optometric sciences, and a special topic option must pass an in-depth research or special study requirement. examination on the specialty area chosen. With advisor permission, students may The academic advisor will appoint and substitute courses for one or more of the coordinate the faculty members to core seminars. administer the examination. To reach the 30 credit minimum required for graduation, students may select Note: Provision is made to substitute require- graduate level courses from the profes- ments when it has been determined that a sional optometry program or from other particular student has already completed an programs offered by Pacific University. equivalent course and/or some other special Elective course selections must be ap- circumstances are present. All substitutions proved by the student's advisor. Courses must have the approval of the academic taken within the Doctor of Optometry advisor. (O.D.) curriculum must be arranged in coordination with the course instructor. Masters of Education, Core Seminars ...... Hours Visual Function in Opt 901Seminar in New LearningOphthalmic (M.Ed./V.F.L.) Instrumentation and In 1983, Pacific University inaugurated a Materials ...... 1 new degree for Doctors of Optometry who Opt 916 Seminar in Functional Vision wish to extend their knowledge of the and Pediatrics ...... 1 learning process with emphasis on reading Opt 917 Seminar in Visual-Motor remediation for children. Function ...... 1 The M.Ed./V.F.L. program, in cooperation Opt 918 Seminar in Contact Lenses 1 with the School of Education, enables optometrists to specialize in visual Opt 919 Seminar in Environmental problems as they relate to reading and the Vision ...... 1 learning process of children. Candidates Opt 931Seminar in Visual mustSystem hold or be working toward the Structure, Function, and professional terminal degree in optometry. Biochemistry ...... 1 All optometry students will have 11 credit Opt 932 Seminar in Ophthalmic/ hours available for coursework of their Systemic Disease ...... 1 choice over and above the annual required Opt 961Seminar in Informationhours within the O.D. degree. Processing ...... 1 The objectives of the Visual Function in Opt 962 Seminar in Presentation Learning program are: Methods in the Health 1. To develop a knowledge base concern- Professions ...... 1 ing the role that visual factors play in Opt 991Research and Data Analysislearning disability diagnosis and Methods ...... 4 remediation; fundamental theories of cognition, learning and language For Research Option: development; the major diagnostic Opt 995 Thesis Research ...... 2* theories in reading and related pre- Opt 995 Thesis Research ...... 2* scriptive techniques; decision-making systems, service delivery models and Opt 995 Thesis Research ...... 2* program management within education For Comprehensive Study Option: organizations; awareness of the varied Opt 996 Special Study ...... 2* constituencies that the public schools must satisfy. Opt 996 Special Study ...... 2* Opt 996 Special Study ...... 2*

www.pacificu.edu ❖ 95 2. To develop skills in research and in Area III: Research and Thesis diagnosis, therapy, and case manage- (minimum 6 hours) ment within a multi-disciplinary Educ 596 Education Research setting. Project ...... 6 Curriculum Area IV: Electives Elective Courses ...... 6 Candidates complete a minimum of 30 semester hours of graduate courses in (Approved courses from Arts and Sci- individual planned programs, which ences, Optometry, School of Education, or include the following: other graduate programs. The following may be used: Opt 531, 532, 535, 602, 661) 1. 20 semester hours in the School of Education In addition to fulfilling the requirements stated above, the candidate is encouraged 2. 4 semester hours in the College of to take course offerings in other areas to Optometry strengthen and to provide further explora- 3. 6 semester hours of electives tion into a particular area of interest. Electives must be approved by the M.Ed./ Requirements: V.F.L. Coordinator. A planned program of courses must be filed with the School of Area I: Education Education. Educ 420G Normal Language Develop- ment in Children ...... 2 Thesis Educ 421G Diagnostic Practice in The capstone experience is a thesis, giving Reading: Clinic ...... 1 candidates an opportunity to synthesize Educ 423G Diagnostic Practice in professional education in the optometric Reading: Formal clinical setting. University faculty mentors Assessment ...... 1 who serve on thesis committees guide Educ 425G Diagnostic Practice in students in completing their theses. Reading: Informal All Master of Education, Visual Function Assessment ...... 1 in Learning candidates will be appointed a Educ 426G Practicum: Reading Thesis Committee who will guide the Remediation ...... 3 development of a research proposal. Once the proposal is developed it needs to be Educ 514 Principles of Guidance and reviewed by the Coordinator of M.Ed., Counseling...... 2 V.F.L. and the Dean of Optometry, or their Educ 531The Exceptional Child ...... designates. 2 The proposal must be ap- Educ 565 Seminar: Educational and proved seven months before the date of Optometric Connections .... 1 proposed graduation. The Thesis Commit- tee will then advise the student during the Educ 555 Independent Study ...... 1 course of research and the preparation of the thesis. 14 When the final, bound thesis is approved and signed by the Thesis Committee, the Area II: Optometry student must submit two copies of the VED/Opt 744 Visual Problems That thesis to the library two weeks before Relate to Learning commencement. Difficulties with lab ...... 3 The Thesis Committee will include the VED/Opt 765 Seminar in following members: Multidisciplinary a. Chair, appointed by the Coordinator, Service ...... 1 M.Ed., V.F.L. The chair serves as the student's advisor and instructor of 4 credit for the thesis hours. b. Faculty member, appointed by the Coordinator, M.Ed., V.F.L.

96 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 COLLEGE OF OPTOMETRY c. Faculty member nominated by the Post-Graduate Residency Education student and approved by the Coordina- Opportunities in post-graduate education tor, M.Ed., V.F.L. include residency programs that lead to a A cumulative GPA of 3.00 is required for certificate of completion. The following all coursework. Grades must be "C" or programs are affiliated with the Pacific above to be credited toward the graduate University College of Optometry: degree. ("C-" is not acceptable.) Residency in Cornea and Contact Lenses Students who are within six hours of Pacific University College of Optometry, completing their program may participate Forest Grove, Oregon in the May commencement ceremony. Residency in Ocular Disease / Refractive and Ocular Surgery Admission Eye Care Associates of Nevada, Reno and Applications are accepted twice a year: Las Vegas November 1 and April 1. Requirements Residency in Primary Eye include: Care Optometry 1. Transcripts from each college or Jonathan M. Wainwright Memorial university attended Veterans Administration Medical Center , Walla Walla, Washington 2. 3.00 minimum GPA in at least 8 semester hours of graduate work Residency in Primary Eye Care Optometry 3. O.D. degree or current status as an Portland Veterans Administration Medical optometry student Center , Portland, Oregon 4. Two letters of recommendation from Residency in Primary Eye Care / Geriatric optometry faculty Optometry 5. Completed application Roseburg Veterans Affairs Healthcare 6. Written essay explaining why the System, Roseburg, Oregon applicant is seeking this degree Residency in Primary Eye Care / Geriatric 7. Personal interview Optometry Recommendations for acceptance into the Spokane Veterans Administration Medical program are made by the selection Center, Spokane, Washington committee of the faculty of the School of Residency in Primary Eye Care / Geriatric Education and the College of Optometry. Optometry Selection is based on the published Veterans Administration Puget Sound minimum admission requirements and the Healthcare System, American Lake following: Division, Tacoma Washington • Depth and breadth of undergraduate preparation Residency in Cornea and Contact Lenses • Recommendations Mission: The mission of the Pacific University College of Optometry cornea • Written communication skills as and contact lens residency program is to assessed in essay prepare qualified graduates of optometry • Critical thinking skills as assessed in for careers in contact lens education, essay independent practice, clinical research or a Course Descriptions: M.Ed./V.F.L. Degree combination thereof by providing ad- Program vanced practical experience and academic teaching exposure with an emphasis in For the course descriptions in Areas I and contact lenses and anterior segment III see the School of Education section of conditions. this catalog. For the course descriptions in Area II see the Optometry course descrip- Program Objectives tions in this section of the catalog. 1. To provide opportunities for in-depth The VED prefix is used for the M.Ed., clinical experience specializing in V.F.L. requirement. These courses, if contact lenses. applied to the M.Ed., V.F.L. cannot be used for the Optometry degree.

www.pacificu.edu ❖ 97 2. To encourage the resident to develop as systemic disease manifested in the a specialist by serving as a consulting/ visual system through appropriate attending doctor for interns. interaction with experienced optomet- 3. To offer experience in contact lens ric and ophthalmological practitioners. education. 7. To develop the resident’s understand- 4. To encourage the resident’s pursuit of ing of practice management within scholarly activity. private optometric practices. 5. Stimulate a commitment to service in 8. To prepare optometrists for careers in the resident. multidisciplinary optometric/ophthal- mological care of medical/surgical patients. Residency in Ocular Disease / Refractive and Ocular Surgery 9. To develop the resident’s experience and proficiency in managing pre- and Mission: Ocular Disease / Refractive and post-operative LASIK, intrastromal Ocular Surgery residency is a one year corneal rings, and clear lensectomy post-doctoral training program. The refractive surgical procedures. program is designed to enhance the clinical skills necessary to diagnose and Residency in Primary Eye Care Optometry manage visually impaired patients whose visual loss emanates from various ocular Mission: Primary Eye Care Optometric and systemic disease processes. Main Residency is a one-year post-doctoral emphasis is on cataract and refractive training program. This residency program surgery. Optometric/ophthalmologic offers qualified doctors of optometry an medical/surgical co-management care is educational opportunity for exceptional stressed. The program develops the and broad-based development as an communication skills necessary to interact optometric practitioner. The educational with referring optometrists and other experience will concentrate on the delivery health care professionals. of primary eye and vision care to a predominantly-outpatient veteran Program Objectives population. Primary eye and vision care 1. To improve the resident’s proficiency experiences include, but are not limited to, and competency in the care of visually ocular disease management, binocular impaired patients through management vision, contact lenses, and low vision. of a wide variety of cases involving Compassionate and individualized patient medical and surgical eye care. care is expected. An interdisciplinary 2. To develop experience and proficiency approach to the delivery of health care will of the resident in managing visually be cultivated, and full utilization of the impaired patients whose visual loss medical centers and university’s resources emanates from various ocular and will be encouraged. Residents will also systemic disease processes. develop clinical didactic teaching skills. 3. To develop the resident’s understand- Program Objectives ing of optometric/ophthalmologic 1. Enhance the primary eye and vision medical/surgical co-management of care assessment and management skills visually impaired patients. of the residents through significant and 4. To develop the resident’s understand- broad-based clinical experience. ing in triaging secondary and tertiary 2. Foster the resident’s active participa- care of the patient with ocular and/or tion as members of an interdisciplinary systemic disease processes. health care team. 5. To develop the resident’s ability to 3. Develop the resident’s skills as educa- function as a primary care member of tors. the health care team through participa- 4. Encourage the resident’s pursuit of tion in a multidisciplinary health care scholarly activities. delivery system. 5. The sponsor and affiliate will provide 6. To develop the resident’s ability to an excellent facility and administrative recognize and participate in the support to maximize the resident’s treatment plan of ocular disease and environment for learning.

98 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 COLLEGE OF OPTOMETRY

Residency in Primary Eye Care / 1. A completed application for the specific Geriatric Optometry residency, including essays Mission: Primary Eye Care/Geriatric 2. Current curriculum vitae Optometry Residency is a one-year post- 3. Examination scores from the National doctoral training program. Primary eye Board of Examiners in Optometry and vision care experiences include, but 4. Three letters of recommendation from are not limited to, ocular disease manage- full-time clinical faculty members ment, low vision, and limited binocular 5. Evidence of eligibility for state licen- vision and contact lenses. Compassionate sure. State of Oregon eligibility is and individualized patient care is ex- required for Contact Lens residency pected. Geriatric optometry concentrates on the management of visual and ocular Other supporting documents are useful, disorders that affect the elderly. An such as copies of publications or an interdisciplinary approach to the delivery available thesis or research paper. The of health care will be cultivated and full applicant should be available for a formal utilization of the medical center and interview with the residency committee. university’s resources will be encouraged. Individual residency programs may have Residents will develop clinical didactic additional eligibility criteria, applicants teaching skills. should consult with program coordinators for specific requirements. Program Objectives 1. Enhance the primary eye and vision Teaching Fellow Program care assessment and management skills of the residents through significant and The Teaching Fellow Program at the broad-based clinical experience. College of Optometry is available for 2. Foster the resident’s active participa- recent graduates of a school or college of tion as a member of an interdisciplinary optometry who possess demonstrated health care team. teaching potential. During the program, the Teaching Fellow will have the oppor- 3. Develop the residents’ skills as an tunity to gain teaching skills and, if educator. desired, develop plans for the pursuance 4. Encourage the residents’ pursuit of of an academic career. scholarly activities. The Teaching Fellow's responsibilities 5. Provide excellent facility and adminis- include laboratory, clinical, and classroom trative support to maximize the instruction, all under the supervision of resident’s environment for learning. faculty member mentors. The Teaching Fellow Program Coordinator and the Application Procedure: Post-Graduate Associate Dean for Academic Programs Residency Education also serve as mentors. Since full tuition remission for graduate studies at Pacific Application deadline is February 1, University is available for Teaching preceding the July 1 program starting date Fellows, the program is especially desir- for the Veterans Administration positions, able for recent graduates who are inter- August 1 program starting date for the ested in pursuing the Masters of Science Cornea and Contact Lenses position and (M.S.) in Clinical Optometry within the August 31 starting date for the Ocular College of Optometry or the Masters of Disease / Refractive and Ocular Surgery Education (M.Ed.) in Visual Function in position. Candidates requesting positions Learning within the School of Education. at Veterans Administration sites are Inquiries may be directed to the Teaching required to process through the ORMS Fellow Program Coordinator, in care of the matching program. Candidates requesting Associate Dean for Academic Programs, positions with the Cornea / Contact Lens Pacific University College of Optometry. position and the Ocular Disease / Refrac- tive and Ocular Surgery position apply directly to the program coordinators. Applicants must submit:

www.pacificu.edu ❖ 99 Continuing Education Opt 531 Ocular Anatomy, Physiology, and Continuing professional education for Biochemistry with optometrists and optometric assistants is Laboratory offered on campus and in various loca- Anatomy, histology, physiology, biochemistry, tions throughout the United States, and photochemistry of the structures of eyelid Mexico, and Canada. These courses are and lacrimal system. Basic elements of presented for groups ranging from 10 to biochemistry. supplement the lecture. 250 participants. Depending upon the 4.5 hours. course offered, a lecture format, hands-on workshop, web-based interactive format, Opt 532 Anatomy of the Visual or video format may be conducted. System with Laboratory Course offerings are submitted to COPE (a Development of the eye, anatomy and clearinghouse for optometric education) physiology of the orbit, and extraocular and state boards of optometry to qualify muscles. Ocular circulation and sensory, for continuing optometric education credit motor, and autonomic innervation of the visual in meeting requirements for license system, visual pathways and visual field renewal. Certificate courses and transcript defects. 3 hours. quality courses are also offered. Opt 533 Microbiology, Genetics and Immunology; Pharmacology COURSE DESCRIPTIONS of Anti-infective Drugs; Diseases of the Lid and Opt 501 Geometric Optics Lacrimal System with Laboratory Principles of microbiology, immunology, and Principles of geometric optics, including the genetics, and their application to ocular propagation of light, reflection and refraction, diseases. Pharmacology of anti-infective drugs prisms, thin lenses, thick lenses and lens and their use in treatment of ocular diseases. combinations, lens design, mirrors, aberra- Epidemiology, symptoms, signs, diagnosis, and tions, stops and pupils, optical systems. management of diseases and trauma of the Laboratory designed to supplement the lecture eyelids and lacrimal system. 3 hours. material. 4 hours. Opt 534 Laboratory Procedures for Opt 502 Physical Optics Assessment of Ocular with Laboratory Disease Principles of wave optics including interfer- A discussion/laboratory seminar designed to ence and diffraction, thin films, Fourier optics, provide an understanding of how laboratory holography, light scattering, polarization, procedures can be used to assess ocular disease. photometry, quantum optics, spectroscopy, and 1 hour. lasers. Laboratory designed to supplement the lecture material. 3 hours. Opt 535 Functional Neuroanatomy and Neurobiology Opt 503 Visual Optics and Ocular Gross and microscopic anatomy of the brain Motility with Laboratory and spinal cord. Vasculature, blood-brain Optics of the uncorrected and corrected eye, barriers, and cerebrospinal fluid. Principles of visual acuity, ocular motility and an introduc- signaling. Central control mechanisms. tion to binocular vision. 4 hours. Neurology of the oculo-rotary muscles. Vestibular and cerebellar functions. Neuropa- Opt 516 Clinical Experience I thology and its effect on visual fields. Neurop- Orientation to the optometric profession. harmacology. 3 hours. Observation and participation in clinics with fourth year students and faculty. 0.5 hour. Opt 536 Pharmacological Principles and Autonomic Agents Opt 517 Clinical Experience II Pharmacokinetics, pharmacodynamics, Orientation to different modes of optometric routes of drug administration, drug interac- practice. Observation and participation in tions, and drug toxicity. Drugs affecting the clinics with fourth year students and faculty. autonomic nervous system. Drugs used in the 0.5 hour. treatment of glaucoma; prescription writing. 3 hours 100 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 COLLEGE OF OPTOMETRY

Opt 537 Etiology, Diagnosis and Opt 616 Theory and Methods of Management of Systemic Refraction Diseases; Pharmacology of The distribution of refractive status through Systemic Medications I the life span; signs, symptoms, clinical Etiology, diagnosis, and management significance, and management of refractive (including pharmaceutical) of diseases of the anomalies; principles underlying routine cardiovascular, endocrine, immune, gas- objective and subjective clinical measurement trointestinal, pulmonary, hepatic, and of refractive status, accommodation, and hematologic systems. Pharmacology of convergence. Epidemiology of relevant ocular systemic medications. 4 hours. and visual anomalies. 3 hours.

Opt 546 Clinical Procedures: Non- Opt 617 Optometric Case Analysis refractive Diagnostic Tests Basic methods for analyzing data from and with Laboratory prescribing for non-diseased binocular Clinical optometric instrumentation and skills patients; basic considerations in the manage- including visual acuity measurement, external ment of vertical imbalances and presbyopia; the ocular examination, basic biomicroscopy, direct underlying assumptions and use of the ophthalmoscopy, and basic visual field physiological optics model of analysis and assessment. 3 hours. functional analysis; the role of formalized analysis systems within the broad framework Opt 547 Clinical Procedures: of examination/diagnosis/treatment/prognosis. Binocular Testing and Epidemiology of relevant ocular and visual Optics with Laboratory anomalies. 4 hours. Clinical optometric instumentation and skills including entrance tests, lensometry and lens Opt 618 Theory and Practice of measure, retinoscopy and stereoscope card Spherical Rigid and Soft skills. 2 hours. Contact Lenses with Laboratory Opt 562 Behavioral Optometric Principles of rigid and soft contact lens optics, Science with Laboratory patient evaluation, lens selection, lens fitting, Basic concepts of behavioral vision care, care systems, and basic follow-up for spherical evolution of prescription criteria, visual contact lenses used to correct refractive errors. adaptive processes, psychophysical bases of Laboratory designed to supplement the lecture optometric evaluation, attention and vision, material. 3 hours. techniques of optometric research. Epidemiol- ogy of relevant ocular and visual anomalies. Opt 620 Clinical Experience III 4 hours. Case history and clinical thinking skills. Participation in screenings and clinical Opt 601 Ophthalmic Optics participation and observation in clinics with Principles of the design and function of single third year students and faculty. 0.5 hour. vision and multifocal ophthalmic lenses including cylinders and prisms. Frame Opt 621 Clinical Experience IV nomenclature, lens aberrations, magnification, Case history and clinical thinking skills. standards, protective lenses, as well as lens Participation in screenings and clinical systems and instruments used in optometric participation and observation in clinics with examinations. 3 hours. third year students and faculty. 0.5 hour.

Opt 602 Sensory-Motor Interactions Opt 631 Diagnosis and Treatment of in Vision with Laboratory Anterior Segment Diseases Studies of monocular and binocular accommo- Epidemiology, symptoms, signs, diagnosis, dation, convergence, and pupillomotor treatment, and management of diseases of, and relationships; graphic representation of trauma to, the conjunctiva, cornea, iris, ciliary monocular and binocular visual functions; body, sclera, and episclera. 2 hours. motor and sensory fusion; binocular visual space, visual fields; basis of aniseikonia and stereoscopic depth perception. Biomechanical models of vision. 4 hours.

www.pacificu.edu ❖ 101 Opt 632 Detection, Assessment and Opt 646 Clinical Procedures: Treatment of Anterior Refractive Error Segment Diseases Measurement with A discussion/laboratory seminar designed to Laboratory teach techniques for the detection, assessment, Skills required for clinical optometry includ- and treatment of anterior segment disease. ing keratometry, human eye retinoscopy, and 1 hour. the analytical examination. 2 hours.

Opt 633 Diagnosis and Treatment of Opt 647 Ophthalmic Dispensing Posterior Segment Diseases Procedures with Laboratory Epidemiology, symptoms, signs, diagnosis, Frame/lens terminology, frame styling, frame/ treatment, and management of diseases of, and lens parameter selection, frame material trauma to, the choroid, retina, and visual properties; discussion of frame adjustment and pathway, including glaucoma and visual field alignment, lens mounting and insertion, and anomalies. 3 hours. frame repair. 2 hours.

Opt 634 Detection, Assessment and Opt 648 Clinical Procedures: Treatment of Posterior Phorometry and Ocular Segment Diseases Health with Laboratory A discussion/laboratory seminar designed to Skills required in clinical optometry, includ- teach techniques for detection, assessment, and ing tonometry, gonioscopy, binocular indirect treatment of posterior segment diseases. ophthalmoscopy, binocular refraction, and 1 hour. color vision. 4 hours.

Opt 637 Etiology, Diagnosis and Opt 661 Physiological, Psychological management of Systemic and Cognitive Changes Diseases; Pharmacology of During the Lifespan Systemic Medication II Study of development and aging with Etiology, diagnosis, and management implications for vision. Neurological, behav- (including pharmaceutical) of diseases of the ioral, perceptual, and physical aspects of cardiovascular, endocrine, immune, gas- development from conception to old age trointestinal, pulmonary, hepatic, and (including developmental disabilities). hematologic systems. Pharmacology of Gerontology. Epidemiology of relevant ocular systemic medications. 2 hours. and visual anomalies. 2 hours.

Opt 638 Etiology, Diagnosis and Opt 662 Visual Information management of Systemic Processing and Perception Diseases with Laboratory; Analysis of the anatomy and electrophysiology Pharmacology of Systemic of single neurons in the visual system and Medication III how these neurons code and transmit visual Etiology, diagnosis, and management information. Human detection, acuity, (including pharmaceutical) of diseases of the pattern, color, and binocular vision and their cardiovascular, endocrine, immune, gas- electrophysiological correlates are studied by trointestinal, pulmonary, hepatic, and considering single neuron mechanisms. hematologic systems. Pharmacology of 4 hours. systemic medications. Procedures for evaluat- ing hematologic systems. Pharmacology of Opt 715 Patient Care: First Session systemic medications. Procedures for evaluat- Supervised clinical practice including the ing head, neck, ear, nose, throat, musculoskel- examination, diagnosis, analysis, and care of etal, pulmonary, neurologic, and cardiovascu- selected patients in Pacific University affiliated lar system; venipuncture, subcutaneous clinics. 1 hour. injection, and intramuscular injection. 2 hours.

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Opt 716 Theory and Practice of Opt 724 Pediatric and Specialty Contact Lenses Developmental Optometry with Laboratory Vision as part of the total development of the Principles of fitting rigid and soft contact human being; the interrelationships between lenses for the correction of astigmatism, visual abilities and other modalities and presbyopia, and irregular corneal shapes; functions. Normal development of ocular and practice management aspects of contact lenses. visual function from birth to adult. Age- 4 hours. appropriate tests for evaluating the vision of children. Epidemiology of relevant ocular and Opt 718 Advanced Optometric Case visual anomalies, and prescribing guidelines Analysis with Laboratory for modifying and enhancing visual perfor- Various models of interpreting clinical data. mance of children. 2 hours Normal and abnormal visual performances including statistical interpretations of Opt 725 Assessment and optometric data. Distance, nearpoint, and Management of Strabismus prism lens prescription procedures. Reinforce- and Amblyopia with ment of material by presentation of patient case Laboratory reports in laboratory . 4 hours. Clinical management of strabismus and amblyopia with emphasis on primary care. Opt 720 Vision Therapy for Differential diagnosis, prognosis, and Binocular and Oculomotor evaluation of therapeutic procedures.† Vision Dysfunction with therapy techniques, lenses, prisms, and co- Laboratory management for strabismic and amblyopic Principles and methods of modifying visual patients. Epidemiology of relevant ocular and performance through improvement of eye visual anomalies. Laboratory supplements movements, accommodation and convergence lecture material through practice of procedures abilities, and unification. Hand-eye-body for diagnosis and treatment.† 4 hours. performance, and form and space perceptions are studied. Types of cases requiring vision Opt 726 Normal and Abnormal therapy are considered with emphasis on Visual Perception remediation of general binocular dysfunction. Normal and abnormal visual perception 4 hours. including figure-ground, directionality, visual memory, and eye movement-related phenom- Opt 721 Clinical Experience V ena. Effects of attention and physiology on Clinical thinking skills, optometric case perception. Perceptual problems associated discussions, participation in screenings and with dyslexia, specific reading disabilities, clinical patient care. stroke and traumatic brain injury. Normal and abnormal sensory system interactions. 2 hours. Opt 722 Patient Care: Second Session Opt 727 Evaluation and Supervised clinical practice including the Management of Patients examination, diagnosis, analysis, and care of with Perceptual Problems selected patients in Pacific University affiliated with Laboratory clinics. Lectures review current cases empha- Observation and participation in evaluations sizing problem-solving methods in the delivery and therapy appropriate for patients having of patient care. 2 hours. perceptual problems associated with learning disabilities, traumatic brain injury, stroke and Opt 723 Patient Care: Third Session developmental abnormalities. Procedures for Supervised clinical practice including the guiding and modifying visual performance and examination, diagnosis, analysis, and care of co-management strategies. Development of selected patients in Pacific University affiliated treatment plans. Evaluation of community clinics. Lectures review current cases empha- resources available to patients with perceptual sizing problem-solving methods in the delivery problems. 3 hours. of patient care. 2 hours.

www.pacificu.edu ❖ 103 Opt 728 Assessment and evaluation. Radiation and selective absorption. Management of the Illumination. Eye hazards, blindness, and Partially-Sighted Patient compensation. Motorist, pilot and VDT Clinical management of visual problems of the operator vision. Vision ergonomics and partially-sighted patient. Examination and protective equipment. 2 hours. treatment of the low vision patient. Prescrip- tion of conventional spectacles, telescopic and Opt 764 Optometric Economics and microscopic spectacles, television readers, Practice special magnifying devices, and non-optical Management and legal aspects of optometric devices. 2 hours. practice. Modes of practice, practice develop- ment. Locating and establishing a practice. Opt 733 Assessment and Formation and operation of partnerships and Management of Ocular associations; multidisciplinary practices; Disease Patients health maintenance organizations. Ethics, Indications, techniques, and interpretation of professionalism, and professional responsibili- the procedures used in disease detection, ties to the public. Organizations within the assessment, and management. Emphasis is on profession and current trends. 4 hours. management of the entire patient rather than just the patient's specific disease. 2 hours. Opt 791 Optometric Thesis: Orientation and Planning Opt 735 Applied Ocular The first course of a two course sequence Therapeutics involving a creative, disciplined study of a The use of medications in the treatment of topic or phenomenon related to optometry. ocular disease, including adnexal, anterior Requirements include the development of a segment, and posterior segment disorders. formal proposal which may describe an Emphasis is placed on the clinical thinking experimental or non-experimental study. process for determining the most appropriate Didactic presentations relative to research therapeutic drug or drugs for the treatment of design are an integral part of the course. a particular disease. 1 hour. 1 hour.

Opt 761 Public Health Optometry Opt 815 Primary Patient Care: Public health philosophy and concepts. Preceptorship Rotation #1 Biostatistics/epidemiology. Health economics Supervised clinical practice in affiliated and planning. Social aspects of health and hospital settings, health care centers, public federal/state role in health care. Contemporary and private vision clinics. General and/or health care developments. The evolving role of specialized health care services unique to each optometry in community health. 2 hours. site. 15 hours.

Opt 762 Communication in Opt 816 Primary Patient Care: Optometric Practice with Preceptorship Rotation #2 Laboratory Supervised clinical practice in affiliated Theory and practice of doctor-to-patient hospital settings, health care centers, public communication. Patient interviewing, effective and private vision clinics. General and/or interview behavior, patient management, and specialized health care services unique to each accurate history taking. Verbal, nonverbal, and site. 15 hours. written communication. Student participation in peer and self-evaluation, observation of Opt 817 Primary Patient Care: professional interviews using video and audio Internal Clinic Rotation tape recordings. Laboratory supplements Supervised primary care clinical practice in lecture material. 3 hours. Pacific University affiliated clinics. Clinical case conferences offering discussion and review Opt 763 Environmental, of current cases are included. 7 hours. Occupational, and Recreational Vision Opt 818 Vision Therapy Patient Care The interface between human and the Supervised clinical management of patients environment with emphasis on optometric requiring vision therapy in Pacific University concerns. Industrial, occupational, and affiliated clinics. 3 hours. recreational demands on vision; methods of

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Opt 819 Low Vision Patient Care Opt 741 Geriatric Optometry Supervised clinical management of patients Special needs of the geriatric population. requiring low vision care and devices in Pacific Ocular and systemic aging changes, pharma- University affiliated clinics. 1 hour. cological needs, and mentation and indepen- dence issues of the aged person as seen in office Opt 820 Contact Lens Patient Care and in custodial institutions. Emphasis on Supervised clinical management of patients diagnosis and interaction with primary care wearing or desiring to wear contact lenses in physicians, social workers, and occupational Pacific University affiliated clinics. 1 hour. therapists. 1 hour.

Opt 821 Clinical Rounds Opt 743 Neurorehabilitative A lecture/seminar course utilizing cases to Optometry illustrate evaluation and management of Principal aspects of neurological conditions. refractive, binocular, accommodative, disease, Discussions on the pathophysiology of and visual information processing problems. neurological impairment; examination 1 hour. techniques, including neurological assessment; ocular and systemic health; treatment options. Opt 822 Pediatric Patient Care Strategies for team management including Supervised optometric clinical management of obtaining hospital privileges and co-managing infants, toddlers and preschool aged children patients with other health care professionals. in Pacific University affiliated clinics. 1 hour. 2 hours.

Opt 832 Ocular Disease and Special Opt 744 Vision Problems That Testing Patient Care Relate to Learning Supervised clinical management of patients Difficulties with Laboratory with ocular disease in Pacific University Role of vision in relation to educational, affiliated clinics. 1 hour. psychological, and speech and hearing performance. Diagnosis, remediation and Opt 892 Optometric Thesis: management of learning disability patients Completion with emphasis on reading problems. Interrela- A continuation of Opt 791. Requirements tionship between achievement level, IQ, include the completion of a thesis proposal personality test results and optometric approved by a faculty advisor. (Fall Semester findings such as eye movements, perception Only) 1 hour. and visual processing, refractive status and accommodative-convergence function. Observation of instruction of children with Elective Courses: Doctor of Optometry learning disorders. Comparison of visual and (O.D.) Degree Curriculum: classroom performance. 3 hours. Opt 729 Assessment and Management of the Opt 745 Laser Management of Partially Sighted Ocular Disease Patient, Seminar Use of lasers in managing anterior and This elective will provide hands-on experience posterior ocular conditions. Laser treatment of with the devices and assessment techniques patients with open or closed angle glaucoma, discussed in Opt 728 Assessment and retinal conditions, refractive anomalies, and Management of the Partially Sighted Patient. capsulotomies. Management of possible 1 hour. complications and legal considerations. Includes demonstrations and hands-on Opt 740 Seminar in Contact lenses practice. 1 hour. Identification, etiology and remediation of contact lens problems as complications of corneal physiology, refractive implications, and materials and solutions used; literature review of specific contact lens topics; student preparation and delivery of a lecture on some phase of contact lens practice; evaluation of contact lens articles in the published literature. 2 hours.

www.pacificu.edu ❖ 105 Opt 746 Sports and Recreational and digital image capture techniques; the use Vision of computer enhancement/modification of Theory, diagnosis, and remediation of sports images. 1 hour. vision problems. Static and dynamic visual acuity, accommodation, pursuit and saccadic Opt 765 Seminar in eye movements, binocularity, and gross and Multidisciplinary Service fine visual-motor coordination and specific Role visual factors play in learning disability sports. Sports vision research theory. The role diagnosis and remediation. Drawing upon the and scope of the sports vision consultant. disciplines of education, psychology, speech Laboratories involve the clinical diagnosis and pathology and optometry, experience is gained treatment of sports vision problems. 2 hours. in diagnosis, therapy, and case management within a multidisciplinary setting. 1 hour Opt 748 Hospital Based Optometry Obtaining hospital privileges, credentialing, quality assurance, and accreditation. Order- Course Descriptions: Masters of Science ing, interpreting, and charting radiology, (M.S.) in Clinical Optometry Degree laboratory and fluorescein angiography results. Program Ethical dilemmas in the multidisciplinary Opt 901 Seminar in New setting. Charting, verbal communication, and Ophthalmic written communication with various health Instrumentation and care providers. 2 hours. Materials Opt 749 Refractive Surgery Review of current literature on new oph- Surgical and laser treatments of refractive thalmic instrumentation and materials. error including historical and state of the art Students will read current issues of selected techniques. Patient selection factors and journals and present reports of relevant protocols for co-management. Diagnosis, articles. Special topics will be assigned for treatment, and management of postoperative more extensive student reports. Presentations complications. The role of optometry in the on instrumentation and materials will be given invasive correction of refractive error. 1 hour. by faculty members and invited guests. 1 hour

Opt 750 Orthokeratology Opt 916 Seminar in Functional Historical development of orthokeratology. Vision and Pediatrics Anatomical, physiological, and refractive Review of current literature on functional characteristics of the cornea and their assess- vision and pediatrics. Students will read ment. Patient selection for orthokeratology and current issues of selected journals and present various methods of treatment. 2 hours. reports of relevant articles. Special topics will be assigned for more extensive student reports. Opt 751 Current Topics Impacting Presentations on functional vision and Optometry pediatrics will be given by faculty members New scientific discoveries and current trends and invited guests. 1 hour in research impacting patient care. Current clinical and professional issues. New and Opt 917 Seminar in Visual-Motor different approaches to health care. New Function diagnostic and treatment approaches. Topics Review of current literature on visual-motor drawn from current journals. May be taken function. Students will read current issues of more than once during the year. 1 hour. selected journals and present reports of relevant articles. Special topics will be Opt 752 Basic Spanish for assigned for more extensive student reports. Optometry Presentations on visual-motor function will be Spanish language essential for conducting an given by faculty members and invited guests. optometric examination. 1 hour. 1 hour.

Opt 757 Ophthalmic Imaging Techniques associated with capturing oph- thalmic images. Use of non-mydriatic fundus cameras, traditional fundus cameras, and anterior segment slit lamp cameras. Video, film

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Opt 918 Seminar in Contact Lenses Opt 991 Research and Data Analysis Review of current literature on contact lenses. Methods Students will read current issues of selected Research design strategies and data analysis journals and present reports of relevant procedures. Use of computerized data record- articles. Special topics will be assigned for ing, analysis, and reporting procedures will be more extensive student reports. Presentations stressed. Methods for preparing material for on contact lenses will be given by faculty publication or oral presentation will be members and invited guests. 1 hour covered. 4 hours

Opt 919 Seminar in Environmental Opt 995 Thesis Research Vision Conducting a research project with the Review of current literature on environmental guidance and cooperation of a faculty thesis vision. Students will read current issues of committee. Following completion of the project selected journals and present reports of to the satisfaction of the faculty committee, an relevant articles. Special topics will be assigned oral presentation is made to the faculty and a for more extensive student reports. Presenta- written report is prepared for submission to the tions on environmental vision will be given by University library. May be repeated three faculty members and invited guests. 1 hour times for credit. *2 hours

Opt 931 Seminar in Visual System Additional information on Opt 995: Project Structure, Function, and topics will be suggested by faculty members or Biochemistry may be originated by students themselves. Review of current literature on the structure, Following discussions with potential faculty function, and biochemistry of the visual thesis committee members, an oral and written system. Students will read and present reports presentation describing the project is made to of relevant articles from current issues of the College of Optometry Research and selected journals. Special topics will be Awards Committee for review and comment assigned for more extensive student reports. (see section entitled "Academic Procedures"). Presentations will be given by invited guests. Project topics may include case studies, 1 hour literature reviews, clinical trials, development of new procedures or techniques, instrument Opt 932 Seminar in Ophthalmic/ evaluations, etc. The written report must be Systemic Disease approved and signed by all members of the Review of current literature on disease faculty committee; it may be in the form of a etiology, diagnosis, and management. Students formal thesis or it may be a major paper (or will read current issues of selected journals papers) suitable for publication in an optomet- and present reports of relevant articles. Special ric/vision journal (or book). Presentation of the topics will be assigned for more extensive project at local and national meetings is student reports. Presentations on disease strongly encouraged. etiology, diagnosis, and management will be given by faculty members and invited guests. Opt 996 Special Study 1 hour Intended as an alternative or in addition to Opt 995 Thesis Research. Involves conducting Opt 962 Seminar in Presentation a complete literature review or participating in Methods in the Health a series of smaller projects/experiences on a Professions special topic of the student's choice and taking Methods used to teach and present informa- a comprehensive written and/or oral examina- tion. Setting long and short term goals, tion on the topic. Students should confer with designing lesson plans, presentation tech- their advisor before selecting this option and niques and styles, examinations, and innova- must have their special topic approved by the tive teaching methods, including the use of advisor. May be repeated three times for credit. audiovisual and computer technology. 1 hour The examination will be given in the final term of Opt 996. *2 hours

www.pacificu.edu ❖ 107 Residency Option Opt 935 Prescribing Lens Students who desire to combine a residency Corrections for Problem with their Masters program will participate in Patients a clinical experience (Opt 920) two days per Methods for analyzing patient findings to week for five academic semesters. produce an optimum lens prescription. Balancing accommodation and convergence Opt 920 Clinic Experience with lenses. Use of horizontal and vertical Participation in delivery of clinical services. prism. Use of computerized analysis proce- May be repeated five times for credit. Must be dures. 3 hours taken five times to qualify for Residency certification. 3 hours (two days per week) Phil 307G Ethics, Medicine and Health Care Interest Area and Elective Courses: A study of ethical issues that arise and occur Masters of Science (M.S.) in Clinical within medical and health care contexts and Optometry Degree Program professions. 4 hours Some courses are given by departments or divisions outside the College of Optom- Opt 964 Teaching Experience etry and are subject to their scheduling. Participate in the teaching of a course or Some optometry courses are given on an laboratory. Arranged with individual faculty as needed basis. With advisor approval, members. 2 hours students may select an interest area and elective courses other than those listed Opt 956 Independent Study below. Students can choose from the Coursework not covered by regular courses several hundred advanced courses offered and arranged as independent study with an by the various departments and divisions instructor. An independent study contract is of Pacific University. required to register. Credit hours are assigned by the instructor. Sample Elective Courses: Masters of Science (M.S.) in Clinical Optometry *Opt 995 Thesis Research and Opt 996 Degree Program Special Study are graded in the following manner: A grade of "X" will be submitted BA 300G Management Principles by the appropriate faculty member as the This course provides an understanding of the student progresses through the sequence. duties and responsibilities of managers. Basic Once the thesis is completed (Opt 995) or management knowledge, attitudes, skills and examination is completed (Opt 996) final managerial processes are stressed. 3 hours grades are submitted. All "X" grades will then be changed by the Registrar to BA 320G Human Resource coincide with the final grade submitted by Management the thesis advisor or examination advisor. Functions of a personnel program in a business organization. Contributions of research in the social sciences to personnel administration. Operation and techniques of a personnel department including job evaluation, psycho- logical testing, employment counseling, wage administration, and other personnel programs. 3 hours

Opt 963 International Optometry Review of the comparative education base of Optometry in various nations and the relation to scope of practice and practice modes. Examination of barriers to growth of the profession and an exploration of strategies to promote orderly progress. 3 hours

108 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 COLLEGE OF OPTOMETRY CALENDAR College of Optometry Calendar 2000-2001

July 18 - 21 FINALS conducted SUMMER SEMESTER - 2000 during this week (see course syllabi) April No 3rd Year Clinic April 28 - 30 NBEO Part III *** July 21 LAST DAY of 3rd Year Summer Semester May Classes May 1 - 5 Faculty Prep Time July 22 FIRST DAY of Optional 3rd Year Summer Clinic May 5 Clinic Staff and Faculty In-Service (All Clinics Closed) August May 8 FIRST DAY of Summer Aug 8 - 9 NBEO Part I *** Semester Classes, 4th Yr Aug 19 LAST DAY of Optional Clinics and 3rd Year Summer Clinic Preceptorships * Aug 21 - 22 All Faculty Conference 3rd Year Summer Clinic Orientation Aug 22 LAST DAY of 4th Year Summer Clinics and 4th Year Summer Clinic Preceptorships * Orientation ** Aug 23 - 24 Clinic Offices Open No Patient Care Patient Care by May 9 3rd Year Summer Clinic Arrangement **** Begins May 20 Commencement: Class of 2000 FALL SEMESTER - 2000

May 27 - 30 Memorial Day Holidays August College/Clinics Closed August 21 - 22 All Faculty Conference August 23 - 25 Faculty Prep Time July August 24 - 25 First Year Student July 1 - 4 Independence Day Orientation Holidays August 25 Clinic Staff and Faculty College/Clinics Closed In-Service (All Clinics Closed) July 15 LAST DAY of 3rd Year Summer Clinic

www.pacificu.edu ❖ 109 August 28 FIRST DAY of Fall December 18 - 20 Patient Care by Semester Classes, Arrangement **** 3rd Yr Clinic and Preceptorships * December 22 - 31 December/New Year Holidays 4th Year Fall Clinic Orientation ** SPRING SEMESTER - 2001 September September 2 - 4 Labor Day Holiday January College/Clinics Closed January 1 New Year Holiday October College/Clinics Closed October 12 - 14 GWCO (MUST submit approved Absence January 2 - 11 Patient Care by Request Form to Arrangement **** Clinic Staff) Administrative/Clinic October 19 Standards and Appeals Offices Open Committee January 8 - 12 Faculty Prep Time Mid-Semester Review (Faculty Workshop TBA, (1:00 PM - 3:00 PM) attendance expected) Administrative/Clinic November Offices Open November 22 Thanksgiving Holiday January 12 Clinic Staff and Faculty In-Service (All Clinics Classes and Clinics end Closed) at Noon January 15 FIRST DAY of Spring Admin/Clinic Offices Semester Classes, Close at Noon 3rd Yr Clinic and November Preceptorships * 23 - 25 Thanksgiving Holidays 4th Year Clinic College/Clinics Closed Orientation ** December March December 4 - 6 No 4th Year Patient Care March 8 Standards and Appeals Committee December 5 - 6 NBEO Part II *** Mid-Semester Review December 6 LAST DAY of classes (1:00 PM - 3:00 PM) and 3rd Year Fall Clinic before Finals March 24-31 Spring Break - 1st, 2nd, 3rd and 4th Year * December 7 - 11 American Academy of Optometry Annual Administrative/Clinic Meeting Offices Open December 11 - 15 FINALS: Fall Semester - March 19 - 23 Patient Care by 1st, 2nd, and 3rd Year Arrangement **** December 15 LAST DAY of Fall 4th Year Clinics and Preceptorships *

110 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 COLLEGE OF OPTOMETRY CALENDAR April SUMMER SEMESTER - 2001 April 27 LAST DAY of classes and 3rd Year Clinic May before Finals May 11 Clinic Staff and Faculty April 30 - May 4 FINALS: Spring In-Service (All Clinics Semester - 1st, 2nd, and Closed) 3rd Year May 14 First Day of Summer Classes, Clinics, and May Preceptorships * May 4 LAST DAY of Spring * Preceptorship schedules and holidays Semester, 4th Year may vary from this calendar. Please Clinics, and refer to the Preceptorship Manual. Preceptorships * ** Refer to Orientation Instruction Letter May 7 - 10 Clinic Offices Open by Carole Timpone, OD. *** Primary NBEO administration dates Patient Care by are listed for completeness of this Arrangement **** Calendar. Please refer to the NBEO May 19 Commencement: website at http://www.optometry.org Class of 2001 for current information and additional ex administration dates. ****Please see Marti Fredericks, Director of Clinical Operations.

www.pacificu.edu ❖ 111 School of Physical Therapy Daiva A. Banaitis, Ph.D., P.T., Director

GENERAL INFORMATION Threaded throughout the curriculum and emphasized in all courses are problem solving, The School of Physical Therapy, (previously the ethical and professional behavior, good writing Department of Physical Therapy) has been and speaking skills, the value of research, graduating professional therapists since 1977. lifelong learning and the importance of In 1985, the degree, Bachelor of Science, was contributing to the growth and development of replaced by the Master of Science in Physical the profession. Therapy (MSPT) as the entry-level degree into the profession. The School of Physical Clinical Internships Therapy is now in the process of changing from the MSPT to the Doctor of Physical Therapy Currently the School of Physical Therapy affiliates with 150 different clinical (DPT) as the entry-level degree into the facilities. These include acute hospital profession. The Commission on Accreditation settings, outpatient clinics, rehabilitation in Physical Therapy Education (CAPTE) has centers, private practices, school systems, granted "Interim Accreditation" for the DPT specialized hospitals and home health program and the new DPT program will be agencies. Although the majority of these affiliates are in the Portland area and in initiated with the class entering Fall 2000. Oregon, students also go to many other The primary goal of the School of Physical states including Idaho, Utah, Alaska, Washington, Hawaii, California, Arizona, Therapy is to graduate a well rounded and Montana and Minnesota. New clinical highly competent clinician ready to assume sites are continually added in order to duties in the standard areas of physical therapy provide variety and quality to the stu- practice, e.g., hospital departments, outpatient dents' clinical experiences. clinics, private practices, and rehabilitation centers. To achieve this goal, every effort is Clinical Experiences and Internships made to offer a curriculum well balanced in the Students are required to participate in off- areas of orthopedic, neurologic, and general campus rotations for a portion of their clinical training and can expect to spend at physical therapy with attention to the needs of least two clinical internships outside of the pediatric patients, geriatric patients, and other Portland-Metro areas. Students are special populations. responsible for living and transportation costs incurred during these assignments. The curriculum is organized so that didactic The School of Physical Therapy reserves classroom learning is periodically intermixed the right to make final decisions regarding with clinical learning. Beginning with the clinical placements. second semester of the first year, and continuing each semester thereafter, longer and longer time periods are spent in the clinic. Thus, by the end of the program 36 weeks are devoted to full-time clinical experiences and internships.

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Admission to the Professional Physical year; students may not enter the program Therapy Program in the middle of the year. Application procedures must be completed in Decem- Applicants to the professional program ber. Interviews are usually held in March should request a physical therapy applica- and notification of admission is commonly tion packet from the Office of Admission made by April 15. for Professional Programs. The application deadline is in early December. Prerequisites Enrollment in the professional program is limited and admission is highly selective. Students must complete the following pre- A cumulative GPA of 3.0 is required to professional courses, and earn a bachelors apply to the program. Students who will degree prior to enrollment in the profes- have completed a minimum of three sional program. All prerequisite courses academic years (90 semester) of college must be completed with a grade of "B" or work including the prerequisites by the higher. Courses are to be taken on a date of enrollment in the professional graded basis; pass-fail courses are not program are eligible to apply for admis- acceptable. Courses taken to fulfill the sion. Please note that completion of these science prerequisites must be those for prerequisites does not necessarily corre- science majors and preprofessional spond to Pacific's bachelors degree students (e.g. pre-med, pre-pharmacy), requirements. (See below.) If the first two and must include a laboratory. Low level, years are completed at a community non-science major courses will be unac- college, the third pre-professional year (30 ceptable in meeting the prerequisites. semester/45 quarter hours) must be Applicants will need to demonstrate completed at a four-year college or competency in more recent coursework if university. The Admissions Committee previous science courses were taken more considers many factors including: than seven years prior to application. Listed below are the prerequisites and the • Strength and breadth of academic Pacific University courses which satisfy record; the requirements. • Evidence of work (volunteer or paid, Biological Sciences: 12 semester/18 100 hours minimum) under the quarter hours. Must include general supervision of one or more profession- biology sequence (Botany portion may als in the field of physical therapy - be excluded), complete human or preferably within a general hospital vertebrate anatomy, and complete setting; human or animal physiology courses. • Strength of letters of evaluation; Sequential courses combining human • Content of application forms and the anatomy and physiology are accept- care with which they have been able. A single course combining human prepared; and anatomy and physiology will not meet this requirement. All courses must • Extracurricular and community include laboratory. (If taken at Pacific activities. University: Biol 202; Biol 204; Biol 224; Based on the criteria listed above, a limited Biol 240.) number of applicants are invited for on- Chemistry: 8 semester hours/12 quarter campus, personal interviews. The inter- hours. Must include a standard one- view is required and is a contributing year course in general chemistry. factor in the admission decision. It allows Courses must include laboratory. (If the selection committee to assess subjec- taken at Pacific University Chem 220, tively essential skills and traits which may 221; 230.) not be reflected in the written application. In the interview, consideration is given to Physics: 8 semester hours/12 quarter knowledge of the profession, motivation hours. A standard two-semester course toward a career in physical therapy, ability or the quarter system equivalent. This to think clearly and logically, poise, self- course need not be calculus based. All confidence, warmth and verbal expression courses must include laboratory. (If of ideas. taken at Pacific University; Phy 202/ 204 [or Phy 232/242].) New classes begin in late August of each

www.pacificu.edu ❖ 113 Psychology: 6 semester/9 quarter hours. Bachelor Degree Requirements Must include a course in general The bachelors degree is required of all psychology. (If taken at Pacific Univer- students and must be completed no later sity: Psyc 150) than the beginning of the third and final English/Writing: 9 semester/12 quarter year of the professional program. As of credit hours. Must include one writing Fall 2002, all applicants will be required to course beyond the introductory level. have earned a bachelors degree prior to Courses taken to meet this requirement enrollment into the program. must be from an English or Writing Options for students entering Fall 2000 or department. 2001 Statistics: 2 semester/3 quarter hours. It is 1. Earn the bachelors degree prior to entry recommended that statistics be taken in into professional studies. These a department of psychology, sociology students need to fulfill only the pre- or mathematics. (If taken at Pacific professional requirements listed above. Math 207, Psyc 350.) 2. Some students attending institutions Humanities*: 6 semester/9 quarter hours. with pre-professional programs plan a (in addition to English prerequisite program of study to include pre- listed above) in fine arts, philosophy, physical therapy requirements plus that religion, English, history*, music, institution's bachelors degree require- foreign language, speech/communica- ments. In a case where Pacific's tions. At least three semester hours professional courses in physical must be outside English and an therapy are used to satisfy another introductory English composition or institution's graduation requirements, speech course does not meet this written notice of such an arrangement requirement. is required. Social Sciences*: 6 semester/9 quarter 3. Earn a bachelors degree at Pacific by hours. (in addition to psychology meeting one of the two following prerequisite listed above) in sociology, degree categories: psychology, political science, econom- ics, anthropology. At least three a. Bachelor of Science in Health semester hours must be outside Science offered by the College of psychology. Note: A single course in Arts and Sciences. History may be used in either Humani- The student must meet core and other ties or Social Sciences, but may not be general degree requirements as well as used in both. complete an accepted minor and complete * The courses used to satisfy this the first year of the Physical Therapy requirement may not be less than a 2 Program. (See the College of Arts and semester (3 quarter) hour course. Sciences Catalog.)

Pre-Physical Therapy Pacific University offers all of the pre- physical therapy course requirements for those students interested in preparing for the professional program. All pre- professional students complete the baccalaureate requirements along with the pre-physical therapy requirements. Students should note that while there are advantages to completing the pre-physical therapy requirements at Pacific, doing so does not guarantee subsequent admission to the professional physical therapy program.

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Bachelor of Science in Professional and Academic Standards Human Function offered by Good standing in the School of Physical the School of Physical Therapy. Therapy is defined as: continued enroll- The eligible student must be admitted to ment, satisfactory academic progress, the Masters Program in the School of development of sound clinical skills, Physical Therapy without a baccalaureate behavior that leads to professional degree and with at least 75 semester hours competence and positive interpersonal of transfer credit from institutions other and professional relations, and appropri- than Pacific University. In addition, the ate professional/ ethical conduct and student must complete the following attitudes. Students are evaluated regularly degree requirements: in these areas. 1. In addition to all prerequisites to the Students are expected to demonstrate School of Physical Therapy, the behavior consistent with the Pacific following coursework if required: University Code of Academic Conduct, the Physical Therapy Code of Ethics, and a. Elective in biological sciences the most current physical therapy state 3 semester hours and federal laws governing the conduct of b. Elective in physical activities physical therapists. The School of Physical 2 semester hours Therapy reserves the right to define c. Electives in social sciences, humani- professional competence and behavior, to ties and/or education establish standards of excellence, and to 12 semester hours evaluate students in regard to them. See Sections on Academic Policies and d. General electives Professional Behaviors in the current 15 semester hours School of Physical Therapy Student e. Upper division courses: first year Handbook. of Physical Therapy Program Agreement to abide by the policies and 37 semester hours procedures of the University and the 2. At least 4 upper division courses in the School is implicitly confirmed when first 90 semester hours students register each term. Students are 3. Total number of units for degree expected to adhere to the various adminis- (minimum) 127 semester hours trative and academic deadlines listed in the academic calendar and in course Financial Aid syllabi. Failure to do so may jeopardize their standing in the School of Physical A description of the Financial Aid Pro- Therapy and may constitute grounds for gram at Pacific University, its application probation or removal from the School. procedures, Conditions of Award and Students must maintain good standing in Sources and Kinds of Financial Aid is the program in order to be eligible for, or found earlier in this catalog. continue on, any School administered scholarships. Academic Procedures A student's standing may be jeopardized The general regulations of the University by one or more of the following: apply to all students enrolled in the 1. Indications of poor academic perfor- physical therapy program unless other- mance. wise specified. Other matters of academic 2. Insufficient progress in the develop- or professional importance to physical ment of clinical skills. therapy students, for which there are no standing provisions may be referred to the 3. Failure to comply with School rules or Director of the School of Physical Therapy procedures. Courses in the physical therapy curricu- 4. Unprofessional conduct, unethical lum are open routinely only to students conduct, or illegal conduct. enrolled in the School of Physical Therapy. 5. Evidence of behavior that may hinder professional competence and interper- sonal or professional relations.

www.pacificu.edu ❖ 115 Faculty will evaluate academic perfor- Details of professional and academic mance, clinical skills, and professional standards, evaluation procedures, and the development and behaviors demonstrated appeals process are available in the Pacific in the educational environment and in University Catalog, School of Physical clinical performance according to stan- Therapy Student Handbook, the Intern dards set forth in the University Catalog, Clinical Education Manual, “Pacific Stuff, the School of Physical Therapy Student course syllabi, and additional resources Handbook, the Intern Clinical Education available in the Director's office. Manual and elsewhere. Individuals convicted of a felony may not Students will be given regular feedback on be eligible for licensing in Physical their progress in the program. A student Therapy. Students are urged to contact the who is not performing adequately appropriate licensing agency for further according to the standards will receive information. notification through written feedback and/or individual advisement. After receiving such warning, failure to improve COURSES IN THE MSPT performance before the next scheduled PROFESSIONAL PROGRAM evaluation may result in academic probation. Students placed on academic probation First Year will receive formal written notification First Semester outlining the reasons for probation and expectations that must be met in order for PT 450 Gross Human probation to be lifted. Failure to meet the Anatomy I ...... 5 requirements of probation in a timely PT 505 Functional manner may result in removal from the Neuroanatomy I ...... 2 School. PT 510 Human Motion and In the case of flagrant and intentional Biomechanics I ...... 4 violations of the Code of Academic PT 520 Physical Agents I ...... 3 Conduct or the Physical Therapy Code of Ethics, a student may be removed from the PT 540 Fundamentals of School without previous warning at any Therapeutic Exercise ...... 2 time in his or her academic career. 16 In general, program decisions regarding academic standing are final. A decision Second Semester may be appealed only if the student can show that 1) there was an error in the PT 451Gross Human procedure used by the faculty, 2) there is Anatomy II ...... 2 new evidence sufficient to alter the PT 460 Applied Human decision, or 3) the sanction imposed was Physiology ...... 4 not appropriate to the severity of the PT 500 Professional Issues ...... 2 violation of professional or academic PT 506 Functional standards. The Director's office informs Neuroanatomy II ...... 4 the student of faculty actions. PT 511 Human Motion and Appeals are to be filed with the Director's Biomechanics II ...... 4 office within 10 days from the date of notification of the original action. Students PT 525 Physical Agents II ...... 4 are not allowed to attend class until the PT 530 Clinical Experience I ...... 1 student has filed an appeal. Further appeals may be pursued through the 21 University Standards and Appeals Committee.

116 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF PHYSICAL THERAPY

Second Year Third Year First Semester First Semester PT 507 Neurosciences Seminar PT 600 Organization and (elective) ...... (1) Administration ...... 3 PT 542 Neurological Dysfunction PT 610 Physical Therapy Evaluation and Therapeutic Seminar ...... 2 Procedures I ...... 3 PT 620 Clinical Internship I ...... 6 PT 545 Motor Control and Motor PT 655 Professional Learning ...... 2 Lecture Series ...... 2 PT 560 Musculoskeletal Dysfunction PT 665 Bioethics for Physical and Therapeutic Therapists Seminar ...... 1 Procedures I ...... 4 PT 695 Thesis ...... 1 PT 565 Clinical Experience II ...... 2 PT 570 Pathology, Medical Disabili- 15 ties and Therapeutic Procedures ...... 3 Second Semester PT 595 Research ...... 2 PT 630 Clinical Internship II ...... 6 PT 640 Clinical Internship III ...... 8 16 (17) PT 665 Special Topics ...... 1 Second Semester PT 695 Thesis ...... 2 PT 561Musculoskeletal Dysfunction and Therapeutic 17 Procedures II ...... 2 PT 570 Pathology, Medical Disabili- Course Descriptions in the MSPT ties and Therapeutic Professional Program Procedures ...... 1 PT 575 Psychological Aspects of P.T. 450 Gross Human Anatomy I Illness Disability...... 2 Advanced study of the structure of the human PT 580 Neurological Dysfunction body with special emphasis upon the muscu- and Therapeutic loskeletal, nervous and cardiopulmonary Procedures II ...... 5 systems. Lecture and laboratory. Fall: 5 hours. Sanders. PT 585 Clinical Experience III ...... 4 PT 590 Health Care and the P.T. 451 Gross Human Anatomy II Geriatric Patient ...... 2 Continuation of Grosss Human Anatomy I. PT 595 Research ...... 1 Lecture and laboratory. Spring: 2 hours. Sanders

17 P.T. 460 Applied Human Physiology Study of normal and pathological function of selected physiological systems and/or organs in the body. Application to clinical situations will be incorporated where indicated. Lecture and laboratory. Prerequisite: P.T.450. 4 hours. Rutt.

P.T. 500 Professional Issues Medical terminology and documentation, policies and issues dealing with medical ethical, legal, and professional concerns in the health care system, with special emphasis on physical therapy. 2 hours. Banaitis.

www.pacificu.edu ❖ 117 P.T. 505 Functional Neuroanatomy I practical problem solving will be utilized. Advanced study of the structure and function 2 hours. Salzman and Farrell. of the human nervous system, including gross neuroanatomy and neurophysiological studies. P.T. 542 Neurological Dysfunction Sensation, motor control, and clinical and Therapeutic Procedures I applications are stressed. 2 hours. This course presents the student with a Lundy-Ekman. continuation of theory and principles of therapeutic exercise. Course emphasis is on the P.T. 506 Functional Neuroanatomy II development of posture and movement skills, Continuation of Functional Neuroanatomy I. and neurophysiologic treatment techniques. 4 hours. Lundy-Ekman. Laboratory experience includes a major introduction to proprioceptive neuromuscular P.T. 507 Neurosciences Seminar facilitation treatment techniques. Pathology, (elective) evaluation, and treatment of the adult patient Discussion, problem solving and student case- following a cerebral vascular accident will also history presentation. Prerequisite: P.T. 505, be presented. 3 hours. Cicirello, Banaitis and 506. 1 hour. Lundy-Ekman. Farrell.

P.T. 510 Human Motion and P.T. 545 Motor Control and Motor Biomechanics I Learning Detailed study of both normal and pathological Introduction to theories of movement control, muscle action and function as well as joint including information processing, control motion. Laboratory experiences include loops, and motor programming. Includes practice in assessment of muscle force and joint examination of teaching, practice, and memory motion as well as other evaluative techniques. variables and theories of motor learning. 4 hours. Medeiros. Clinical application of research from the neurosciences, psychology and physical P.T. 511 Human Motion and therapy. Practical application, particularly to Biomechanics II patient populations, is stressed. 2 hours. Continuation of Human Motion and Biome- Lundy-Ekman. chanics I. 4 hours. Medeiros. P.T. 560 Musculoskeletal P.T. 520 Physical Agents I Dysfunction and Biophysical principles, physiological effects, Therapeutic Procedures I clinical techniques and application of massage, Musculoskeletal disabilities of children and hydrotherapy, light, heat, sound, and other adults and their relation to physical therapy therapeutic measures. 3 hours. Bush and with an emphasis on orthopedic medicine and Banaitis. surgery, sports medicine, and orthopedic manual therapy. Includes pathology, medical P.T. 525 Physical Agents II and surgical evaluation and treatment, Continuation of Physical Agents I. Emphasis physical therapy evaluation and treatment. 4 on electrical muscle stimulation, hours. Bush, Rutt and Nee. electroanalgesia, therapeutic electricity, and electrophysiological testing. Unit on orthotics P.T. 561 Musculoskeletal and prosthetics included. 4 hours. Bush and Dysfunction and Ourada. Therapeutic Procedures II Continuation of Musculoskeletal Disabilities P.T. 530 Clinical Experience I and Therapeutic Procedures I. 2 hours. Bush, Full-time two-week clinical experience under Rutt and Nee. supervision of licensed physical therapists. 1 hour. Salzman. P.T. 565 Clinical Experience II Full-time two-week clinical experience under P.T. 540 Therapeutic Exercise supervision of licensed physical therapists.2 Theory and principles of therapeutic exercise to hours. Salzman. include exercise equipment, basic nursing skills, stretching/range-of-motion, strengthen- ing and endurance training, transfers, back/ neck care, relaxation, fitness, stress reduction, and assistive gait. A strong emphasis on

118 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF PHYSICAL THERAPY

P.T. 570 Pathology, Medical P.T. 591 Independent Study Disabilities and This course is intended to allow a student to Therapeutic Procedures pursue a specialized or unique interest that is A study of the fundamental principles of not part of the curriculum, but is related to it. pathology, and medical disabilities of children It does not replace any required course. No and adults and their relation to physical more than one (1) credit of Independent Study therapy. An emphasis is placed on burns, may be taken per semester and no more than cardiopulmonary diseases, diabetes, infectious five (5) may be taken over the entire program. diseases, oncology, pharmacology, and 1 hour. Faculty. rheumatology. Includes pathology, evaluation, and practical application. Fall: 3 hours, P.T. 595 Research Spring: 1 hour. Rutt and Faculty. An introduction to the research process, including discussion of research designs, P.T. 575 Psychological Aspects of hypothesis testing, and data analysis relevant Illness and Disability to physical therapy. Includes preparation of In order to be an effective health professional, it thesis proposal. Fall: 2 hours; Spring: 1 hour. is necessary to understand the complex Bush. psychological and social factors affecting the ill or disabled patient, and the professional - P.T. 600 Organization and patient relationship. This course presents a Administration survey of emotional, behavioral and social Organization of physical therapy departments, effects of injury, illness or disability on including fiscal, physical, and managerial patients, their families and other interpersonal planning. Quality. assurance, interpersonal relationships. The interpersonal relationship relations, professional ethics, legal issues, and between health professional and patient is specialization are also covered. 3 hours. emphasized. Clinical experiences are used as Medeiros. illustrations of theoretical material. Prerequi- site: Psychology 311 and Clinical affiliation. P.T. 610 Physical Therapy 2 hours. Starbird. Evaluation Seminar Actual and simulated case studies to integrate P.T. 580 Neurological Dysfunction evaluation, program planning, and program and Therapeutic Procedures II revision skills. 2 hours. Lundy-Ekman and This course will focus on neurological Faculty. disabilities of both children and adults commonly seen by physical therapists. P.T. 620 Clinical Internship I Diagnoses of spinal cord, head trauma, various Full time six-week clinical internship under nervous system and balance disorders and supervision of licensed physical therapists. developmental disabilities will be emphasized. 6 hours. Salzman. Course content will include pathology of the above, as well a physical therapy evaluation P.T. 630 Clinical Internship II and treatment. 5 hours. Cicirello, Banaitis and Full time six-week clinical internship under Farrell. supervision of licensed physical therapists. 6 hours. Salzman. P.T. 585 Clinical Experience III Full-time two-week clinical experience under P.T. 640 Clinical Internship III supervision of licensed physical therapists. 4 Full time eight-week clinical internship under hours. Salzman. supervision of licensed physical therapists. 8 hours. Salzman. P.T. 590 Health Care and the Geriatric Patient P.T. 655 Professional Lecture Series General introduction to gerontology and health A series of lectures on selected clinical topics care for the geriatric patient. This course pertinent to the current practice of physical focuses on the biology of aging, common therapy. Lectures will be presented by clinical medical conditions for the elderly and health experts. Grading is on a Pass/No Pass basis. policy for the elderly. It relates these issues to 2 hours. Banaitis and Salzman. the practice of physical therapy. 2 hours. Farrell.

www.pacificu.edu ❖ 119 P.T. 665 Special Topics First Year, Second Semester (19 weeks) Advanced elective seminars in clinical areas. DPT 501Human Anatomy II ...... 2 Seminar topics vary from year to year, but generally include aspects of musculoskeletal DPT 511 Clinical Biomechanics II .... 4 physical therapy, neurologic, pediatric, DPT 521Rehabilitation geriatric and/or cardiopulmonary physical Neuroscience II ...... 4 therapy. 1 hour. Faculty and guest lecturers. DPT 531Electrotherapeutic Agents, Orthotics and Prosthetics... 4 P.T. 665 Seminar in Bioethics for Physical Therapists DPT 550 Applied Physiology ...... 4 Identification and analysis of ethical issues DPT 560 Physical Therapy: Profes- facing physical therapists in their relationships sional Considerations ...... 2 with patients, peers, the Healthcare commu- DPT 570 Clinical Internship I ...... 4 nity, and society as a whole. 1 hour. Marenco. 24 P.T. 695 Thesis In consultation with adviser, conduct research Second Year, First Semester (15/16 weeks) project and write thesis. Grading is on a Pass/ No Pass basis. Fall: 1 hour; Spring: 2 hours. DPT 600 Neurosciences Seminar Faculty. (elective) ...... (1) DPT 610 Adult Neuromuscular Grading for clinical experiences/intern- System: Examination and ships is on a Pass/No Pass basis. The Intervention I ...... 3 academic faculty determines successful completion of any given clinical affiliation. DPT 620 Motor Control and Motor If for any reason a clinical experience/ Learning ...... 2 internship is missed or needs to be DPT 630 Musculoskeletal Examina- repeated, the student will not be able to tion and Intervention for the make it up until the next time the clinical Extremities ...... 4 affiliation in question is regularly sched- DPT 640 Clinical Internship II ...... 4 uled. Students may repeat a given clinical DPT 650 Medical Disabilities and affiliation only once and are allowed only Therapeutic two repeat clinical affiliations over the Interventions I ...... 3 entire three-year curriculum. DPT 660 Research Methods and Statistics I ...... 2 COURSES IN THE DPT PROFESSIONAL PROGRAM 18 (19) First Year, First Semester (15/16 weeks) Second Year, Second Semester (19 weeks) DPT 500 Human Anatomy I ...... 5 DPT 611 Adult Neuromuscular System: Examination and DPT 510 Clinical Biomechanics I ...... 4 Intervention II ...... 3 DPT 520 Rehabilitation DPT 631Musculoskeletal Examina- Neuroscience I ...... 2 tion and Intervention for the DPT 530 Physical Agents and Me- Neck and Trunk ...... 3 chanical Modalities ...... 3 DPT 641Clinical Internship III ...... 4 DPT 540 Patient Assessment, DPT 651Medical Disabilities and Intervention and Therapeutic Therapeutic Exercise ...... 2 Interventions II ...... 2 DPT 661Research Methods and 16 Statistics II ...... 1 DPT 670 Psychological Aspects of Illness Disability ...... 2 DPT 680 Geriatrics and Gerontology ...... 3

120 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF PHYSICAL THERAPY

DPT 685 Pediatric Neuromuscular region. In addition, the microstructure specific System: Examination and to the tissues discussed will be studied. The Interventions ...... 3 course has a lecture and a laboratory compo- DPT 690 Educational Strategies for nent. The lab sessions will involve regional Physical Therapists ...... 3 dissection of cadavers, and parallel the information covered in the lecture material. 24 DPT 500 encompasses upper and lower extremities, including bones, joints, muscles, Third Year, First Semester (15/16 weeks) nerves, blood vessels and connective tissues. DPT 501 is a study of the back, head and neck, DPT 700 Principles of Management thorax, abdominal wall and abdominal and Supervision for Physical contents. DPT 500: 5 hours; DPT 501: Therapists...... 4 2 hours. DPT 710 Evaluation Seminar I ...... 2 DPT 510 Clinical Biomechanics I DPT 720 Clinical Internship IV ...... 8 DPT 511 Clinical Biomechanics II DPT 510 and 511 are designed to provide the DPT 730 Professional Lecture student with the biomechanical and histologi- Series ...... 2 cal basis for understanding normal and pathological movement. All of DPT 510 and DPT 740 Introduction to Medical part of DPT 511 are organized by anatomical Imaging for Physical region, and although each region is discussed Therapists...... 1 as a unit, every effort is made to illustrate DPT 750 Biomedical Ethics for continuities among regions. The discussion of Physical Therapists ...... 1 each region includes sections on normal DPT 790 Thesis I ...... 1 biomechanics and the application of biome- chanics to pathological motion. Each section 19 incorporates units on goniometry, muscle testing, stretching, design of exercise programs Third Year, Second Semester (19 weeks) and palpation. The remainder of DPT 511 covers posture, scoliosis, and gait analysis. DPT 711 Evaluation Seminar II ...... 1 DPT 510: 4 hours; DPT 511: 4 hours.

DPT 721Clinical Internship V ...... DPT 8 520 Rehabilitation Neuroscience I DPT 722 Clinical Internship VI ...... 8 Introduction to clinically relevant neuro- science. Topics include: neuroanatomy, DPT 770 Clinical Electives ...... 1 cellular and intercellular physiology, DPT 780 Seminar in Community neuroplasticity, development of the nervous Health Strategies in Physical system, and the somatic, autonomic, and motor Therapy ...... 1 systems. Neural disorders commonly DPT 791Thesis II ...... encountered in practice2 and differential diagnosis are emphasized. Students are 21 expected to fully participate throughout the course in: group discussions of neuroscience, case reports and case studies; inquiry sessions; Course Descriptions laboratory and computer-based experiences; Doctorate in Physical Therapy (DPT) and problem-based learning. 2 hours. DPT 500 Human Anatomy I DPT 521 Rehabilitation Neuroscience II DPT 501 Human Anatomy II Continuation of Rehabilitation Neuroscience I. Advanced study of the gross structure and Topics include: peripheral nervous system, histology of the human body. Special emphasis spinal region, cranial nerves, brain stem is placed on the musculoskeletal, nervous, region, auditory, vestibular, and visual cardiovascular and respiratory systems. The systems, cerebrum, blood supply to the nervous course is organized by regions of the body, with system, and the cerebrospinal fluid system. the emphasis on the gross anatomy of each Neural disorders commonly encountered in

www.pacificu.edu ❖ 121 practice and differential diagnosis are optimal function and efficient human move- emphasized. Active learning, as described for ment. The following areas are stressed: DPT 505, continues in this course. 4 hours. metabolism, muscle physiology, cardiovascular and respiratory dynamics, renal function, body DPT 530 Physical Agents and defenses, and hormonal control of function. Mechanical Modalities Methods designed to improve performance are A comprehensive coverage of biophysical discussed and instrumentation frequently used principles, physiological effects, clinical to evaluate muscular, cardiac, and pulmonary techniques and applications with an emphasis function are presented in the laboratory on problem solving and clinical decision setting. 4 hours. making. Topics include massage, superficial and deep heat, hydrotherapy, cryotherapy, DPT 560 Physical Therapy: therapeutic light, traction, wound care, Professional Considerations bandaging, compression therapies and This course is designed to introduce the continuous passive motion. The course student to the history and sociology of the includes lectures, clinical skill laboratories, use physical therapy profession and its role in the of interactive audiovisual programs for clinical health care system. Additional areas of study decision making, independent student include professional ethics and behavior, literature reviews, abstract writing and class licensing and legal issues, overview of the presentations of current research in physical public health system, roles of other health agents. 3 hours. professionals and the functions of the rehabili- tation team. The course format is variable DPT 531 Electrotherapeutic Agents, including lecture, discussion, group work and Orthotics and Prosthetics student presentations. A unit on medical Physical principles and physiological effects of terminology is achieved by independent study electricity on the human body, with an as is one on clinical documentation. emphasis on clinical decision making. Course 2 hours minimum. topics include iontophoresis, electrical muscle stimulation, functional electrical stimulation, DPT 600 Neurosciences Seminar neuromuscular electrical stimulation and trans (elective) cutaneous electrical nerve stimulation. Discussion, problem solving and student case- Physiologic function is assessed with biofeed- history presentation. Prerequisite: DPT 520, back, nerve conduction velocity and elec- 521. 1 hour. tromyography. The orthotics and prosthetics portion of the course includes upper and lower DPT 610 Adult Neuromuscular extremity and trunk orthotic devices and upper System: Examination and and lower extremity prosthetics. The course Intervention I includes lecture, clinical laboratory practice, Clinical application of observation skills for the use of interactive audiovisual programs motor function within environmental contexts and practice in clinical writing. 4 hours. and treatment intervention when a motor problem exists will be explored. Students will DPT 540 Therapeutic Exercise develop recognition skills of motor control Theory and principles of therapeutic exercise to dysfunction in patients with a variety of include exercise equipment, patient care skills, diagnoses and evaluate these within Nagi's active stretching, range-of-motion, strengthen- systematic framework of Disablement. ing and endurance training, functional Treatment interventions presented will include mobility, body mechanics, fitness, stress proprioceptive neuromuscular facilitation reduction, and assistive gait. A strong (PNF), neurodevelopmental (NDT), compen- emphasis is placed on solving basic physical satory, and motor learning. Clinical decision therapy clinical problems including examina- making will be developed as the learner selects, tion, evaluation and intervention of functional applies, and justifies treatment for specific mobility impairments. 2 hours. patient functional goals. Documentation and measurement of treatment will be incorporated. DPT 550 Applied Physiology Laboratory component includes a major This course is a study of human physiology introduction to PNF and NDT approaches of from the cellular level of metabolic functions to therapeutic exercise. Specifically, pathology, the operation of primary and specialized organ evaluation and treatment of the patient post systems. Emphasis is placed on application of cerebral vascular accident (CVA) will be physiologic principles to the development of included. 3 hours. 122 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF PHYSICAL THERAPY

DPT 611 Adult Neuromuscular DPT 631 Musculoskeletal System: Examination and Examination and Intervention II Intervention for the Neck Incidence, etiology and medical management of and Trunk people with traumatic brain injury, spinal cord This course covers etiology, pathology, injury, and other commonly seen neurological examination and intervention related to diagnoses will be discussed. Students will conditions of the TMJ, cervical, thoracic, learn how to adapt and prioritize their physical lumbar and pelvic regions of the body. therapy examination and interventions based Examination schema will be presented in a on a patient’s pathology. Vestibular rehabilita- regional approach, and will include relevant tion, cerebellar dysfunction, and speech and procedures to screen for medical disease. language disorders associated with central Intervention techniques will include passive nervous system injury will be introduced. movement, neural tissue mobilization, During lab sessions, students will practice: therapeutic exercise, muscle energy and other interventions specific for the functional clinical techniques. Physical therapy interven- limitations and impairments associated with tion will be directed at resolution of specific these diagnoses and with balance disorders; impairments and functional limitations, but functional assessment tools; wheelchair will also address contributing factors and assessments and mobility; and environmental prophylaxis. 3 hours. assessments. Students will also have the opportunity to observe patients who have had DPT 650 Medical Disabilities and traumatic brain injuries and spinal cord Therapeutic Interventions I injuries. 3 hours. This course is a study of pathophysiology and medical conditions of organ systems: the DPT 620 Motor Control and Motor immune system, cardiovascular, pulmonary, Learning integumentary, and renal. The definition, Introduction to theories in motor control and incidence, etiology, histology, pathogenesis, motor learning. Application of these theories and clinical manifestations are discussed for to the clinical practice of physical therapy. the most common medical conditions related to Application of research evidence to the each system. Standard medical therapies are treatment of specific clients is emphasized. discussed including pharmacological and Topics include: identifying primary problems surgical interventions. An emphasis is placed in motor control, quantifying motor control, upon differential screening and recognition of types of feedback and feedback schedules, medical complications that require precautions practice conditions, task-oriented practice, or represent contraindications to physical strategies for improving ambulation, and therapy treatment. In addition this course is disorders of upper limb control. 2 hours. designed to provide skills related to medical screening through physical examination and DPT 630 Musculoskeletal evaluation. Direct interventions including Examination and patient instruction, therapeutic exercise, Intervention for the functional training, and community integra- Extremities tion are considered and practiced. 3 hours. An in-depth study of musculoskeletal impairments and functional limitations of DPT651 Medical Disabilities and children and adults. The course includes Therapeutic Interventions II pathology, medical evaluation and physical This course is a continuation of DPT 650 and therapy examination. Students will also plan includes the following organ systems or and execute therapeutic interventions. The medical conditions: genetic diseases, infectious course consists of lecture, laboratory practice, diseases, rheumatic processes, endocrine, student research, student presentations and gastrointestinal, and genitourinary. 2 hours. problem solving activities. The course is organized by anatomic region. DPT 630 DPT 660 Research Methods and covers the upper and lower extremities. Statistics I 4 hours. An introduction to the research process. Includes research design, ethical and legal considerations, hypothesis testing, review of statistical analysis and critical review of published research. 2 hours

www.pacificu.edu ❖ 123 DPT 661 Research Methods and DPT 690 Educational Strategies for Statistics II Physical Therapists Continuation of DPT 660. 1 hour. Educational strategies for designing and teaching in clinical, community, and academic DPT 670 Psychological Aspects of settings. Learning theory is emphasized with a Illness and Disability focus on applications in instruction related to This course presents a survey of emotional, physical therapy. Students select topics to behavioral and social effects of injury, illness or teach to each other, offering constructive disability on patients, their families and other critique and support. 3 hours. interpersonal relationships. The interpersonal relationship between health professional and DPT 695 Independent Study patient is emphasized. Clinical experiences are This course is intended to allow a student to used as illustrations of theoretical material. pursue a specialized or unique interest that is 2 hours. not part of the curriculum, but is related to it. It does not replace any required course. No DPT 680 Geriatrics and Gerontology more than one (1) credit of Independent Study This course is an introduction to the issues may be taken per semester and no more than facing older persons in the areas of health, five (5) may be taken over the entire program. health care policy and sociocultural expecta- 1 hour. tions. It addresses the issues surrounding the burgeoning aging population; the common DPT 700 Principles of Management pathologies and impairments that are associ- and Supervision for ated with the over 65 population in the context Physical Therapists of normal vs. usual aging of the cardiopulmo- An in-depth study of service operations nary, musculoskeletal, neuromuscular and management at the organizational and clinical integumentary systems; and documentation department level is discussed. A focus on the and reimbursement in the Medicare system. full financial cycle from resource planning and Discussions will include the benefits of budgeting through reimbursement is empha- exercise in prevention of and rehabilitation sized. Basic services of facilities operation and from functional limitations; home assessment, record keeping as well as case management and housing options and community resources; consulting are addressed. The physical communication and education with the elderly; therapist's role as a leader for personal restraint use issues; and the issues surround- development as well as a human resource ing elder abuse. Students will also critique manager is discussed. Students learn the many of the functional assessment tools used process of program and service line develop- with this population. 3 hours. ment, implementation, marketing, and outcome management. Current regulatory, DPT 685 Pediatric Neuromuscular legal, and policy and procedures that impact System: Examination and practice management are also presented. Interventions 4 hours. Introduction to typical development of children, with a focus on motor development in DPT 710 Evaluation Seminar I the context of changing environments across This course provides students with the the age span, and within the cultural consider- opportunity to integrate their skills for ations of childhood and family. Developmental evaluation, planning, and revision of interven- disability diagnoses associated with impaired tions. Live and videotaped demonstrations of motor function from congenital or acquired examinations and evaluations are presented in disorders of the central nervous system or class. Small groups of students perform an genetic abnormalities in infancy, childhood, examination of a patient, justify the tests and and adolescence will be presented. Students measurements performed, perform an evalua- will gain an appreciation for age appropriate tion (make clinical judgments), establish a developmental assessments, standardized diagnosis and prognosis for the patient, plan instruments, and functional means to evaluate therapeutic interventions, and develop a plan children with disabilities in various settings. for outcomes assessment. The students present Pediatric public school practice will be the case to an audience of physical therapy discussed and an appreciation for working students and interested people from the with families and educators will be modeled. community. 2 hours. 3 hours.

124 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF PHYSICAL THERAPY

DPT 711 Evaluation Seminar II judgment as to whether a patient/client is Oral and written presentation of individual prepared to assume community or work roles case reports derived from a patient encounter and to determine how integration or reintegra- conducted by the student during a clinical tion would occur. This course includes internship. Each presentation will include prevention and wellness programs appropriate clinical documentation of that patient to physical therapy for individuals, groups, encounter, and include review of relevant and communities. 1 hour minimum. literature for evidence concerning examina- tion, intervention and outcomes. Oral DPT 790 Thesis I presentations will be under a format similar to Presentation of a thesis proposal. that found at professional conferences. 1 hour. 1 hour minimum

DPT 730 Professional Lecture Series DPT 791 Thesis II A series of lectures, demonstrations, or Completion of thesis based on an examination workshops focusing on specialties and other of a clinical or professional problem using areas germaine to the practice of physical research methodology appropriate to the therapy. Examples of topics included are hand subject matter. 2 hours. orthotics, clinical education, woman's health DPT 570 Clinical Internship I issues, professional communication, and 4 hours. industrial/occupational health. Topics will be presented by faculty and other clinical experts. DPT 640 Clinical Internship II 2 hours. 4 hours. DPT 641 Clinical Internship III DPT 740 Introduction to Radiology 4 hours. for Physical Therapists DPT 720 Clinical Internship IV The course includes basic principles of 8 hours. radiology and develops a systematic approach to viewing radiographs. The course is DPT 721 Clinical Internship V interactive in that students will participate in 8 hours. viewing and describing radiographs and DPT 722 Clinical Internship VI discussing findings with the members of the 8 hours. class. Case histories of the patients will be These courses emphasize application and discussed and findings will be integrated with integration of academic/didactic coursework physical therapy practice. A paper is required. into the clinical setting. Interns are directly 1 hour. supervised by licensed physical therapists in community-based clinical sites available DPT 750 Bioethics Seminar for throughout the US and Canada. Physical Therapists Identification and analysis of ethical issues DPT 665-02 Understanding Disabilities: facing physical therapists in their relationships An Interdisciplinary with patients, peers, the healthcare community, Inquiry (Elective) and society as a whole. 1 hour minimum. This course will guide the student to a better understanding of why and how physical and DPT 770 Clinical Electives cognitive impairments have led to academic, Elective seminars designed for the student to socioeconomic, and cultural exclusion of acquire advanced clinical skills in cardiopul- persons with disabilities in the U.S. Through monary, orthopedic, neurologic, pediatric, and readings and matching the students with a geriatric physical therapy. Specific topics may community member with a disability for vary from year to year. 1 hour. weekly dialogue, the student will gain an DPT 780 Seminar in Community understanding of what living with a lifelong Health Strategies in disability means. Recognition of the differ- Physical Therapy ences and similarities between the lives of This course addresses the issues of community persons with and without disabilities and the and work integration or reintegration from a commonality of current social, political, and physical therapist's perspective. Based on the cultural formations will be introduced through findings from specific tests and measurements, discussions of pro and con arguments, guest the student will be able to make an informed presenters, and autobiographical readings.

www.pacificu.edu ❖ 125 Through individual journal writings, class about earning a degree, may complete up presentations and simulations, students will to twelve credits in the curriculum before gain a more humane manner of perceiving entering the MSHS program. Applications physical and cognitive differences. 2 hours. are accepted and evaluated continually throughout the year. DPT 665-03 Seminar on Children: Learning, Living, and Admissions Requirements Development (Elective) Through the interdisciplinary sharing of 1. Submission of a completed application models and frames of reference, students will form with fee. explore multiple perspectives on children's 2. A bachelors degree or its equivalent learning and a variety of means for facilitating from an institution accredited by the that learning. Students will develop a family- Commission on Accreditation of centered approach through informal and formal Physical Therapy Education (interna- venues with parents, and through sharing tional students may substitute compa- concepts of child development with peers from rable credentials). disciplines other than their own. The opportu- 3. Minimum of two years of full time nity to engage on an interdisciplinary team, professional practice. with the focus being child-environment- occupation interaction, should facilitate 4. Evidence of licensure in the United. individual student study and understanding of 5. A 3.0 grade point average in previous child development. 1 hour. professional course work. 6. An official transcript from the Univer- sity/College which granted the degree THE MASTER OF SCIENCE IN or certificate in Physical Therapy. HEALTH SCIENCES DEGREE 7. Successful completion of a statistics General Information course, including inferential statistics, within the last seven years. This course Please note: Due to anticipated changes, is a prerequisite to two core courses. AY2000-2001 will be the last year we will 8. International students must also meet be accepting students into this program. Pacific University's requirements for The Master of Science in Health Sciences international student admission (MSHS) program is designed to assist including results of the TOEFL (600 physical therapists to expand their minimum score). knowledge base and broaden their career 9. A personal interview with the Coordi- options. Graduates of this program may nator of the Graduate Program for the bring another level of intellectual growth School of Physical Therapy. to their current work, pursue new profes- sional responsibilities, or move toward the academic environment. Program of Study This post-professional masters degree is The degree requires a minimum of 33 fashioned to meet the needs of the semester hours for completion. Individual practicing physical therapist with profes- educational and professional goals will be sional and/or family responsibilities. considered in the design of each student's Courses are offered in a weekend format course of study. The 15 hours of core courses and may be facilitated through on-line are required for all students. computer technology. As a result students Up to 6 semester hours of graduate credits can anticipate a significant amount of (500 level and above) may be transferred directed independent study both before from another university. Up to 10 hours may and following classroom sessions. Stu- be gained through courses offered by the dents benefit from small classes with North American Institute of Orthopedic individual attention and gain from the Manual Therapy (NAIOMT). Up to 12 hours experience of classmates as well as an may be earned through the Kaiser excellent faculty. Permanente Physical Therapy Residency Students who are interested in pursuing Program in Advanced Orthopedic Manual graduate study, but remain undecided Therapy. The time limit for any transferred credit and the statistics course is seven years.

126 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF PHYSICAL THERAPY

Students will be required to complete all requirement must register for at least 1 degree requirements within five years. It semester hour per semester. 3 - 6 hours. is expected that most students will Faculty. complete the degree requirements within three years. II. Electives I. Core Courses - 15 units (3 units each) HS 505 Neuroscience This course includes advanced study of the HS 520 Educational Strategies for structure and function of the nervous system, Physical Therapy including neurophysiology and gross neu- This course examines curriculum and roanatomy. The material includes current instruction models from the foundation of theoretical and research evidence regarding research in the psychology of learning and in multiple sclerosis, sympathetic reflex dystro- the sociology and practice of teaching. General phy, cerebral vascular accident, traumatic models will be applied to instructional brain injury, spinal cord injury, and peripheral situations for the physical therapist teacher, neuropathies. Sensation, motor control, and specifically in formal classroom settings, clinical application are stressed. 3 hours. clinical settings, and in patient education Lundy-Ekman. programs. 3 hours. Narode. HS 510 Musculoskeletal HS 530 Health Policy and Systems Biomechanics The course will involve the study of health Study of material and structural characteris- policy, both in general for health care workers, tics of bone, ligament, muscle, tendon, and and specifically for physical therapists. synovial joints. Detailed study of human Overview of the development, present status, movement with respect to the application of and future of the health care system in the forces. Analysis of basic movement patterns United States. Will include comparison with and methods of analysis. 3 hours. Faculty. the health care systems in other developed countries and current legislation in Congress. HS 550 Advanced Anatomy Special emphasis on rehabilitation and Advanced study of anatomical structures, Oregon’s health care system. 3 hours. Hooker. normal functional relationships, and clinical implications of pathological conditions. Study HS 540 Tests and Measurements in includes lecture, prosected cadaveric speci- Physical Therapy mens, models, and computer aided technology. In-depth assessment of the uses, advantages, 3 hours. Faculty. disadvantages, validity, reliability, and sources of error of evaluation procedures and tools HS 551 Seminar in Pediatrics commonly used in physical therapy. An This course is designed to provide an avenue emphasis will be placed on the appropriate for open discussion of current practice issues. interpretation of data collected from these tools, Topics include spasticity, interactions with as well as outcome measures and assessments. family and educators, clinical decision making, 3 hours. Rutt. and the integration of "cultures" in treatment. 1 hour. Cicirello. HS 595 Research Design and Applied Statistics HS 552 Seminar in Radiology An introduction to the research process, Presentation of a systematic approach to the including discussion of research designs, understanding and evaluation of x-rays of the hypothesis testing, and data analysis relevant cervical and lumbar spine, shoulder, wrist, to physical therapy. Prerequisite: Statistics. 3 hand, knee, hip and ankle. Includes viewing of hours. Bush. x-rays with discussion. Clinical application of radiology will be included. 1 hour. Swain. HS 695 Thesis or Publishable Article HS 555 Motor Control and Motor Students must complete either a thesis, or, a Learning research or professional project resulting in an Introduction to theories of movement control, article for publication. A minimum of three (3) including information processing, control to a maximum of six (6) semester hours of loops, and motor programming. Includes credit. Students who are working on this examination of teaching, practice, and memory

www.pacificu.edu ❖ 127 variables and theories of motor learning. HS 670 Gerontology Practical application, particularly to patient Review of the biological and psychological populations, is stressed. 3 hours. effects of aging. Ethical and legal issues in Lundy-Ekman. health care for the elderly under the present system of providing acute and long term care. HS 556-98 Seminar in Geriatrics The role of physical therapists as case manag- An independent study course addressing ers and advocates for the elderly will be current topics in geriatrics theories and explored as well as prevention and fitness interventions. 1 hour. Faculty. programs for the older person. 3 hours. Faculty. HS 560 Low Back Pain: A Critical Evaluation of Therapeutic Interventions III. North American Institute of Ortho- This course, which is evidence-based, is pedic Manual Therapy intended to: 1) review the literature on the treatment of low back pain; 2) provide Level II Upper Quadrant; Lower recommendations for patient care based on the Quadrant evidence that currently exists; and 3) highlight A detailed assessment and biomechanics of the areas that require further basic and applied musculoskeletal system with rationale for research. 3 hours. Medeiros. mobilization. 4 hours. NAIOMT faculty.

HS 561 Exercise Physiology in Level III Upper Quadrant; Lower Normal and Pathological Quadrant Conditions Advanced biomechanical tests to interpret the An in-depth exploration of exercise physiology interrelationships of musculoskeletal units, and pathophysiology related to the cardiovas- treatment and integration techniques. 4 hours. cular, respiratory and musculoskeletal systems. NAIOMT faculty. Emphasis will be placed on utilizing this information as a basis for evaluating patients Level IV Advanced techniques with selected pathologies commonly seen in 2 hours. NAIOMT faculty. physical therapy, and designing and imple- IV.Kaiser Permanente Physical Therapy menting treatment programs. 3 hours. Rutt. Residency Program in Advanced HS 610 Pathokinesiology Orthopedic Manual Therapy A regional detailed analysis of alterations in human movement due to pathology of nerve, Three-month Clinical Mentorship ligament, muscle and joints. 3 hours. Faculty. Theory and terminology of orthopedic manual physical therapy. Australian HS 640 Pharmacology approach to manual therapy. Methods of Study of basic pharmacological concepts such orthopedic examination, assessment, and as drug absorption, metabolism and excretion treatment. Principles of overall patient for both the normal and the compromised management, including exercise, ergo- patient. Pharmacological classes of medica- nomics, and self-management. 4 hours. tions commonly used by patients receiving Kaiser faculty. physical therapy services with an emphasis on known drug interactions and adverse drug Six-month Advanced Clinical Fellowship reactions will be covered. 3 hours. Faculty. Advanced methods of examination, assessment and treatment of the spine and HS 660 Concepts in Motion all peripheral joints. Advanced manual Analysis therapy techniques. Advanced clinical A study of human movement through the reasoning concepts. Medical differential evaluation and analysis of forces placed upon diagnostic skills in preparation for the musculoskeletal system and of joint primary care PT roles. 8 hours. movement in space. Evaluation will be Kaiser faculty. performed using tools such as force transduc- ers, video motion analysis systems and electromyography among others. 3 hours. Faculty.

128 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF PHYSICAL THERAPY CALENDAR School of Physical Therapy Academic Calendar 2000-2001

2000 FALL SEMESTER November November 22 (noon), 23, 24 August Thanksgiving Vacation August 21 - 22 Conference for Faculty/ Administrators (tentative) December December August 24 9:30 a.m. - 3 p.m. First Year Physical Therapy 6,7,8,11,12,13 Final Examinations Student Orientation December 14 - August 14 - January 2 Christmas Vacation October 6 (8 wk) Third Year Students - Clinical Internship I 2001 SPRING SEMESTER August 28 First Day of Classes First and Second Year Students January January 3 First Day of Classes - First and Second Year September Students September 4 Labor Day Holiday January 2 - no classes February 23 (8 wk) Third Year Students - Clinical October Internship II October 9 Third Year Students Start of Classes February October 9 - October 20 (2 wk) February 1 and 2 Mid-Winter Break Second Year Students First and Second Year Clinical Experience II Students October 13-15 OPTA Fall Conference February 14-18 CSM - APTA - San Portland Antonio, Texas October 27-29 APTA National Student Conclave Cherry Hill, NJ

www.pacificu.edu ❖ 129 February 26 - May March 9 Third Year Students May 3 - 5 OPTA Spring Special Topics Classes Conference - TBA February 12 - May 7 - June 1 (4 wk) First Year Students - Clinical March 9 (4 wk) Second Year Internship I Students - Clinical Experience III May 7 Third Year Students Final draft of thesis due March May 9 and 10 Third Year Students March 7 Job Fair Thesis Presentations March 12 - May 9-11 and May 4 (8 wk) Third Year 14-16 Second Year Students Students - Clinical Final Examinations Internship III May 17 Third Year Students March 26-30 Spring Break - First and Last Day for submission Second Year Students of finished thesis (tentative) May 19 Commencement April June April 30 - May 4 First Year Students June 20-24 APTA National Final Examinations Conference Anaheim, California

130 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF PHYSICIAN ASSISTANT STUDIES School of Physician Assistant Studies

Christine F. Legler, PA-C, M.S., Director

The Physician Assistant (PA) is a respected • advocate for the highest quality of care member of the health care team who works for all patients interdependently with his or her supervising • support the patient's right to participate in all health care decisions physician to provide diagnostic and therapeutic patient care in a variety of medical settings. • respect the social, emotional and spiritual needs of the patient Physician Assistants are trained to take • value the diversity of all cultures, comprehensive medical histories, perform people and life-styles complete physical examinations, order and • understand the concept of the health of interpret diagnostic tests, diagnose illnesses, the community develop treatment plans, assist in surgery, and • embrace the role of the Physician perform minor procedures. In addition, PAs also Assistant in an interdisciplinary team promote preventive health care and emphasize • encourage lifelong learning to meet the patient participation in health care decisions. needs and challenges of a changing health care system Employment opportunities for physician • participate in clinical education, assistants exist in Oregon, as well as training and practice at a variety of throughout the United States. The Physician sites Assistant is ranked as one of the 20 careers in • integrate medical economics and growth potential by the U.S. Department of information technology into clinical practice Labor. Positions are available in both primary • incorporate the practice of evidence and specialty care at a variety of practice based healthcare settings such as community clinics, private • advance the profession by participation practice, medical groups, hospitals, managed in professional, legislative and commu- care organizations, prisons and other nity activities government agencies. In addition to clinical practice, physician assistants may advance into positions in research, academics, public health ACCREDITATION and health care administration. The Pacific University School of Physician Assistant Studies has received full accreditation from the Commission on MISSION OF THE PHYSICIAN Accreditation of Allied Health Education Programs (CAAHEP). Graduates from a ASSISTANT PROGRAM CAAHEP accredited program are eligible The Mission of the Physician Assistant to sit for the national Physician Assistant Program is to prepare students to provide certification examination. care for a diverse population in a changing health care environment through an education based in primary care medicine with a focus on critical thinking. The faculty, staff and students of the Physician Assistant Program:

www.pacificu.edu ❖ 131 MASTER OF SCIENCE IN • understanding of the Physician PHYSICIAN ASSISTANT STUDIES Assistant profession • type of community activities The Master of Science in Physician • strength of on-campus personal Assistant Studies is designed to provide a interview comprehensive primary care training program that combines didactic course Prerequisite Courses work with clinical experiences to enable the graduate to work in a variety practice The Applicant must complete a bachelors settings. The clinical project provides an degree in any discipline and all of the opportunity to learn the research process prerequisite courses prior to enrollment in and prepares the graduate to be a critically the professional program. Prerequisite thinking clinician who can effectively courses must be completed with a grade respond to the ever-changing demands of "C" or higher and must be taken on a the health care system. graded basis. Courses taken pass/fail or by correspondence will not be accepted. Admission to the Physician Assistant Science prerequisite courses must be for science majors and include laboratory as Program indicated below. Low level non-science Applicants to the program should request major courses will be unacceptable in a Physician Assistant application packet meeting the prerequisites. The costs from the Admissions Office for Profes- associated with the evaluation of the sional Programs. The application deadline adequacy of the prerequisite courses taken is October 1. Admission is highly selective in other countries will be the responsibility and enrollment in the PA program is of the student. The program does not limited. To be eligible for admission, grant advanced standing for any course. students must have earned a bachelors • Biological Sciences 12 semester hours (3 degree by the date of enrollment in the courses) professional program. Anatomy (one course with lab) human Based on the review of the application by preferred the Physician Assistant Admissions Committee, a limited number of appli- Physiology (one course with lab) cants are invited for on-campus personal human preferred interviews. The interview is required and Microbiology or Bacteriology (one is a strong contributing factor in the course with lab) admission decision. It allows the Admis- • Chemistry 11 semester hours (3 sions Committee to assess essential skills courses) and traits, which may not be reflected in Organic Chemistry or Biochemistry the application. In the interview, consider- (one course no lab) ation is given to knowledge of the profession, motivation toward a career as a Two other Chemistry Courses with lab Physician Assistant, ability to think clearly • Statistics 3 semester hours (one course) and logically, self-confidence, and verbal Course must be taken in the depart- expression of ideas. ment of psychology, The Physician Assistant Program Admis- sociology, statistics, or math. sions Committee considers the following factors in the selection process: • Psychology or Sociology 3 semester hours (one course) • strength and breadth of academic record Any psychology or sociology course • type and depth of prior health care • English/writing 6 semester hours (two experience courses taught at an English speaking university/college) • strength of letters of evaluation Must include at least one writing • content of application forms and care course beyond the introductory level. with which they have been completed Courses must be taken in either the • quality of writing ability as demon- English or writing department. strated by personal narrative

132 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF PHYSICIAN ASSISTANT STUDIES

Clinical Experience • Electronic study will be incorporated Minimum 1,000 hours into the PA program and students will (paid or volunteer) be expected to communicate electroni- cally with program faculty and At the time of application submission, classmates during clinical placements. applicants must be able to provide • Students are expected to develop a documentation of a minimum of 1,000 clinical project and to locate a site for hours of experience with direct patient the project with assistance of the PA contact in a health care setting. A wide faculty advisor. range of types of experience will be considered such as: nurse RN/LPN, The faculty of the School of Physician paramedic/EMT/corpsman, medical Assistant Studies reserves the right to assistant/nurses aid, medical technolo- make final decisions regarding approval of gist/technician, respiratory therapist, the clinical project. physical therapist/ assistant, occupational therapist/assistant, medical office man- ager, speech therapist/assistant, psycholo- FINANCIAL AID gist/therapist/counselor, hospital/clinic/ nursing home facility volunteer, home A description of the Financial Aid Pro- health aid, outreach worker, social worker, gram at Pacific University, its application patient educator, dental assistant and procedures, Conditions of Award and others. Sources and Kinds of Financial Aid is found earlier in this catalog. Clinical Education Facilities The Physician Assistant Program of Pacific ACADEMIC POLICIES AND University has affiliations with hospitals, PROCEDURES managed care organizations, medical groups, community clinics, nursing homes Academic Performance Policy and private practice physicians. The The goal of the Physician Assistant facilities are located throughout Oregon Program is to provide an educational and surrounding states. Clinical sites will experience through which students may be continually added in order to provide become confident and competent clini- variety and quality to the clinical experi- cians. The program faculty is responsible ences. for providing the students with educa- Requirements for Clinical Rotations and tional opportunities that allow the student Research Project: to meet this goal. The program is also responsible for protecting the public's • Students are required to participate in welfare by requiring that all students who off-campus activities throughout the complete the program meet or exceed the program and will be expected to established minimum performance levels. arrange for their own transportation to The School of Physician Assistant Studies classes and clinical sites. makes reasonable accommodation for all • Students should expect to spend students and applicants. several of the clinical rotations outside the Portland area and are expected to Academic Review make their own travel and housing arrangements. 1. Every student is required to achieve a • The PA program will assist the student grade of “C” or better for each indi- with locating housing. vidual course in the PA curriculum, maintain an overall GPA of 3.0 and • PA students are encouraged to locate demonstrate adequate clinical reason- potential clinical rotation sites; how- ing skills throughout the program. ever, the faculty of the School of During the clinical rotations, students Physician Assistant Studies reserves the are required to receive a “Satisfactory” right to make final decisions regarding or better score for every item evaluated clinical rotations assignments. by the clinical preceptor. Students are expected to receive a “satisfactory” or

www.pacificu.edu ❖ 133 better score for every Item evaluated on b. The Program Director convenes the the professional performance report. Academic Performance Committee Failure to meet these standards will within two calendar weeks of receipt result in the review of the student's of the letter from the course instruc- academic performance by the Physician tor or academic advisor. Assistant Program Academic Perfor- c. The academic advisor meets with mance Committee. At any time during the student prior to the meeting of a semester a student's academic advisor the Academic Performance Commit- or course instructor, who has concerns tee to inform the student of the about a student's academic perfor- process and review the student's mance or clinical reasoning skills, may academic performance. request an academic performance review of that student. d. The Academic Performance Com- mittee and the student are notified 2. The academic review process is in writing of the date and time of the intended to identify potential academic committee meeting by the Program difficulties for a student and to develop Director. an action plan to address these issues as soon as possible after a problem is e. Only members of the Academic identified. The review process also is Performance Committee and the intended to identify students who may student may attend the meeting. not be capable of completing the f. The student is asked to participate in program. the Academic Performance Commit- 3. The Academic Performance Committee tee meeting to explain his/her is chaired by the Program Director and performance to the committee, to comprises the following individuals: answer questions and to make suggestions regarding the corrective Academic Coordinator action plan. Clinical Coordinator g. The student is asked to leave the Patient Evaluation Coordinator meeting while the committee Clinical Project Coordinator discusses the student's performance and develops a written action plan. Associate Faculty (as indicated) h. The student meets with the Program Medical Director Director and the academic advisor to Instructor for course in question review the action plan within two Academic Advisor (if different working days of the meeting. from above) i. The Program Director and the Advocate from Student Advocate academic advisor sign the action Service (if requested by student) plan and it will be placed in the student's file. 4. The following steps are taken if a student receives a grade below a "C" a j. The Vice President for Academic "no pass" in a seminar course, an Affairs and the Dean of Students are unsatisfactory rating on any item on a notified immediately if the commit- clinical rotation evaluation, an overall tee decides to terminate a student GPA below 3.0, or if a course instructor from the program. or academic advisor has concerns about 5. A student who fails to meet the terms a student's clinical reasoning skills or of the action plan or who has academic academic performance during a difficulties in other courses or rotations semester: may be dismissed from the program. a. The course instructor or the In these situations, the Academic student's academic advisor immedi- Performance Committee reviews the ately informs the Program Director student's performance and makes a in writing of a student's unsatisfac- recommendation concerning the tory academic performance with a student's continuation in the program. copy sent to the student. The above guidelines and time frames are followed for this process.

134 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF PHYSICIAN ASSISTANT STUDIES

6. There will be times when extenuating plan. In some cases, the committee circumstances cause an exception to the may need additional information prior time frames outlined above. Requests to rendering a decision and a plan will for modifying the time frames must be be developed to obtain such informa- made to and approved by the Program tion. The committee reconvenes when Director. There will also be exceptional the information is obtained. circumstances where the first action 6. The Program Director and the Aca- plan will be to terminate the student. demic Advisor review the action plan 7. In the absence of the Program Director, with the student within two working the Academic Coordinator acts as the days of the decision of the committee. chairperson of the committee. The student, Program Director and the 8. Per University policy, a student can academic advisor sign the action plan appeal a decision of the Physician and it will be placed in the student's Assistant Academic Performance file. The Vice President for Academic Committee to the University Standards Affairs and the Dean of students are and Appeals Board. notified immediately if the committee decides to terminate a student from the program. Ethical Misconduct 7. There will be times when extenuating 1. Students are required to follow the circumstances cause an exception to the University Academic Code of Conduct time frames outlined above. Requests and the Physician Assistant Profession for modifying the time frames must be Code of Ethics. made to and approved by the Program 2. Violations of either of these policies can Director. result in the dismissal of a student. If 8. In the absence of the Program Director, such a violation occurs while a student the Academic Coordinator acts as the is on a clinical rotation, the student may chairperson of the committee. be removed from the rotation pending an investigation. 9. Per University Policy, a student can appeal a decision of the Physician 3. Any faculty member, course instructor, Assistant Academic Performance clinical preceptor or other individual Committee to the University Standards involved with observing the student's and Appeals Board. behavior should immediately notify the Program Director verbally and in writing of the potential violation. The Appeals person making the accusation must be 1. Per University policy, a student can willing to explain the problem in appeal a decision of the Physician writing and to participate in the Assistant Program Academic Perfor- academic review process as needed. mance Committee to the University 4. The Program Director immediately Standards and Appeals Board. Such contacts the student to notify him/her requests must be submitted in writing of the complaint and to schedule a to the Vice President for Academic meeting with the Academic Perfor- Affairs within 10 working days of mance Committee as soon as possible receipt by the student of the Academic but no later than two calendar weeks Performance Committee's decision. from the receipt of the complaint. The 2. University Standards and Appeals Program Director notifies the Vice board makes the decision to hear an President of Academic Affairs and the appeal of a decision of the Physician Dean of Students of the situation. Assistant Academic Performance 5. The student is asked to attend the Committee if one or more of the meeting of the Academic Performance following criteria are met: Committee to explain his/her behavior • there was an error in procedure by and to answer questions. All delibera- the committee tions concerning an action plan are • there is new information, if avail- without the student present and the able, sufficient to alter a decision committee will develop a written action • the sanction imposed was not

www.pacificu.edu ❖ 135 appropriate to the severity of the Spring Semester situation (15 weeks 19 semester hours) 3. Decisions of the University Standards PA 532 Patient Evaluation III ...... 2 and Appeals Board are final. PA 575 Clinical Medicine II Pediatrics/Gynecology/ Obstetrics/Geriatrics ...... 4 PHYSICIAN ASSISTANT PA 580 Clinical Medicine III PROFESSIONAL CURRICULUM Surgery/Emergency Medicine ...... 4 The professional program is 27 months divided into three phases over seven PA 542 Pharmacology III ...... 3 consecutive semesters. PA 521Psychosocial Dynamics of Phase I Didactic year (12 months) on Health Care II ...... 3 campus PA 565 Preventive Health Care Phase II Clinical Year (12 months) at sites Issues ...... 1 throughout Oregon and surrounding PA 595 Introduction to Research ... 2 states Optional Spanish Language Seminar Phase III Clinical Project (3 months) at a (non-graded/non-credit) clinical site selected by the student 19 Phase I Didactic Year Summer Semester Phase I Total 55 (12 weeks 16 semester hours) PA 550 Gross Human Anatomy with Lab ...... 6 Phase II Clinical Rotations Year PA 552 Human Physiology ...... 3 Summer Semester (14 weeks 15 semester hours) PA 530 Patient Evaluation I ...... 3 PA 610 Clinical Skills Workshop PA 540 Pharmacology I ...... 1 one week ...... 2 PA 510 Current Topics in PA 665 Professional Practice Healthcare Delivery ...... 2 Issues I one week ...... 1 PA 515 Introduction to PA Rotation 1(4 week Rotation)* ...... 4 Profession ...... 1 Rotation 2 (4 week Rotation)* ...... 4 16 Rotation 3 (4 week Rotation)* ...... 4

Fall Semester 15 (15 weeks 20 semester hours) PA 531Patient Evaluation IIFall ...... Semester 3 (17 weeks 17 semester hours) PA 570 Clinical Medicine I Internal Medicine ...... 8 PA 665 Professional Practice Issues II one week ...... 1 PA 560 Clinical Laboratory and Diagnostic Medicine ...... 3 Rotation 4 (4 week Rotation)* ...... 4 PA 541Pharmacology II ...... Rotation 3 5 (4 week Rotation)* ...... 4 PA 520 Psychosocial Dynamics of Rotation 6 (4 week Rotation)* ...... 4 Health Care I ...... 3 Rotation 7 (4 week Rotation)* ...... 4

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136 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF PHYSICIAN ASSISTANT STUDIES

Spring Semester PA 515 Introduction to the PA (17 weeks 17 semester hours) Profession PA 665 Professional Practice Issues Development and current status of the PA III one week ...... 1 profession, medical, ethical, legal, and professional health care policies with emphasis Rotation 8 (4 week Rotation)* ...... 4 on PAs and their relationships with other Rotation 9 (4 week Rotation)* ...... 4 professionals. 1 hour; Summer Phase I. Rotation 10 (4 week Rotation)* ...... 4 PA 520 Psychosocial Dynamics of Rotation 11 (4 week Rotation)* ...... 4 Healthcare I Psychological conditions, counseling and 17 communication skills, substance abuse, cultural and religious issues, ethics and other * Note: Each student must complete the issues surrounding access and barriers to following rotations: optimal health care. 3 hours; Fall Phase I. PA 630 Family Practice ...... 8 PA 631Internal Medicine ...... PA 8 521 Psychosocial Dynamics of Healthcare II PA 632 Women's Health Care ...... 4 Psychological conditions, counseling and PA 633 Pediatrics...... 4 communication skills, substance abuse, PA 634 Surgery ...... 4 cultural and religious issues. Part II. 3 hours; Spring Phase I. PA 635 Community Mental Health 4 PA 636 Emergency/Urgent Care ... 4 PA 530 Patient Evaluation I PA 637 Elective Rotation I How to approach the patient, obtain a history, Public Health ...... 4 and undertake a physical examination with emphasis on understanding normal anatomy, PA 638 Elective Rotation II any variations of normal, and physical examination specialty ...... 4 techniques. Practice involves working with students. 3 hours; Summer Phase I. Phase II Total 49 PA 531 Patient Evaluation II Performing history and physical examinations Phase III Clinical Project on patients. Learning to present findings, list a Summer Semester differential diagnosis, and to write up results (12 weeks -6 semester hours) of patient encounters. 3 hours; Fall Phase I. PA 696 Graduate Project PA 532 Patient Evaluation III (11 weeks)...... 5 Focused patient examinations employing the PA 665 Professional Practice Issues patient medical record, and electronic medical IV (one week) ...... 1 information systems. 2 hours; Spring Phase I.

Phase III Total 6 PA 540 Pharmacology I Pharmacological principals of routes of administration, pharmacokinetics, pharmaco- dynamics and toxicology, drug classes, disease COURSE DESCRIPTIONS management, use in patient types. Part I. 1 hour; Summer Phase I. All Physician Assistant courses require admission to the School of Physician PA 541 Pharmacology II Assistant Studies. Pharmacological principals of routes of PA 510 Current Topics in administration, pharmacokinetics, pharmaco- Healthcare Delivery dynamics and toxicology, drug classes, disease Overview of the healthcare delivery system in management, use in patient types. Part II. 3 the U.S. including the history of public health, hours; Fall Phase I. health policy, cultural issues and types of the healthcare providers. 2 hours; Summer Phase I.

www.pacificu.edu ❖ 137 PA 542 Pharmacology III patient. Problems encountered in the geriatric Pharmacological principals of routes of patient. Dermatologic problems encountered in administration, pharmacokinetics, pharmaco- various populations. 4 hours; Spring Phase I. dynamics and toxicology, drug classes, disease management, use in patient types. Part III. 3 PA 580 Clinical Medicine III hours; Spring Phase I. (Surgery, Emergency Medicine) PA 550 Gross Human Anatomy Overview of surgical conditions and pre/post with Lab operative care. Evaluation and treatment of Advanced study of the structure of the human emergency problems. Clinical skill sessions on body with special emphasis upon the muscu- suturing, splinting, injections, sterile loskeletal, neurological, cardiopulmonary technique, gowning and gloving. 4 hours; systems and visceral structures. Laboratory Spring Phase I. prosection experiences, selected dissection opportunities,. 6 hours; Summer Phase I. PA 595 Introduction to Research Introduction to the research process and PA 552 Human Physiology evidence based medicine, including reviewing Study of normal and pathological function of medical literature, discussion of research selected physiological systems and/or organs in designs, hypothesis testing, and data analysis the body with application to clinical situations. relevant to health care delivery. 2 hours; 3 hours; Summer Phase I. Spring Phase I.

PA 560 Clinical Laboratory and PA 610 Clinical Skills Workshop Diagnostic Medicine Series of seminars designed to prepare the Review of commonly used laboratory and student for clinical rotations including clinical diagnostic resources in hematology, chemistry, workshops in basic and advanced life support, toxicology, microbiology, urinalysis, radiology, imaging interpretation, and other technical imaging, pulmonary function, cardiac testing skills. 2 hours; Summer Phase II. and other studies. Clinical skills to learn various office tests and diagnostic procedures. PA 630 Family Practice Rotation 3 hours; Fall Phase I. Clinical rotation for 8 weeks in a family practice medical office setting. Required PA 565 Preventive Health Care readings, and patient documentation. 8 hours; Issues Phase II. Preventive health care recommendations for various age groups. Incorporates nutrition, PA 631 Internal Medicine Rotation and patient education concepts. 1 hour; Spring Clinical rotation for 8 weeks in an internal Phase I. medicine practice medical office setting. Required readings, and patient documentation. PA 570 Clinical Medicine I 8 hours; Phase II. (Internal Medicine) Study of the medical conditions and patho- PA 632 Women's Healthcare physiology of organ systems: cardiology, Rotation pulmonology, gastroenterology, urology, Clinical rotation for 4 weeks in a women's nephrology, neurology, dermatology, rheuma- health care medical office setting. This may tology, otolaryngology, allergy, ophthalmology, include obstetrics/gynecology, or a family endocrinology, immunology, hematology, medicine setting with an emphasis on female oncology, infectious disease, and others. health issues. Required readings, and patient 8 hours; Fall Phase I. documentation. 4 hours; Phase II.

PA 575 Clinical Medicine II PA 633 Pediatric Rotation (Pediatrics, Gynecology, Clinical rotation for 4 weeks in a pediatric Obstetrics, Geriatrics, medical office or a family medicine setting. Dermatology) Emphasis is on childhood health issues. Growth, development, and medical problems Required readings, and patient documentation. encountered in the pediatric patient. Gyneco- 4 hours; Phase II. logical problems, pregnancy, family planning, and other problems encountered in the female

138 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF PHYSICIAN ASSISTANT STUDIES

PA 634 Surgery Rotation PA 665 Professional Practice Clinical rotation for 4 weeks in a surgical Seminars I, II, III, IV setting with an emphasis on inpatient, Series of four one-week seminars on profes- outpatient, and the surgical arena. Required sional practice issues and development of the readings, and patient documentation. 4 hours; clinical project proposal. Topics include: Phase II. managed care, practice guidelines, outcome measures, quality management, ethics, PA 635 Mental Health Rotation cultural diversity, practice management, Clinical rotation for 4 weeks in a mental health alternative health care, job hunting skills, environment such as a community mental liability, national and state PA issues, mock health clinic, substance abuse clinic, or board examinations, career planning, and other hospital based psychiatric setting. 4 hours; contemporary medical practice topics. Phase II. Part I 1 hour, Summer Phase II PA 636 Emergency/Urgency Care Part II 1 hour, Fall Phase II Rotation Clinical rotation for 4 weeks in an emergency Part III 1 hour, Spring Phase II department, or urgency care setting. Required readings, and patient documentation. 4 hours; Part IV 1 hour, Summer Phase III Phase II. PA 696 Clinical Graduate Project PA 637 Elective Rotation I (Public Student conducts and completes a clinical Health) project at a medical site for 10 weeks followed Clinical rotation for 4 weeks at Public Health by a one week seminar with oral presentation Center such as at a health department, family to student body, faculty, and guests. Required planning clinic, migrant worker clinic, or written paper of publishable quality. 5 hours; prison. Applied principals of public health and Summer Phase III. community medicine. Required readings, and patient documentation. 4 hours; Phase II.

PA 638 Elective Rotation II (Any Specialty) Clinical rotation for 4 weeks in any specialty type practice setting of the student's choice. Suggestions include rheumatology, dermatol- ogy, cardiology, reconstruction surgery, radiology, neurology, neurosurgery, etc. Required readings, and patient documentation. 4 hours; Phase II.

www.pacificu.edu ❖ 139 School of Physician Assistant Studies Academic Calendar 2000-2001

DIDACTIC YEAR October October 6 National PA Day SUMMER SEMESTER May 30-August 18, 2000 November November 22 ( noon) Holiday May Thanksgiving May 25-26 Orientation - University November 23-26 Holiday - Thanksgiving May 27 Orientation - Program May 29 Holiday - Memorial Day December December 15 Last Day of Classes May 30 Summer Semester classes begin December 15 Holiday Party both classes July December 16 - July 4 Holiday - July 4 January 1 Student Holiday Break August December 23 - January 1 Faculty/Staff Holiday August 4 Last day for Anatomy/ Physiology December August 7 First Day for Pharmacology I December 11-15 Professional Practice Seminars II August 18 Last Day of Classes December 15 Holiday Party both August 19-27 Student Holiday Break classes December 16- FALL SEMESTER August 28 - December 15, 2000 January 1 Student Holiday Break August SPRING SEMESTER January 2 - April 20, 2001 August 28 Fall Semester classes begin September January January 2 Spring Semester classes September 4 Holiday - Labor day begin January 15 Diversity Celebration MLK 140 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF PHYSICIAN ASSISTANT STUDIES CALENDAR

March October 13 Rotation 5 - 4 weeks March 17-25 Spring Break October April October 6 National PA Day April 20 Last Day of Classes October 16- April 21-May 6 Student Break November 10 Rotation 6 - 4 weeks November CLINICAL ROTATION YEAR November 13- December 8 Rotation 7 - 4 weeks SUMMER SEMESTER May 15-August 11, 2000 November 23-26 Holiday - Thanksgiving

May SPRING SEMESTER May 8-12 Clinical Skills January 2 - April 27, 2001 Seminar Week May 15- June 9 Rotation 1 - 4 weeks January January 2-26 Rotation 8 - 4 weeks May 29 Holiday - Memorial Day January 29- June February 23 Rotation 9 - 4 weeks June 12 - July 7 Rotation 2 - 4 weeks February February 26- July Mar 23 Rotation 10 - 4 weeks July 4 Holiday - July 4 July 10 - March August 4 Rotation 3 - 4 weeks March 26 - August April 20 Rotation 11 - 4 weeks August 7-11 Professional Practice April Seminars I April 23-27 Professional Practice August 12-20 Student Break Seminar III April 28-May 13 Student Break FALL SEMESTER August 21 - December 15, 2000 August August 21- September 15 Rotation 4 - 4 weeks September September 4 Holiday - Labor day September 18-

www.pacificu.edu ❖ 141 CLINICAL PROJECT YEAR EVENTS CALENDAR

SUMMER SEMESTER May 2000-April 2001 May 15 - August 11 2000 May May May 27-June 1 AAPA/APAP/SAAPA May 15 - July 28 Clinical Project Annual Conference 10 weeks Chicago May 20 University Commencement September May 27-June 4 AAPA Conference Break September 28-30 WAPA Conference Spokane October June October 6 National PA Day June 30 NCCPA Board Application Due October 25-29 APAP Mid-Year Meeting - Washington October 13-15 OSPA Fall Meeting July Newport OR October NCCPA Boards July 31-August 4 Professional Practice Seminars IV February August February 24-25 AAPA Western Regional Meeting August 7-11 Clinical Project Presentations April August 12 Celebration Class of 2000 April 13-14 OSPA Spring Meeting Bend OR

142 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF PROFESSIONAL PSYCHOLOGY School of Professional Psychology Michel Hersen, Ph.D., ABPP, Dean

MISSION OF THE SCHOOL OF from more traditional academic programs with an emphasis on preparing students PROFESSIONAL PSYCHOLOGY for careers primarily in teaching or research. However, we teach students to The Pacific University School of Professional be aware of the empirical bases of the field Psychology educates competent, ethical, and to integrate findings in their practices. informed practitioners of professional Together with other professional pro- psychology who are responsive to the latest grams, SPP complements Pacific's tradi- empirical findings in the field. We strive to tional liberal arts and sciences under- graduate offerings. This distinctive maintain a facilitative academic community learning environment, along with the based on collaborative inquiry. Faculty and School's emphasis on community involve- students work together in multiple roles in ment and practical applications of program development and governance. We theoretical and scientific psychology, make promote humanity, integrity, self-awareness, it unique in the Pacific Northwest. and diversity. We underscore provision of SPP offers two programs leading to the services to diverse populations at the Doctor of Psychology degree in Clinical Psychology and the Master of Arts degree individual, family, group, and community levels. in Counseling Psychology. The doctoral The Clinical Psychology program follows a program was accredited by the American Psychological Association in 1990. The practitioner-scholar model of professional masters program in counseling psychol- education, with coursework reflecting the latest ogy was approved by the Oregon Board of empirical findings in the field. We present Counselors and Therapists in 2000. students with a broad range of theoretical The School provides a comprehensive and perspectives and expose them to assessment, integrated educational experience that intervention, research/evaluation, consultation/ grounds the development of clinical competence in the knowledge base and education, and management/supervision. methods of inquiry of scientific psychol- The Counseling Psychology program ogy. The School also fosters an apprecia- tion of human functioning as it occurs in emphasizes the local clinical scientist model. natural settings, including awareness of The use of the latest and best scientific findings personal, interpersonal, and societal is a mainstay of our professional training. The influences operating within those settings. faculty encourage students to use the scientific The School orients students to scholarship method and an empirical approach with each that contributes to an understanding of human nature, to research that informs the client. clinical endeavor, and to services to a variety of populations. The School recognizes that the person and values of GENERAL INFORMATION the practitioner are central to effective and socially responsible practice. It thus strives The School of Professional Psychology at to promote development and integration Pacific University (SPP) is a Vail model of both professional competence and program, with a clear focus and emphasis humanitarian values. The School seeks to on educating practitioners of professional be responsive to the real needs of the psychology. This distinguishes the School many diverse peoples in our rapidly

www.pacificu.edu ❖ 143 changing society and thus works to centers, mental health centers, and other maintain a close connection with the institutional settings. community that it serves. The cutting edge curriculum emphasizes The School's curriculum in both programs the development of critical thinking and provides students with a solid foundation lifelong learning as well as the knowledge for both professional practice and continu- and skills necessary for competent, ing professional growth. Graduates of the successful, and ethical practice. Students School possess the knowledge and skills to are exposed to a broad, flexible model of provide psychological services to indi- practice, including new service delivery viduals, groups, and the community in a models, that reflects changing needs and variety of contexts. They are encouraged opportunities for professional psycholo- to seek out new and innovative profes- gists. Included is careful attention to the sional roles. Doctoral graduates are business and administrative aspects of the prepared to enter the postdoctoral profession. Graduates are prepared to licensing process and counseling psychol- enter the process of licensure as doctoral ogy graduates are prepared to pursue level psychologists. They are employed in licensure as Professional Counselor. a very wide variety of clinical and Core faculty of the School are professional institutional settings in addition to psychologists who are committed to a independent and consultative practice. range of applications of psychology. Part- While the purpose of the curriculum is to time faculty include both practicing provide a generalist education, students professional psychologists and specialists may elect to focus their elective course in relevant areas of academic psychology. work and some of their clinical experience In addition to teaching and developing in specialized areas of professional students' skills, faculty are expected to psychology, including child clinical function as models for the ideals of psychology, neuropsychology, women's professional behavior and service to the issues, and health psychology. public. The School maintains a Psychological Overview Of The Counseling Service Center (PSC), located in down- Psychology Program town Portland, which provides supervised clinical training experiences to practicum Pacific University's School of Professional and internship students while offering a Psychology offers a Master of Arts degree wide range of psychological services to the in Counseling Psychology from its location community. Students may also benefit in downtown Portland, Oregon. Courses from a wide range of community are held in the late afternoon and evening. practicum placements. This is a two year program and will provide the educational background needed for a career as a counselor in Overview Of The Clinical diverse settings. The specialty tracks Psychology Program develop skills in current practice areas to Pacific University's School of Professional make our graduates attractive to employ- program in Clinical Psychology requires ers in a variety of different venues. five years of full-time study and clinical work (four years for Advanced Standing students) leading to the Doctor of Psychol- ADMISSION ogy Degree. The academic portion of the program is offered on the Pacific Univer- The School of Professional Psychology sity campus in Forest Grove. Practicum seeks students who evince both academic placements are in clinical sites located aptitude and personal qualities that will throughout the Portland metropolitan area enable them to develop personally and and in other nearby communities. Stu- professionally into effective psychologists. dents obtain internships at sites through- Students of all ages and social back- out the United States and Canada through grounds have been successful in our a competitive application process. Our programs. Only students who expect to students have been very successfully complete the doctorate are admitted to the placed in hospitals, university counseling Psy.D. program.

144 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF PROFESSIONAL PSYCHOLOGY

Applications for the Psy.D. in Clinical GPSY720 Psychometrics (3 cr) Psychology, Psy.D.-Advanced Standing, GPSY 725 Basic Clinical and Counsel- and Respecialization programs are ing Skills (3 cr) considered for Fall Term entry only. The priority deadline for application is GPSY727 Introduction to Diagnosis December 15. To assure early consider- and Treatment Planning ation, all application materials must be (3 cr) received by that date. GPSY735 Clinical and Counseling Applications for the M.A. in Counseling Skills Laboratory (1 cr) Psychology program are considered for GPSY737 Diagnosis and Treatment Fall Term entry only. The priority deadline Planning Laboratory (1 cr) for application is January 10. These GPSY738 Applied Intervention Skills applications will be considered first. A (3 cr) second deadline is March 15. Applicants GPSY787 Prepracticum (3 cr) whose application is complete by that date will be considered after the priority Outstanding applicants without such deadline applicants. Applications received preparation will be required to complete after March 15 are considered on a space- such preparation by taking these courses available basis. at Pacific University. Such students must complete all prerequisite requirements Requirements for Admission to the Psy.D. listed in the letter of admission before beginning practicum. (Students exempt in Clinical Psychology Program from the following prerequisites (GPSY 1. Satisfactory completion of a bachelors 725, 727, and 787) must take GPSY740 degree, with a grade point average Advanced Clinical Skills Review before (GPA) of at least 3.0 during the last two beginning practicum.) Prerequisites will years. include either GPSY740 Advanced Clinical 2. The General Graduate Record Exami- Skills Review or all of the following nation (GRE) taken within 5 years of courses: GPSY 725, 727, 735, 737 and 787). application. Verbal + Quantitative or Thus, advanced standing students may Analytic score of 1100 or higher is begin practicum no earlier than their desirable. second term in residence. Students admitted at advanced standing do not 3. A strong undergraduate background in receive the M.S. degree in clinical psychol- psychology. Applicants who do not ogy from Pacific University. have such an academic background may demonstrate their knowledge by Requirements for Admission to the submitting scores for the Psychology Respecialization Program Subject test of the GRE. Applicants who hold doctorates in areas of Students will earn an M.S. in clinical psychology other than clinical may apply psychology en route to the Psy.D. for respecialization. Upon completion of all program requirements, respecialization Requirements for Admission to the Psy.D. students receive a certificate of in Clinical Psychology Program with respecialization. Advanced Standing Applicants who meet the above require- Requirements for Admission to the M.A. ments and have been awarded a masters in Counseling Psychology Program degree from an approved program in applied psychology or a related mental 1. Satisfactory completion of a bachelors health field (i.e., masters degree in clinical degree. A cumulative grade point or counseling psychology, social work, or average of 3.0 on a four-point scale is psychiatric nursing) may apply for desired. Those who have less than a 3.0 advanced standing (which is roughly undergraduate GPA, but show other equivalent to bypassing one year of full- evidence of high potential are encour- time study). The masters degree program aged to apply. (Applicants may or subsequent academic coursework must demonstrate their academic potential have included preparation at the graduate by taking the optional Graduate Record level equivalent to that provided by the Exam.) following courses: www.pacificu.edu ❖ 145 2. Prerequisite courses: Introductory A student may request a waiver of a psychology, abnormal psychology, and required didactic course if either: statistics. CPSY 500 and CPSY 520 may 1. The student has taken previous count as meeting the pre-requisites. We coursework which qualifies for transfer, recommend additional undergraduate but the student chooses to take addi- courses in psychology, particularly tional elective credit as part of his or physiological psychology, social her program, or psychology, cognition, learning, personality theory, research methods 2. The student's coursework does not and psychometrics. For those anticipat- qualify for transfer, but on the basis of ing the organizational behavior track, appropriate educational, training, and we recommend industrial/organiza- work experiences the student believes tional psychology or organizational that s/he is fully competent in the behavior. domain covered by the required course. An appropriate waiver examination Students who do not have the requisite may be set, in which case an $85 GPA's, scores, or background but who examination fee is charged. show exceptional promise will be consid- ered. Under no circumstances may practicum or internship requirements be transferred or waived. Transfer of Credits Post-baccalaureate work at the graduate Leave of Absence level in psychology taken at an accredited university may be evaluated for transfer. A formal leave of absence must be An "A" grade must have been achieved requested by petition for any term a and the course instructor and the Coordi- student does not enroll. The first and nator of Academic Issues must determine second requests for a leave of absence are that the content of the course (based on typically granted on a routine basis. syllabus documentation) was appropriate Approval of more than two requests through review of the Transfer of Credit usually requires documentation of specific Application. In no case will credit be given extenuating circumstances. Students who for previous work that has not been have a break in enrollment of more than graded or formally evaluated. In cases of three consecutive terms are considered to courses graded on a Pass/No Pass system, be withdrawn from the program, must course performance will be carefully reapply for admission, and would re-enter evaluated. For the Clinical Psychology the program under the requirements in program, a maximum of 21 credits may be effect at the time of readmission. transferred from other schools provided these were earned after award of a Enrollment bachelors degree from an accredited For Clinical Psychology classes enrolling program and within the four years in Fall, 1998 and thereafter full-time immediately preceding admission to the enrollment is defined as 12 hours or more School. Practicum and Internship credits per term. Students must maintain a are not transferable. For the Counseling minimum enrollment of six credits per Psychology program, the same procedures term. Students who have only dissertation apply, except that a student can transfer in credit enrollment required may enroll for a maximum of 10 credits from other one credit per term after completion of the schools. 12 required credits. Permission by petition is required for enrollment of fewer than six Course Waivers credits except for dissertation and intern- A course waiver documents that the ship enrollment. A leave of absence must student has met the requirements for the be requested, by petition, if a student does waived course, but s/he receives no not maintain continuous enrollment. academic credit. Rather, the credit affected For Counseling Psychology classes, full- by a successful waiver is added to the time enrollment is defined as 9 hours or student's elective course requirement. more per term. Students must be enrolled for at least one credit each term.

146 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF PROFESSIONAL PSYCHOLOGY

Students participating in student loan evaluated at least annually in these four programs may lose student payment areas. deferment status if they fall below half- Students are expected to demonstrate time enrollment (below six credits per behavior consistent with the Pacific term for Clinical Psychology classes University Code of Academic Conduct, enrolling Fall, 1998 and thereafter, and the most current Ethical Principles of below five credits per term for classes Psychologists and Code of Conduct, and enrolling prior to 1998). The only excep- state and federal laws governing the tion to this rule is for Clinical Psychology conduct of psychologists. The School students registered for the full-time reserves the right to define professional internship experience, who will be competence and behavior, to establish considered as enrolled full-time. standards of excellence, and to evaluate students in regard to them. Time Limit for Completing Degree Agreement to abide by the policies and All requirements for the Psy.D. degree procedures of the University and the must be completed within eight academic School is implicitly confirmed when years of admission, except in the case of students register each term. Students must advanced standing and respecialization maintain good standing in the program in students, who must complete their order to be eligible for, or continued on, program requirements within seven years any School administered scholarships. of admission. All requirements for the M.S. A student's academic standing may be and M.A. degrees in Clinical Psychology jeopardized by any of the following: must be completed within four academic 1. Indications of poor academic perfor- years of initial admission. Requirements mance, for the M.A. in Counseling Psychology must be completed within five years of 2. Evidence of behavior that may hinder enrollment. professional competence or interper- sonal or professional relations, Academic Year 3. Insufficient progress in the develop- ment of clinical skills, The academic year, comprised of two 14- week semesters and one 12-week term, 4. Failure to comply with School rules or begins in early September and continues procedures, or through July. Clinical Psychology classes 5. Unprofessional conduct, unethical are scheduled in morning, afternoon, and conduct, or illegal conduct. evening 3 or 3 1/2-hour blocks, depending Faculty will evaluate academic perfor- on the term. Counseling Psychology mance, clinical skills, and professional courses may range from 3 to 4 1/2 hour development and behaviors demonstrated blocks, depending on the course and term. in the educational environment and in Required courses are typically offered one fieldwork performance according to time per year; elective courses typically standards set forth in the University are offered alternate years. Both practicum Catalog, the SPP Program Guide, the and required courses continue through the Ethical Principles of Psychologists and Summer term. Code of Conduct, and elsewhere. Students will be given regular reports on PROFESSIONAL AND ACADEMIC their progress in the program. A student who is not performing adequately STANDARDS, AND STUDENT according to the standards will receive EVALUATION notification through written feedback and/or individual advisement. After Good academic standing in the School of receiving such feedback, failure to Professional Psychology (SPP) is defined improve performance before the next as continued enrollment, satisfactory scheduled evaluation may result in academic progress, appropriate interper- academic probation. sonal functioning, sound clinical skills, Students placed on academic probation and appropriate professional/ethical will receive formal written notification conduct and attitudes. Students are

www.pacificu.edu ❖ 147 outlining the reasons for probation and winter graduation. Students who will be expectations that must be met in order for finishing their Psy.D. degree requirements probation to be lifted. Failure to meet the at the end of the Summer term may choose requirements of probation in a timely to participate in the previous May manner may result in removal from the ceremony. If so, they must meet the School. following qualifications: have completed In the case of flagrant and intentional all degree requirements, including the violations of the Code of Academic dissertation, by the end of the Spring Conduct or the Ethical Principles of Semester, and be scheduled to complete Psychologists and Code of Conduct, a the internship at the end of the upcoming student may be removed from the School Summer term. without previous warning at any time in his or her academic career. Changes in Registration In general, program decisions regarding Changes in course registration (cancella- academic standing are final. A decision tions, additions, or changes in credit hours may be appealed only if the student can or audit/credit status) may be made show that: during the first two weeks of each term. 1) there was an error in the procedure used Refund of tuition will be according to the by the faculty, University refund policy. Course cancella- tions after the second week of each term 2) there is new evidence sufficient to alter will be recorded as "W" on the transcript. the decision, or Students may withdraw through the tenth 3) the sanction imposed was not appropri- week of the semester and receive a "W" on ate to the severity of the violation of the transcript, with no grade penalty. professional or academic standards. Requests for changes in registration after Details of professional and academic the second week of class must have the standards, evaluations procedures, and the approval of the Coordinator of Academic appeals process are available in the Pacific Issues. University Catalog, Pacific Stuff, the SPP Program Guide, and additional resources Financial Aid available in the SPP Campus Office. A description of the Financial Aid Pro- gram at Pacific University, its application Changes in Requirements procedures, Conditions of Award, and The catalog in effect at the time of the Sources and kinds of financial aid are student's admission to a particular degree found in this Catalog under "Financial program indicates the specific require- Aid." The School of Professional Psychol- ments for that student. It is recommended ogy offers financial assistance to qualified that the student meet requirements in Psy.D. students in the form of Service effect at the time of graduation because the Scholarships, Graduate Assistantships, objective of requirement changes is to and Teaching Assistants.hips enhance the student's preparation in a field of study. When a year or more elapses from the time a student last THE CLINICAL PSYCHOLOGY attended the program, the student must PROGRAM AND CURRICULUM meet requirements in effect at the time s/ he is readmitted. M.S./Psy.D. Degrees in Clinical Psychology Graduation The Master of Science and Doctor of Pacific University offers three degree Psychology degrees typically can be conferment dates during the academic completed in five years of full-time study, year: fall, winter and spring. Formal with four years devoted to coursework commencement is held in spring only. All and practicum and one year designated degree candidates must submit an for the internship. Those earning the M.S. Application for Degree form to the and Psy.D. degrees take a total of 148 Registrar's Office by January 15 for spring; credits. Students earn the M.S. upon June 1 for summer; or September 15 for completion of the 76 credits designated for

148 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF PROFESSIONAL PSYCHOLOGY this degree, including the thesis. Students during the whole course of study is must complete requirements for the M.S. probably not feasible. A minimum degree before they may begin to sign up enrollment of six credits per term is for dissertation credits, take the candidacy required of all degree-seeking students. examination, or apply for internship. Student Advisement Advanced Standing Upon enrollment in the program an Students admitted with advanced stand- academic advisor is assigned to each ing (with a Masters degree in clinical or student. This person, a member of the core counseling psychology, social work, or faculty, works closely with the student to psychiatric nursing) typically can com- provide continuity and coherence plete the Psy.D. degree in four years of throughout the student's program. The full-time study, with three years devoted advisor provides guidance on the educa- to coursework and practicum and one tional plan and general coursework and year designated for the internship. Since program requirements. Psy.D. students these students are admitted at advanced work with advisors throughout the standing, they do not receive the M.S. program, including the thesis, candidacy degree in clinical psychology at Pacific exam, dissertation, and internship. Procedures allow for change of advisor. University. Credits for the Psy.D. degree When a Psy.D. student selects a core with advanced standing range from 120- faculty member as a dissertation mentor, 137 (depending on whether any additional that mentor then becomes the student's prerequisite coursework is required). advisor.

Respecialization Psychological Service Center In recognition of the need for programs to The purpose of the Pacific University train psychologists who hold doctorates in Psychological Service Center is to provide other areas of psychology, the School training to students who are committed to offers a program for respecialization in the careers in professional psychology and to clinical area. This consists of professional deliver high quality services to the coursework, two years of practicum, and community. Services are furnished by one year of clinical internship. The students under the supervision of experi- program is individually designed after enced, licensed psychologists. review of the applicant's academic The Center provides psychological background. services to residents of the greater Port- land area. Intellectual and personality Continuing Education assessment, neuropsychological and vocational assessment, individual therapy, Courses are open to licensed psychologists marital and family therapy, group therapy, in the community, as well as other and consultation are offered. professionals desiring continuing educa- tion. Admission in each case is by special Summary of Degree Requirements approval and as space permits. for the Doctoral Program Requirements for the M.S. degree in Part-time Study Clinical Psychology include successful While full-time study is encouraged, it is completion of: recognized that some individuals will not 1. All required core and clinical be able to enroll on a full-time basis. coursework Development of a suitable part-time 2. Practica program is designed at the time of initial 3. Masters thesis registration with the academic advisor. Students must complete all requirements Part-time students should be aware that for the Masters degree within 4 years of completing the program requirements enrollment. Students must complete the while maintaining full-time employment requirements for the M.S. degree (unless

www.pacificu.edu ❖ 149 they have been admitted at advanced nity mental health programs utilized by standing) before they may begin to sign up the School as training sites. Practicum for dissertation credits, take the Candidacy experience begins in the second semester Examination, or apply for internship. of the first year for Advanced Standing Requirements for the Psy.D. include students, and in the first semester of the successful completion of: second year for all others. 1. All required coursework Advancement to Candidacy 2. Elective coursework for the Psy.D. Degree 3. Practica Advancement to candidacy signifies that 4. Candidacy examination the student is ready for doctoral level 5. Dissertation and dissertation defense clinical training. In order to be advanced 6. Internship to candidacy for the Psy.D. degree, students must have successfully com- Students must complete all requirements pleted all required courses and the for the M.S. and Psy.D. requirements in an candidacy examination. A minimum of 65 eight year period. Students admitted with total credits and 3 terms of practica must advanced standing and respecialization have been completed before the student students must complete all program may take the candidacy examination. The requirements in a seven-year period. Examination is developed by the Coordi- nator of Academic Issues in consultation Coursework and Practica with the Core Faculty. The first three years of study for full-time In order to be advanced to candidacy for students (or the first four or more years of the Psy.D., the following must be success- study for part-time students) consist of fully completed: required courses, elective courses, and 1. All required courses (electives may be practicum. Three terms of practicum and outstanding) three terms of advanced practicum, with a maximum of 16 hours of clinical work per 2. All practicum training week, are required for the Psy.D. degree. 3. Candidacy Examination Practicum training is designed to develop The Masters degree (not applicable to a foundation of clinical skills and profes- students admitted with advanced stand- sional competence with diverse client ing), a minimum of 65 total credits, and 3 problems and populations, and to prepare terms of practica must have been com- for more substantial responsibilities pleted before the student may take the required in the internship. Practicum Candidacy Examination. training is a prerequisite to internship. Students must sign up to take the candi- Each student completes 6 terms (24 dacy examination no later than the credits) of practicum. The practicum academic year prior to the internship. It is experience includes a minimum of 500 strongly recommended that the candidacy training hours per year, of which approxi- exam be completed before applying for mately one third to one half are in direct internship. service, one fourth in supervisory and training activities, and the remainder in administrative/clerical duties related to Dissertation the above. Training entails integration of As evidence of scholarly competence, the theoretical knowledge through its applica- student completes a major work that tion in clinical practice. The experience represents an original contribution to shall include supervised practice in the research or practice in professional application of professional psychological psychology. In keeping with the practitio- competencies with a range of client ner-scholar model of the School, disserta- populations, age groups, problems and tions are not confined to experimental service settings. The initial three practica study, but may utilize a variety of formats: typically are served at the Psychological case studies of an individual, group, or Service Center. Later experiences are system; empirical research; program usually taken at one of the many commu- development or evaluation; or a synthesis

150 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF PROFESSIONAL PSYCHOLOGY and extension of the literature. The out the United States. Internship training completed dissertation is defended in an must be taken at an approved site, and all oral examination. In consultation with the internship settings used by students must academic advisor, it is determined when it meet APPIC criteria and be approved by is appropriate for the student to begin the Coordinator of Clinical Training prior enrollment in the dissertation. The to formal application. Approved intern- dissertation requirement is typically ship settings include the SPP Psychologi- fulfilled after advancement to doctoral cal Service Center, all American Psycho- candidacy and before the internship. logical Association (APA) accredited sites, The dissertation defense may not be and all sites listed in the Association of scheduled or conducted until successful Postdoctoral and Psychology Internship completion of the Candidacy Examination. Centers Directory, as well as other selected Once enrollment in dissertation credits has sites that have been specifically approved begun, continuous enrollment must be by the School. Most internship applica- maintained at the rate of 4 credits per term tions are due in November, December, or until the minimum of 12 credits is at- January, and offers are made in February tained. Thereafter, the student must for placements that begin the following maintain a minimum enrollment of 1 Fall. credit each term until the dissertation is Students may be recommended for defended. internship upon satisfactory completion of Students should be advised that it is very the M.S. degree requirements (not appli- difficult to complete the dissertation cable to students admitted at advanced requirement during a full-time internship. standing) and their clinical practicum (or Students who are planning to take a full- anticipated completion by the end of the time internship are advised to plan on academic year), providing they are: completing their dissertation, including 1. in good standing in the program, or the oral defense, prior to embarking on 2. in good standing with concerns, or their internship. 3. on warning status, provided that a remediation program has been in place Internship long enough that, upon review, the The Clinical Psychology Internship is the student's advisor and the Coordinator capstone of the professional psychology of Clinical Training agree that the program. It is among the last major tasks student is likely to complete the undertaken by the student prior to remediation satisfactorily by the end of graduation and represents a significant the academic year. commitment of time and effort. The internship begins after practicum training Master of Arts in Clinical Psychology is completed, and preferably after ad- vancement to doctoral candidacy and after Under special circumstances (e.g., need to the dissertation is defended. substantiate Oregon Mental Health Provider status), students may be awarded The internship requires either full-time a Master of Arts in Clinical Psychology. supervised clinical experience for one This degree would be appropriate for calendar year, or a comparable half-time students who have a masters degree from supervised clinical experience for two another institution. The Coordinator of consecutive years (a minimum of 1,500 Academic Issues must approve students training hours). for eligibility. The internship provides: 1) an opportunity to use and refine clinical skills and knowledge developed during the course of the program; and 2) an opportunity to consolidate one's professional identity. Internship placements may be in a variety of outpatient or inpatient settings through-

www.pacificu.edu ❖ 151 The Doctoral Curriculum for Assessment elective ...... 3 M.S./Psy.D. Students Foundation Sequence, 28 credits* 12 720 Psychometrics* ...... 3 Intervention Sequence, 18 credits 725 Basic Clinical and 816 Intervention I* ...... 3 Counseling Skills* ...... 3 817 Intervention II* ...... 3 727 Introduction to Diagnosis and Treatment 818 Intervention III* ...... 3 Planning*...... 3 Intervention electives ...... 9 735 Clinical and Counseling Skills Laboratory* ...... 1 18 737 Diagnosis and Treatment Professional Sequence, 14 credits Planning Laboratory* ...... 1 870 Ethics and Professional 738 Applied Intervention Issues ...... 3 Skills* ...... 3 871Professional Roles I ...... 3 773 Introduction to Professional Development* ...... 3 872 Professional Roles II ...... 2 779 Thesis Orientation * ...... 2 873 Supervision Practicum ...... 1 780 Thesis 874 Professional (2 credits X 3 terms) * ...... 6 Development ...... 5 787 Prepracticum * ...... 3 14

28 Research Sequence, 21 credits Basic Sequence, 9 credits* 880 Scientific Method I: Statistics* ...... 3 811 Biological Bases of Behavior* ...... 3 881Scientific Method II: Research Design* ...... 3 812 Cognitive/Developmental Bases of Behavior* ...... 3 882 Dissertation ...... 12 813 Social/Individual Bases of Research Elective ...... 3 Behavior* ...... 3 21 9 Supervised Clinical Experience, 30 credits 887 Practicum (4 credits x 3 terms)* ...... 12 Human Diversity Sequence (7 credits, 3 of which must be 814) 888 Advanced Practicum 814 Human Diversity* ...... 3 (4 credits x 3 terms) ...... 12 815 Psychology of Women...... 3 890 Internship (2 credits x 3 terms) ...... 6 819 Human Diversity Lab* ...... 1 830 Cross-Cultural 30 Psychology ...... 3 Approved electives Free Electives ...... 9

7 Total credits required 148 Assessment Sequence, 12 credits 820 Psychopathology* ...... 3 Limit on transfer and waiver 21 821Assessment I - *Credit hours which are required for the Intelligence* ...... 3 M.S. degree ...... 77 822 Assessment II - Students have 8 years from matriculation Objective* ...... 3 to complete M.S./Psy.D. degree requirements. 152 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF PROFESSIONAL PSYCHOLOGY

Curriculum for Advanced Research Sequence, 21 credits Standing Students 880 Scientific Method I: Basic Sequence, 9 credits Statistics...... 3 811 Biological Bases of 881Scientific Method II: Behavior ...... 3 Research Design ...... 3 812 Cognitive/Developmental Research Elective ...... 3 Bases of Behavior ...... 3 882 Dissertation ...... 12 813 Social/Individual Bases of Behavior ...... 3 21

9 Supervised Clinical Experience, 30 credits 887 Practicum Human Diversity Sequence (4 credits x 3 terms) ...... 12 (7 credits, 3 of which must be 814) 888 Advanced Practicum 814 Human Diversity ...... 3 (4 credits x 3 terms) ...... 12 815 Psychology of Women...... 3 890 Internship 819 Human Diversity Lab* ...... 1 (2 credits x 3 terms) ...... 6 830 Cross-Cultural Psychology ...... 3 30 Approved electives Free Electives ...... 9

7 Total credits required 120-137*

Assessment Sequence, 12 credits Limit on transfer credits ...... 21 820 Psychopathology ...... 3 * Students admitted at advanced standing 821Assessment I - may be required to take some foundation Intelligence ...... 3 courses in their first year of study if they 822 Assessment II - have not had equivalent course work Objective ...... 3 upon admission. 823 Assessment Elective ...... 3 Students with advanced standing have 7 years from matriculation to complete Psy.D. degree requirements. 12

Intervention Sequence, 18 credits Master of Arts in Clinical Psychology Requirements 816 Intervention I ...... 3 817 Intervention II ...... 3 The candidate must be formally enrolled in the Doctor of Psychology program and 818 Intervention III ...... 3 must meet all the prerequisite course Intervention electives ...... 9 requirements that were in effect at the time of enrollment in the program. 18 The student must earn a minimum of 45 credits while in good standing in the Professional Sequence, 14 credits program. These credits shall include, in 870 Ethics and Professional addition to any required prerequisites at Issues ...... 3 least the following: 871Professional Roles I ...... • The 3 Basic Sequence (GPSY 811-813, 9 872 Professional Roles II ...... 2 credits) 873 Supervision Practicum ...... 1 • The Intervention Sequence (GPSY 816- 818, 9 credits) 874 Professional Development ...... 5 • Assessment I and II (GPSY 821 and 822, 6 credits) 14

www.pacificu.edu ❖ 153 • Ethical and Professional Issues (GPSY GPSY 738 Applied Intervention Skills (3) 870, 3 credits) Readings and practice in the application of • 3 terms of practicum (GPSY 881; 12 intervention techniques to complement the credits) conceptual material in the interventions sequence. • The student must successfully complete a Qualifying Paper as described in the GPSY 740 Advanced Clinical Skills Program Guide. Review (3) All requirements must be completed A review and appraisal of students' clinical within 4 years of initial enrollment. skills in preparation for the practicum experience, including the areas of interviewing and assessment, treatment planning, interven- COURSE DESCRIPTIONS tion, and documentation.

M.S./Psy.D. Clinical Psychology GPSY 773 Introduction to Professional Development (3) The School offers the following regular Activities designed to further the integration of courses and electives. Independent study theory, research, and practice, the development or research may be arranged by individu- of professional identity, and career planning, als or groups of students. Course offerings in collaboration with an advisor, mentor, or may vary from year to year as circum- program coordinator. Taken Pass/No Pass. stances dictate. The School reserves the right to cancel or modify any course or GPSY 779 Thesis Orientation (2) program. A seminar to orient students to the thesis process. Directed readings, student presenta- GPSY 720 Psychometrics (3) tions, discussion. Taken Pass/No Pass. Psychological measurement, including strategies of test construction, reliability, GPSY 780 Masters Thesis Seminar (6; validity, and issues in prediction of behavior. 2 per term; 1 per term for continuing enrollment) GPSY 725 Basic Clinical and A monthly seminar to guide the development Counseling Skills (3) of the Masters Thesis, a supervised research Introduction of communication skills in the project approved by the seminar instructor. helping relationship, including active Students select and review a research area by listening, accurate empathy, establishment of the end of the first term of thesis enrollment, rapport, non-judgmental attitude, reflecting, submit and revise thesis section drafts during facilitation of client self-exploration, behavior the second term, and complete and defend the monitoring, and interpretation. thesis by the end of the third term. Taken Pass/ Corequisite: 735. No Pass. Prerequisite: 779. GPSY 727 Introduction to Diagnosis GPSY 787 Prepracticum (3) and Treatment Planning (3) Practical orientation to and preparation for the Interviewing for problems, strengths, and practicum experience. Taken Pass/No Pass. resources; mental status examinations; intake Prerequisites: 725, 727, 735, 737. interviewing; overview of diagnostic catego- ries; basic diagnostic decisions; and treatment GPSY 811 Biological Bases of Behavior planning. Corequisite: 737. (3) Biological aspects of human behavior, includ- GPSY 735 Clinical & Counseling ing affect and motivation, from the perspec- Skills Laboratory (1) tives of historical development, current theory Three hours per week of skills practice. and research, and applications. Corequisite: 725. GPSY 812 Cognitive/Developmental GPSY 737 Diagnosis and Treatment Bases of Behavior (3) Planning Laboratory (1) Human development and cognition, from the Three hours per week of skills practice. perspectives of historical development, current Corequisite: 727. theory and research, and applications.

154 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF PROFESSIONAL PSYCHOLOGY

GPSY 813 Individual/Social Bases of GPSY 823 Projective Assessment (3) Behavior (3) Survey of projective measures. Theory, Human behavior as reciprocal relations administration, scoring, and interpretation of between the person and the social environment, Rorschach (Comprehensive System). Examples from the perspectives of historical development, and practice, report writing. current theory and research, and applications. Prerequisites: 821, 822.

GPSY 814 Human Diversity (3) GPSY 824 Neuropsychological Presents a framework for a psychology of Assessment (3) human diversity, then considers philosophical Discussion of central nervous system disor- and paradigmatic principles and applications ders. Demonstration and practice in the to practice and research. Human diversity is administration, scoring and interpretation of defined broadly, to include sexual orientation, tests of central nervous system functions. gender, race/ethnicity, age, disability, and other Emphasis on preparation of comprehensive sources of diversity. psychological reports. Prerequisites: 811, 812, 821, 822. GPSY 815 Psychology of Women (3) Gender differences in development. Effects of GPSY 825 Psychodynamic sex role and power on clinical training and Psychotherapy (3) practice. Prerequisites: 811, 812, 813, 814. Theory and practice of psychodynamic therapy approaches, emphasizing psychoanalysis. GPSY 816 Intervention I (3) Historical development and contemporary GPSY 817 Intervention II (3) applications. Discussion of case material and GPSY 818 Intervention III (3) dynamic process techniques. Prerequisite: 816. A three course sequence examining the major schools of therapy, with consideration of life GPSY 826 Cognitive Behavior span development, human diversity, and a Therapy (3) variety of special populations. Examines Survey of theory and practice. Behavioral contemporary interventions with adults, assessment and treatment of a variety of children, families, couples and groups. Short common clinical problems. Emphasis on more term, long term, and intermittent approaches recent cognitive behavior therapy approaches. are considered in the context of accountability. Prerequisite: 816.

GPSY 819 Human Diversity GPSY 827 Humanistic Laboratory (1) Psychotherapy (3) Three hours per week of skills practice, Major issues involved in existential-humanis- consciousness raising and community tic psychotherapy, including existential- participation. Corequisite: 814 analytic approaches and humanistic-based psychotherapy. Emphasis on common elements GPSY 820 Psychopathology (3) in these therapeutic orientations and applica- Selected clinical problems and diagnostic tion to the practice of psychotherapy. Prerequi- categories in research and practice. Problems site: 816. and issues in diagnostic classification using the current official nomenclature. GPSY 828 Group Psychotherapy (3) History, theory, and research of group GPSY 821 Assessment I: dynamics. Investigation of group process Intelligence (3) variables, and their relevance to current group Preparatory course in clinical assessment with therapy practices. Prerequisites: 816, 818. emphasis on theory, administration, scoring and interpretation. Demonstration, practice, GPSY 830 Cross-Cultural and test report writing using the Wechsler Psychology (3) Scales. Prerequisite: 720 or equivalent. Cross-cultural competence, services and service-delivery to underserved and minority GPSY 822 Assessment II: populations, including Asian Americans, Objective (3) African Americans, Hispanic Americans and Development and theory of objective personal- Native American Indians. Prerequisites: 814, ity tests. Emphasis on MMPI-2 interpretation, 816, 817, 818, 821, 822. with example cases, practice profiles and test report writing. Prerequisite: 821.

www.pacificu.edu ❖ 155 GPSY 841 Psychopathology and GPSY 855 Gestalt Therapy (3) Assessment of Children (3) Theory and practical application of Gestalt Overview of major disorders of childhood and therapy. Practical demonstrations and role of assessment techniques, including evaluation playing. methods for cognitive, personality, and adaptive functioning. GPSY 858 Brief Psychotherapies (3) Prerequisites: 812, 820, 821. History and development of brief therapy approaches. Emphasis on techniques, selection GPSY 843 Human Sexuality and criteria, outcome evaluation, and issues in Clinical Issues (3) time-limited treatment. Prerequisite: 816. Clinical issues in sexual behavior: emphasis on contemporary issues, assessment and treat- GPSY 863 Program Evaluation (3) ment of sexual dysfunction and disorder, and Program evaluation strategies and techniques. inclusion of client sexuality in clinical Needs assessment, goal clarification, outcome practice. and activity evaluation; management informa- tion systems, accountability. Applied student GPSY 844 Psychotherapy for projects. Prerequisites: 880, 881. Children (3) Research, theory, practical application and GPSY 870 Ethics and techniques for working with children. Service Professional Issues (3) delivery approaches. Prerequisite: 817 Emphasis on knowledge of APA Ethical Principles; standards of professional practice GPSY 845 Family Therapy (3) and state mental health statutes and applica- Exploration of contemporary approaches to tion to case examples. Awareness of social, understanding and working with family political and professional issues currently problems, including communication, systems affecting professional practice and implications theory and structural methods. for the future. Prerequisite: 817. GPSY 871 Professional Roles I (3) GPSY 847 Treatment of Chemical The first of a two course sequence which Dependency (3) provides an overview of, and opportunity to Current theory and practice in assessment and practice and integrate, selected core competen- treatment of chemical dependency. Topics cies for doctoral level professional psycholo- include acute and chronic drug effects, relapse gists. Emphasis will be on clinical supervision, prevention, effects of chemical dependency on management, consultation, and education. The the family system, and denial and developmen- course will employ didactic and experiential tal arrest as core features of chemical depen- methods. Prerequisites: 816, 817, 818, 870, 3 dency. terms of Practicum (887).

GPSY 850 Health Psychology (3) GPSY 872 Professional Roles II (2) Theory and practice of working with medical The second of a two course sequence on disabilities and in medical service settings. professional roles and competencies. Prerequisite: 871. GPSY 851 Psychopharmacology (3) Psychotropic medications, their uses and GPSY 873 Supervision Practicum (1) general effects. Behaviaors effects of medica- Supervised experience in practicing supervi- tions in common usage, drug interactions, and sion skills. Co- or prerequisite: 872. the psychological impact of the use of medica- tion in a therapeutic setting. Prerequisites: GPSY 874 Professional Development 811, 812, 813, 820. (5; 1-3; credit arranged) Activities at an advanced level designed to GPSY 852 Clinical Geropsychology (3) further the integration of theory, research, and An introduction to principles of diagnosis and practice, the development of professional treatment in geropsychology including ethical, identity, and career planning, in collaboration conceptual, and methodological issues. with an advisor, mentor, or program coordina- Prerequisites: 816, 821. tor. Taken Pass/No Pass.

156 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF PROFESSIONAL PSYCHOLOGY

GPSY 880 Statistics (3) experience in a facility approved by the faculty, Probability, distributions, descriptive and covering a range of activities in psychological inferential statistics. Parametric and non- assessment and intervention with a variety of parametric procedures, their strengths and clients. Participation in program administra- uses. Correlation and regression, t-tests, tions, development of supervisory skills and analysis of variance. Prerequisite: 720 or opportunity for interdisciplinary collaboration. equivalent. Taken Pass/No Pass. Prerequisites: 887, 888.

GPSY 881 Research Design (3) GPSY 891 Clinical Fieldwork Philosophy of science, scientific method, (1-4 credits) hypothesis generation, experimental and quasi- Supervised clinical fieldwork by special experimental design, validity, reliability, power arrangement. Taken Pass/No Pass. and error estimation. Prerequisite: 880. GPSY 893 Personal Growth (1) GPSY 882 Dissertation (12; 4 per term; Independent individual and/or group therapy. 1 per term for continuing This is to be ongoing during a portion of the enrollment) student's curriculum and is expected to model Examination of a professional problem by continued development throughout his/her means of literature search, conceptualization, professional career. Personal growth therapists use of data and written exposition, including a must be licensed or registered mental health variety of methods. Taken Pass/No Pass. practitioners. One credit unit per term; up to five credits of elective credit may be used for GPSY 883 Qualitative Research (3) personal growth. Taken Pass/No Pass. Exploration of phenomenological research, in which students conduct and analyze lengthy GPSY 894 Independent Study (1 or 2; in-depth interviews to understand meanings credit arranged) and themes used by participants to answer the Independent Study enables the student to questions or hypotheses raised by the re- pursue specialized, unique, elective interests searcher. Prerequisite: Instructor's permission. that are not part of the regular curriculum. Supplement curriculum offerings at the same GPSY 887 Practicum (12; 4 per term) level of difficulty and sophistication as regular A minimum of 500 training hours of which courses. The amount of effort per credit hour approximately one half are in direct service, should generally be comparable to that of one fourth in supervisory and training classroom credit hours. Not be used as an activities, and one fourth in administrative alternative to the required courses or for duties related to the above. The three terms of supervised clinical experience. No more than Practica are served in the Psychological two credits of Independent Study is allowed in Service Center or in other approved agencies. a term and no more than five credit hours of Taken Pass/No Pass. Prerequisites: 725, 727, Independent Study may be applied to the 735, 737, and 787, or 740. elective credit hours required for graduation.

GPSY 888 Advanced Practicum GPSY 895 Human Diversity (12; 4 per term) Workshop (1) A minimum of 500 training hours of which Knowledge and skills for working with diverse approximately one half are in direct service, and underserved populations. Topic varies. one fourth in supervisory and training Taken Pass/No Pass. activities, and one fourth in administrative duties related to the above. Advanced GPSY 899 Special Topic (1 to 3 credits) Practicum training is available in the A specialized topic in professional psychology Psychological Service Center or in other explored in depth. Students may re-enroll for approved agencies with the agreement of the credit only when different topics are covered. Coordinator of Clinical Training and the No more than 6 Special Topic credits may be student's advisor. Taken Pass/No Pass. applied to the 21 elective credit hours required Prerequisite: 887. for graduation. Prerequisite: Permission of instructor. GPSY 890 Internship (6; 2 per term) A minimum of one year full-time or two years half-time of 1800 hours of supervised clinical

www.pacificu.edu ❖ 157 THE MASTER OF ARTS IN is expected to continue in the future (1998- COUNSELING PSYCHOLOGY 99) Occupational Outlook Handbook). PROGRAM Organizational Behavior Track Courses The Counseling Psychology M.A. degree The Organizational Behavior Track will can typically be completed in two years of prepare students to work in industry in full time study. The program begins with dealing with individual and organiza- a year of basic theory and techniques in tional change. Graduates will be distin- counseling psychology. In the second year guished from those of Masters level students choose one of two specialty industrial and organizational psychology tracks: Behavior Analysis or Organiza- programs, in that the emphasis will be on tional Behavior. A total of 56 credit hours providing counseling services for prob- are required. In the first year 29 credits are lems encountered at work, rather than on taken. In the second year a minimum of 27 providing Human Resource services, such credits are taken. The 15 credits for as employee selection and compensation. practicum will allow the student to meet Recently, it has been recognized that there the 600 hour state requirement for pre- are work-related conditions which place degree supervised experience. The people at risk for psychological disorders. remaining 12 credits (either behavioral Strain from job stressors, for example, has analysis or organizational behavior) will been related to a number of medical and allow students to add a specialty that will psychological problems. In addition, the enhance their employability post-gradua- Americans with Disabilities Act requires tion. In addition, in the second year, employers to reasonably accommodate students will be required to pass a employees with mental disorders. At qualifying examination reflecting compe- present there are few people with training tency in counseling psychology. in both mental health and organizational behavior to assist with this process. It is Behavioral Analysis Track Courses expected that opportunities for preven- tion, amelioration, and accommodation of In the second year, the Behavioral Analysis mental health problems at work should Track will prepare students to work in develop over the next few years. mental health settings with a variety of populations. In addition, they will be able Behavioral change in organizations is to work with children with disabilities. expected to be an important part of the Graduates will be distinguished from work of graduates. It is clear that such those of other Masters level programs, in behavioral change can often be accom- that they will have expertise in pinpoint- plished through structural changes in ing behavioral targets of their clients in organization and job design, compensa- order to evaluate efficacy of their technical tion systems, leadership styles, and the strategies. Over the last three decades, the like. However, these methods are not behavioral approach, in light of its effective for all employees. In many cases empiricism and documented efficacy, has a talented individual has personal gained increasing acceptance in the mental shortcomings which make it difficult or health field. Being of a relatively short- impossible for that person to achieve his term nature, the behavioral approach or her career potential or organizational dovetails ideally with the managed care objectives. Counseling approaches have philosophy of health. Hallmarks of the been found to be effective for these behavioral approach are: empiricism, problems, but counselors also must have short-term objectives, precision of think- thorough knowledge as to how organiza- ing, documentation, and accountability. tions operate and how careers develop. Increasingly, behavioral analysts and technicians are finding their way into the mental health arena, working both independently and under the aegis of doctoral level clinicians. Currently, there are numerous opportunities nationwide for such Masters level clinicians; this trend

158 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF PROFESSIONAL PSYCHOLOGY

Course Descriptions CPSY 506 Interviewing and Master of Arts in Counseling Psychology Counseling Skills Laboratory (1) First Year Practical experience in using interviewing and counseling skills. Taken concurrently with CPSY 501 Human Growth & CPSY 504 Interviewing and Counseling Development (3) Skills, except with consent of instructor. Taken Considers development and socialization Pass/No Pass. across the lifespan. Particular attention is accorded to how developmental issues at CPSY 510 Social and Cultural varying levels impact the counseling process. Foundations (3) Examines social and cultural determinants of CPSY 502 Assessment of behavior, with particular relevance to the Individuals (3) counseling process. Also considers services and Theory and practice of various aspects of the service-delivery to underserved populations, process of assessing clinical problems. including Asian Americans, African Ameri- Information is covered regarding intake cans, Hispanic Americans and Native interviewing, structured interviewing, and American Indians. diagnosis and treatment planning. Addition- ally, course involves a description of a variety CPSY 511 Counseling Theory (3) of strategies (self-report, observational, Considers the theoretical models underlying objective) used in evaluating individuals. short-term therapies, with discussion of crisis intervention models, behavior therapy, family/ CPSY 503 Professional Orientation (3) marital therapy, and group therapy. Emphasis Considers standards of counseling practice, on rationale for selection criteria and outcome ethical and professional issues, mental health evaluation in time-limited treatment. The statutes, interaction with other helping time-limited model is underscored. professions, referrals, and consultation. Discussion of the role of managed care, social CPSY 521 Research Methods (3) and political factors impacting on practice. Considers scientific method, hypothesis generation, experimental and quasi-experimen- CPSY 504 Interviewing and tal design, power and error estimation, Counseling Skills (3) reliability, and validity. Emphasis is on how Introduction to communication skills in the research methods relate to accountability in helping relationship, including active practice. Both quantitative and qualitative listening, accurate empathy, establishment of approaches will be covered. rapport, nonjudgmental attitude, reflecting, facilitation of client self-exploration, behavior CPSY 531 Career Development (3) monitoring, interpretation, and extracting Evaluates theoretical underpinnings of career relevant clinical information. Role playing will choice as related to interest. Examines the be used extensively as a teaching tool. complexities of careers and methods (interest and aptitude surveys) to guide clients in CPSY 505 Individual Assessment making choices. Development issues across the Laboratory (1) career span including mentoring, role changes, Taken in conjunction with CPSY 502 and retirement planning are included. Assessment of Individuals, except with consent of instructor. Provides an opportunity for CPSY 535 Group Dynamics (3) students to implement assessment strategies Considers group counseling approaches and learned in Assessment of Individuals. models; issues of group leadership; styles of Emphasis is placed on experiential learning leadership and group facilitation skills. opportunities and constructive feedback Consideration is given to specific goals and regarding assessment skills. counseling methods to facilitate group cohesion Taken Pass/No Pass. and growth.

www.pacificu.edu ❖ 159 Second Year one fourth in supervisory and training activities, and one fourth in administrative CPSY 561 Behavioral Analysis I (4) duties related to the above. The three terms of Theoretical basis and basic principles of Practica are served in the Psychological behavior analysis (reinforcement, punishment) Service Center or in other agencies approved are considered. The practical foundations of by the Director of the Program in consultation behavioral assessment are presented, including with the Coordinator of Clinical Training at skills in functional assessment. SPP. The primary objective is to enable the student to practice, under supervision, CPSY 562 Behavioral Analysis II (4) counseling and assessment skills, with a Specific emphasis on assessment and behav- variety of populations. Taken Pass/No Pass. ioral treatment of children and adolescents. Course material is divided between strategies for working with children with developmental Elective Courses disabilities and strategies for working with children who are developing typically but who CPSY 500 Accelerated General are presenting with clinical concerns. Psychology (4) Serves as an accelerated introduction to the CPSY 563 Behavioral Analysis III (4) field of psychology. The content includes those Specific emphasis on behavioral analysis and areas most needed by a prospective graduate treatment of adults and older adults with a student in counseling psychology, including: large variety of presenting problems. scientific methods in psychology, learning theories, memory and cognition, neuroanatomy CPSY 571 Organizational Behavior I: and psychophysiology, motivation and Organizational Psychology (4) emotion, personality, and psychopathology. Considers the theory of organizational systems, Other topics may be covered at the discretion of organizational design, technology, motivation, the instructor. The course also includes an leadership, culture and climate, and social introduction to reading and writing psycho- relationships, logical literature and the analysis of psycho- logical phenomena. Credit may not be used to CPSY 572 Organizational Behavior II: fulfill degree requirements. Individual (4) Problems and Interventions. Identifying and CPSY 520 Probability and Statistics (3) changing individual performance problems in Probability, scaling and enumeration, organizations. Includes performance appraisal descriptive and inferential statistics. Group and feedback, training, performance manage- comparisons and correlation/regression. ment and engineering, disabilities, job design, stress reduction, and other practices. CPSY 555 Special Topics or Independent Study CPSY 573 Organizational Behavior III: CPSY 595 Research Participation Organizational Problems and Interventions (4) Working with entire organizational units to change culture, attitudes, norms, and other factors to make organizations more productive and better places to work.

CPSY 590 Practica I, II, and III (15; 5 per term) Total of 600 hours across the three practica in preparation for supervised practice post- Masters graduation. Of the 600 hours, approximately one half are in direct service,

160 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF PROFESSIONAL PSYCHOLOGY CALENDAR School of Professional Psychology Calendar 2000-2001

FALL SEMESTER 2000 September 5 - December 15 October October 1 Application for Degree August due for degree conferral January 31, 2001 August 4-8 APA Convention, Washington DC November August 14-19 PSC closed November 1 Spring Semester 2001 August 21-22 Faculty Planning registration begins Conference November 15 Final day to withdraw August 21-25 Intern Orientation Week from Fall classes August 28 Practicum/Internship November 22 Classes are held today begins at PSC Campus Office closes at noon - PSC closed August 29 PSC Orientation for Practicum Students November 23-25 Thanksgiving Holiday Campus Office and PSC Program Orientation for closed - No classes New M.A. Counseling Students December August 31 Conferral date for Summer Term 2000 December 1 Final day to register for degree completion Spring Semester December 15 Last day of Fall Semes- September ter - (All exams must be completed and all September 2 PSC closed coursework is due) September 4 Labor Day Holiday December 22- No classes - Campus Office and PSC closed Jan 1 Christmas Holiday Campus Office and PSC September 5 Fall Semester closed M.A. classes begin September 5-6 Program Orientation for New Psy.D. Students September 7 Fall Semester Psy.D. classes begin September 20 Final day to drop/add Fall classes

www.pacificu.edu ❖ 161 SPRING SEMESTER 2001 SUMMER SESSION 2001 January 3 - April 17 April 25 - July 24 January April January 3 Spring Semester Psy.D. April 25 Summer Session Psy.D. and M.A. classes begin and M.A. classes begin January 15 Application for Degree due for degree conferral May May 19, 2001 May 8 Final day to drop/add January 16 Final day to drop/add Summer classes Spring classes May 19 Commencement January 31 Conferral date for Fall Conferral date for Semester 2000 degree Spring Semester 2001 completion degree completion May 28 Memorial Day Holiday March No classes - Campus March 13 Summer Session 2001 Office and PSC closed registration begins May 29 Memorial Day Break Final day to withdraw No classes - PSC closed from Spring classes March 19-23 Spring Break - No June classes - Campus Office June 1 Application and PSC open April April 13 Final day to register for Summer Term April 17 Last day of Spring Semester (All exams must be completed and all coursework is due) April 18-24 PSC closed

162 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 POLICIES & PROCEDURES Academic Policies & Procedures

ACADEMIC POLICY Course Registration ADMINISTRATION Course registration procedures and class schedules are distributed each semester by The Deans and Directors of the graduate the Registrar’s Office. Continuing students professional schools in cooperation with may pre-register for classes (see Academic the Registrar handles matters of academic Calendar). The University reserves the rules and regulations. rights to cancel the registration of any student who is delinquent in meeting their financial obligation to the University. REGISTRATION POLICIES Measles Vaccination Policy Registration Requirements The State of Oregon requires all full-time Professional program students should college students born after 1956 to have contact the specific program office or the had two doses of the measles vaccine. Registrar’s office for registration Students who have not satisfied this procedures. Policies and procedures vary requirement by November 1 of Fall by program. semester (March 15 for Spring semester) In general, all new students must complete will not be permitted to pre-register for their initial registration no later than the future classes until they are in compliance. fourth day of classes (or equivalent) of the Please direct questions regarding this semester; continuing students may matter to the Student Health Center at complete initial registration through the 503-359-2269. 10th day (or equivalent) of the semester. Students may add and drop classes Oregon Independent Colleges through the 10th day (or equivalent) of the semester. The adding of classes is not Cross-Registration normally allowed after the 10th day. Pacific University participates in the Students may withdraw from classes Oregon Independent Colleges (OICA) through the 10th week (or equivalent) Cross-Registration program, in which of the semester, with a “W” posted students enrolled full-time at any OICA on the student’s academic record. Please college may take a maximum of one refer to the Schedule of Classes for add/ undergraduate course per term at another drop equivalents for Winter III and OICA campus. No additional tuition will summer terms. be charged for the cross-registered course A student is officially registered for classes by either institution, with the exception of only after needed approvals from the possible overload or special course fees. advisor and instructors have been filed Students may not cross-register for a with the Registrar and classes are entered course that is offered on their own campus into the computer registration system. All unless scheduling conflicts prevent taking students are required to sign the final the course. Registration is permitted on a registration form at the beginning of each “space-available” basis. For more informa- term in the Registrar’s Office. tion contact the Pacific University Registrar’s Office.

www.pacificu.edu ❖ 163 Withdrawals from the University if the student has mental or physical health problems that Students may drop a class through the cause the student to engage in or threaten first ten class days of the semester (first to engage in behavior which (a) poses a three days of a three week term) without danger of causing physical harm to the having the class appear on the transcript. student or to others or (b) directly and Students may withdraw through the tenth substantially impedes the activities of week of the semester (second week of a other members of the campus community. three week term) and receive a “W” on the (The procedure to be followed in these transcript, with no grade penalty. Late withdrawals is printed in its entirety in withdrawals are normally not permitted Pacific Stuff and is in accord with the unless approved by the appropriate guidelines of the American Psychiatric Academic Standards committee. Association and Section 504 of The It is the responsibility of the student to Rehabilitation Act of 1973.) Re-enrollment notify the Registrar’s Office and the will be at the discretion of the Dean of instructor regarding withdrawing from a Students, in consultation with appropriate class, otherwise the student may receive a health professionals. failing grade. Prior to the end of the withdrawal period instructors may notify Note for Professional Psychology Students: the Registrar of student(s) not attending Withdrawal from three courses constitutes class, and may withdraw them and issue a grounds for dismissal from the program except grade of “W”. If a student has pre- under extenuating circumstances. registered for a class and does not attend during the first two weeks (first three days Normal Load, Overloads of a three week term), that student may be dropped from the class (unless prior To be a full-time student, the student must arrangements have been made). be registered for at least 12 hours in the semester. If a student wishes to withdraw from all classes, an exit interview with the Dean of Students is necessary to initiate the formal Class Standing: withdrawing process. This will ensure that Progression is defined separately by each all student account and credit calculations graduate professional program. occur appropriately. Students who must withdraw for health emergencies or other emergency reasons GRADING POLICIES may be granted an Administrative Withdrawal by the Dean of Students (for Grades are recorded by letter, with the undergraduate students) or by the following point values: appropriate Dean or Program Director (for A 4.0 ...... Excellent Professional students). The Dean/Program A- 3.7 ...... Excellent Director will consult with the course B+ 3.3 ...... Good instructors and may require a statement from a physician or other documentation. B 3.0 ...... Good Instructors may withdraw a student from B- 2.7 ...... Good a class for misconduct, or for disruptive or C+ 2.3 ...... Satisfactory endangering behavior that interferes with C 2.0 ...... Satisfactory the faculty member’s obligation to set and C- 1.7 ...... Substandard meet academic and behavioral standards D+ 1.3 ...... Substandard in each class. Misconduct or disruption does not apply to the content of speech or D 1.0 ...... Substandard written work protected by freedom of F 0 ...... Failure expression or academic freedom. Due P ...... Pass process will be followed and students may H ...... Pass-A equivalent appeal such decisions to the appropriate HP ...... Pass-B equivalent committee or administrator. N ...... No Pass The Dean of Students, acting on behalf of I 0.0 ...... Incomplete the University, may withdraw a student

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IA 4.0 ...... Incomplete; option you may not revert back to the contingent grade A graded option. IA- 3.7 ...... Incomplete; contingent grade A- Pass/No Pass Option IB+ 3.3 ...... Incomplete; Students must declare the Pass/No Pass contingent grade B+ option before the end of the tenth week of IB 3.0 ...... Incomplete; the course, by completing the appropriate contingent grade B form in the Registrar’s Office. Once you IB- 2.7 ...... Incomplete; declare the Pass/No Pass option you may contingent grade B- not revert back to the graded option. IC+ 2.3 ...... Incomplete; Arts and Sciences, Education, Optometry: contingent grade C+ “P” grade is equivalent to a “C” or above. IC 2.0 ...... Incomplete; Physical Therapy, Professional Psychol- contingent grade C ogy: “P” grade equivalent to a “B” or IC- 1.7 ...... Incomplete; above. contingent grade C- Optometry students may receive an “H” ID+ 1.3 ...... Incomplete; grade for “A” work that is demonstrated contingent grade D+ by exemplary achievements in patient care ID 1.0 ...... Incomplete; or an “HP” for “B” work in patient care contingent grade D that is consistently above proficiency IF 0.0 ...... Incomplete; standards in patient care courses. contingent grade F In Arts and Sciences, students may take W ...... Withdrawal by Student one course, in addition to courses requir- ing Pass/No Pass grading, each semester AW ...... Administrative on a Pass/No Pass basis; such courses Withdrawal may not be used to fulfill core require- X ...... Continuing Course ments, science requirements for the (Limited to courses approved by the Bachelor of Science degree, major or minor College or Program Curriculum requirements, or teaching endorsement Committee. The grade of “X” will requirements. revert to a “P,” “N,” or letter grade when work is completed.) Incompletes While the College of Arts and Sciences and Instructors may issue a grade of Incom- the College of Optometry utilize all of the plete only when the major portion of a letter grade options, the College of course has been completed satisfactorily, Optometry considers semester grades but health or other emergency reasons below “C” as substandard, and substan- prevent the student from finishing all dard grades may not be used toward requirements in the course. The instructor fulfillment of the Doctor of Optometry and the student should agree upon a degree. The Schools of Education, Occupa- deadline by which all work will be tional Therapy, Physician’s Assistant completed, with the following limitations: Studies and Physical Therapy consider all 1. Incompletes given for Fall and or marks with point values below “C” as Winter III terms must be completed by failure. The School of Professional the following April 15. Psychology uses only “A”, “B”, and “F” grade marks. 2. Incompletes given for Spring semester or Summer session must be completed Auditing by the following November 15. Instructors will issue the grade the student As an auditor, a student enrolls in, pays would have earned by not completing the for, and attends classes, but does not course, preceded by an “I”. This grade is necessarily complete assignments or take determined by including a failing grade examinations. No credit is received for an for the missing assignment(s) in the audited course. Students must declare the calculation of the final grade. If the agreed Audit option before the end of the add- upon course work is not completed in the drop period. Once you declare the Audit

www.pacificu.edu ❖ 165 period allotted and an extension has not Transfer Credits and GPA been granted, the grade issued will Only grades earned at Pacific are calcu- become permanent. The contingency lated into the Pacific GPA. Courses taken grade will be used in the computation of elsewhere, if approved by the Registrar, the GPA until such time as a new grade is can be used to meet degree requirements, recorded. but the grades in transfer courses are not included in the calculation of the GPA. A Repeated Courses grade of below “C-” earned at another If a course taken at Pacific University is institution will not transfer to Pacific repeated at Pacific University, in the University. Transfer courses used to satisfy College of Arts and Sciences and in a major or minor requirement may need Education, only the higher grade is used department approval. in computing the grade point average; in all other professional programs BOTH Satisfactory grades are counted in the grade point Academic Progress average. Policies with regard to satisfactory If a course taken at Pacific is repeated at progress are described within the profes- another institution, the Pacific grade will sional program sections of this catalog. still be counted in the GPA. No course Student should also consult the may be counted more than once towards University’s student handbook, “Pacific graduation requirements. Stuff,” and policy documents distributed by the individual schools. Grade Change Once a grade is submitted to the Registrar Readmission after Suspension it shall not be changed except in the case Suspended students may apply to the of recording errors. Grade changes will be appropriate Dean’s or Director’s office to approved by the appropriate Dean or begin the readmission process one year Director. after suspension. Complete applications for readmission for fall semester must be Grade Reports received no later than August 1st; com- Grades will be reported to students at the plete applications for spring semester end of each grading period. Grades must be received no later than January normally are sent to the student’s perma- 2nd. nent address, unless otherwise specified. Dates may vary by program and it is the According to the Student Academic responsibility of the applicant to check the Records Policy, parents of students will be dates and requirements set by the program mailed grade reports only if the student for which re-admission is being sought. has provided the Registrar with a signed Within the application for readmission release. students should present evidence of renewed motivation and commitment to Transcripts academic success such as successful Students may review their academic employment or study at another college records upon request or order a transcript during the interim. With such evidence of the Pacific University record in accor- readmission may be granted, unless the dance with the Family Rights and Privacy professional program committee deter- Act guidelines. A signed request for the mines that academic success at Pacific is transcript must be supplied to the still unlikely. Registrar’s Office, with a $2 fee assessed Students re-admitted after being on for each official transcript requested. suspension will be placed on probation Unofficial transcripts for presently (see above). If a re-admitted student enrolled students are free, with a limit of subsequently does not meet the academic two per request, and are to be picked up in standards of Pacific University and person. Up to one week may be necessary becomes eligible for suspension, that for official transcript requests; two days student may be dismissed from the for unofficial requests. University.

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Veterans’ educational benefits natural sciences and three credits in all other subjects. Actual placement in college The Registrar is the certifying official for courses depends on the student’s prepara- all Veterans’ benefits for students. All tion and is arranged through the relevant eligible students are requested to fill out department. necessary application and certification documents prior to the start of classes. Attendance Summer Sessions Students are responsible for class atten- dance, participation, and completion of Each summer, Pacific University offers assignments. The University believes that three intensive 4-week terms through the students should attend all classes. Summer Sessions program. A variety of classes are available which apply to Individual faculty members should notify undergraduate degree requirements and students in their classes of their attendance graduate teacher education programs. policy at the beginning of each semester; Summer Sessions provides an affordable students should request a clear statement option for earning additional credits or of policy. The instructor may lower a accelerating degree completion. The student’s grade or may officially withdraw Summer Sessions course listing is avail- the student from the course through the able in mid-March and may be requested tenth week of the semester for poor by writing or calling the Registrar’s Office. attendance or participation. Students are encouraged to inform their instructors of unavoidable absence in OTHER POLICIES & PROCEDURES advance. Assignment of make-up work is at the discretion of the instructor. Academic Advising Students are assigned a faculty advisor by Auditing the Dean’s Office upon admission to With the consent of the instructor, students Pacific. Advisors work closely with may attend any class. Students auditing students to develop a sequence of courses classes may participate in discussion with that meets individual needs. Experience the instructor’s consent, but will not shows that successful students are those receive credit. The evaluation of papers or who have frequent contact with their tests is at the discretion of the insturctor. Faculty Advisors, and students may not To receive notation on their transcripts, register for classes until they have students must register as auditors and pay consulted with their advisor. the auditing fee. All Audits must be When students declare a major, during the declared by the end of the add-drop sophomore year, they should be working period. with a Faculty Advisor in their major area. Problems with advising should be taken to Independent Study (Learning Contract) the Dean’s office. To undertake advanced and independent Students who expect to apply to Pacific study in subjects not covered by regular programs in Teacher Education, Optom- courses, students may arrange independent etry, Physical Therapy, Occupational study with a professor. An independent Therapy, or Professional Psychology must study form, available at the Registrar’s pass specific prerequisite courses: see the Office, must be to the Dean’s office, com- relevant sections of this catalog. plete with all approval signatures. Students are urged to seek the help of the Admissions Office which maintains International Baccalaureate Degree information on prerequisite courses. Pacific University recognizes the Interna- Advanced Placement tional Baccalaureate program as providing college-level work. Six semester credits Credit toward graduation will be given for will be awarded for each higher examina- a score of 4 or 5 on the advanced place- tion passed with a score of 5 or higher. ment test in any field. Credit awarded will Course credits will be regarded as transfer be four credits in mathematics and the

www.pacificu.edu ❖ 167 credit and will be determined by the should submit to the Registrar’s Office Registrar in consultation with the appro- written requests that identify the priate department chairs. No credit will be record(s) they wish to inspect. The awarded for Subsidiary courses. A Registrar will make arrangements for maximum of 30 credits can be earned. access and notify the student of the time and place where the records may Progress Assessments be inspected. If the records are not maintained by the Registrar’s Office, At the beginning of a student’s senior year the student shall be advised of the or last professional year (or upon student correct official to whom the request request), the Registrar’s Office will should be addressed. prepare an academic evaluation showing progress toward meeting graduation 2. The right to request the amendment of requirements. Students are expected, the student’s education records that the however, to know what the requirements student believes are inaccurate. are. Students may ask Pacific University to amend a record that they believe is inaccurate. They should write the ROTC Registrar, clearly identify the part of the Students attending Pacific University who record they want changed, and specify are receiving ROTC funding and wish to why it is inaccurate. take ROTC coursework may do so at If Pacific University decides not to Portland State University. Pacific will amend the record as requested by the accept up to 14 semester hours of Military student, the student shall be notified of science coursework from PSU, excluding the decision and advised as to his or MS 111, 112, 113. her right to a hearing regarding the Under a cooperative agreement with the request for amendment. Additional University of Portland, Pacific University information regarding the hearing students may participate in the Air Force procedures will be provided to the Reserve Officer Training Corps (AFROTC) student when notified of the right to a offered on the University of Portland hearing. campus. The purpose of the program, 3. The right to consent to disclosures of which is administered by the Aerospace personally identifiable information Studies faculty, is to select and train contained in the student’s education students to serve as officers in the United records, except to the extent that FERPA States Air Force. authorizes disclosure without consent. AFROTC is available to men and women One exception which permits disclo- with a minimum of 2 years of college sure without consent is disclosure to remaining. Scholarships are available on a school officials with legitimate educa- competitive basis for those who qualify. tional interests. A school official is a For more information, check out the person employed by Pacific University University of Portland web site or contact in an administrative, supervisory, the Program Counselor at the University academic or research, or support staff of Portland. position (including law enforcement unit personnel and health staff); a Students’ Rights Under person or company with whom Pacific The Family Educational Rights University has contracted (such as an and Privacy Act (FERPA) attorney, auditor, or collection agent); a person serving on the Board of Trust- The Family Educational Rights and ees; or a student serving on an official Privacy Act (FERPA) affords students committee, such as a disciplinary or certain rights with respect to their educa- grievance committee, or assisting tion records. They are: another school official in performing 1. The right to inspect and review the his or her tasks. student’s education records within 45 A school official has a legitimate days of the day Pacific University educational interest if the official needs receives a request for access. Students to review an education record in order

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to fulfill his or her professional respon- Students may withhold Directory Informa- sibility. tion by notifying the Registrar in writing; Pacific University may disclose please note that such withholding requests education records without consent to are binding for all information to all officials of another school, upon parties other than for those exceptions request, in which a student seeks or allowed under the Act. Students should intends to enroll. consider all aspects of a Directory Hold prior to filing such a request.Although the 4. The right to file a complaint with the initial request must be filed during the U.S. Department of Education concern- first two weeks of the enrollment period, ing alleged failures by Pacific Univer- requests for non-disclosure will be sity to comply with the requirements of honored by the University for no more FERPA. The name and address of the than one academic year. Re-authorization Office that administers FERPA is: to withhold Directory Information must be Family Policy Compliance Office filed annually in the Registrar’s Office U.S. Department of Education within the first two weeks of the fall 400 Maryland Avenue, SW semester. Washington, DC 20202-4605 Policy Availability Directory Information Pacific University policy explains in detail At its discretion Pacific University may procedures to be used by the institution provide Directory Information in accor- for compliance with the provisions of dance with the provisions of the Family FERPA. Copies of the policy are on the Education Rights and Privacy Act. Registrar’s Office Web Site or are available Directory Information is defined as that in the Office of the Registrar. information which would not generally be considered harmful or an invasion of privacy if disclosed. Designated Directory Information at Pacific University includes the following: student name, permanent address, local address, temporary address, electronic mail address, telephone number, dates of attendance, degrees and awards received, major field of study, participation in officially recognized activities and sports, weight and height of members of athletic teams, theses titles/topics, photograph, full-time/part-time status, most recent previous school attended, date and place of birth.

www.pacificu.edu ❖ 169 Academic Conduct Policies

CODE OF ACADEMIC CONDUCT themselves, other persons or property. Students have the responsibility to abide by Honesty and integrity are expected of all the standards, policies, and regulations of students in class participation, examina- the University. tions, assignments, patient care and other academic work. Students have the Policy of Academic Integrity obligation to conduct themselves as mature and responsible participants in this Pacific University is an academic commu- community. Towards this end, the nity where the pursuit of knowledge, University has established policies, understanding, and skills unites us as its standards and guidelines that collectively members. This community depends on the define the Student Code of Conduct. The integrity of its members to fulfill its Student Code of Conduct includes all mission, and we all have a clear and policies, standards and guidelines vested interest in promoting it. Every one included in, but not limited to: of us has reasons to be concerned about academically dishonest practices. Among • The University Catalog such reasons are the following: • The University Handbook 1. Academic integrity is at the core of our • The Student Handbook, “Pacific Stuff” community values. • Residence Hall Handbook and Con- 2. Academic dishonesty can undermine tracts the value of Pacific diplomas by weakening the reputation of Pacific Statement of Students’ Rights and University, associating it in the public Responsibilities mind with institutions whose students have little integrity and a poor work Every student has a right to conditions ethic. favorable to learning. Students have the 3. Academically dishonest practices are right to pursue an education free from corrosive of individual and community discrimination based on gender, race, integrity. ethnicity, religion, marital status, age, sexual orientation or physical handicap. 4. In the long run they harm the perpetra- Students at Pacific enjoy the freedoms of tor, who fails to give him/herself the speech, expression, and association, the opportunity to develop ideas and skills. right to privacy, the right to freedom from 5. They are unfair, because they give the harassment, the right to due process in cheater an advantage over other judicial matters, and the right to appeal students who are relying on their own judgments and penalties for alleged work and knowledge. misconduct. 6. They are unfair because they weaken Students have the responsibility to conduct the link between grades and work, themselves, both individually and in groups, undermining the immediate incentive in a manner which promotes an atmosphere of students to put in the hard work conducive to teaching, studying and necessary to develop skills and learning. Students are expected to uphold knowledge. academic and personal integrity, to respect 7. Certain forms of academic dishonesty, the rights of others, to refrain from disrup- because they infringe on copyrights, are tive, threatening, intimidating, or harassing illegal. behavior, or behavior which is harmful to

170 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 ACADEMIC CONDUCT POLICIES

8. Academic dishonesty is a violation of of the violation; nevertheless, in all cases it the Pacific University Code of Aca- is and will be treated as a violation. demic Conduct and will be punished Behaviors that fall under this category according to university and college include, but are not limited to: policy. 1. Quoting another person’s actual words, Students wishing to join Pacific’s under- complete sentences or paragraphs, or graduate academic community are asked an entire piece of written work without to sign a document confirming that they acknowledgment of the source. have read, understood, and agree to 2. Using another person’s ideas, opinions, uphold the University’s Standards of or theories, even if they are presented academic integrity. entirely in your own words, without proper acknowledgment of the source Forms of Academic Dishonesty Cheating from which they were taken. Cheating is an attempt to use deception to 3. Using facts, statistics, or other material portray one’s knowledge and skills as better to support an argument without than they really are. Behaviors that fall under acknowledgment of the source. the label of cheating include, but are not limited 4. Copying another student’s work. to: 1. giving or receiving unauthorized aid in academic work such as the improper Fabrication use of books, notes, or other students’ Fabrication is the intentional use of tests or papers. invented information, or the use of 2. taking a dishonest competitive falsified results or data with the intent to advantage, for instance preventing deceive. Behaviors that fall under this others from obtaining fair and equal category include, but are not limited to: access to information resources. 1. Citation of information not taken from 3. using work done for one course in the source that is cited. fulfillment of the requirements of 2. Listing sources in a bibliography not another, without the approval of the used in the academic project. instructors involved. 3. Submitting a paper or lab report or any 4. copying from another student’s paper. other kind of document based on 5. allowing another student to cheat from falsified, invented information, or the your test paper. deliberate concealment or distortion of the true nature of such data. 6. collaborating on projects or exams that are clearly meant to be individual 4. Forging a signature on a University enterprises. document. 7. using any unauthorized materials during a test. Other Forms of Academic Misconduct 8. taking a test for someone else, or These address the intentional violation of allowing someone else to take a test University policies, including but not for you. limited to: 9. stealing another student’s work, 1. tampering with grades or helping including material in a computer file, another to tamper with grades or any and submitting it as your own. other part of a student’s academic record. Plagiarism 2. furnishing to a University office or official a document based on informa- Plagiarism is the use of someone else’s tion that you know is false or which has words, ideas, or data as your own without proper documentation or acknowledg- been tampered with in an unauthorized fashion. ment. Quotations must be clearly marked, and sources of information, ideas, or 3. stealing, buying, or otherwise obtaining opinions of others must be clearly indi- all or part of an unadministered test. cated in all written work. Plagiarism can Also the unauthorized (by the instruc- be unintentional, depending on the nature tor) use of a previously administered test. www.pacificu.edu ❖ 171 4. changing a grade in a faculty member’s instance of academic dishonesty has records, on a test, or on other work for occurred. which a grade has been given. 1. Review the evidence to ensure that 5. using electronic information resources there are sufficient grounds to warrant in violation of the “Acceptable Use a charge of academic dishonesty. Policy” (which must be signed before Faculty involved will not consult with joining the University’s electronic colleagues and discuss the details of the network). incident, but instead consult with the Dean’s office to help determine what Sanctions and Procedures for Handling course of action to pursue. Cases of Academic Dishonesty 2. If the faculty member is fairly certain that she or he is dealing with a case of It is Pacific University policy that all acts of academic dishonesty, the faculty academic dishonesty be reported to the member should meet with the student Dean or Director of the applicable College in question as soon as possible. If the or School. student is unable to explain away the faculty member’s suspicions, then the Sanctions faculty member will collect all available The range of possible sanctions that may evidence, keeping the originals and be imposed in instances of academic submitting photocopies to the Dean. dishonesty includes, but is not limited to, Consultation with the Dean will occur those listed below; it is general universal immediately after having consulted policy that sanctions are imposed that are with the student(s) involved. Either the consistent with the severity of the viola- faculty member or the Dean will make tion. a photocopy of the work in question available to the accused student(s) on 1. An “F” for the assignment. request. 2. An “F” for the course. 3. When a faculty member believes that a 3. In case of violations of the “Acceptable student has violated the academic Use Policy,” sanctions range from being honesty code during the final examina- barred from the campus electronic tion period and cannot discuss the issue network to suspension from the with the student in question (because College. he/she has left campus for the holiday 4. In particularly serious broaches of the or summer), the faculty member will academic honesty code, or in repeat assign the student an “L” grade to offenses, suspension or dismissal from show that the actual grade will be the College may be imposed, as well as turned in late. other appropriate sanctions. 4. In cases in which the student and the In all instances, the violation shall be faculty member come to an agreement reported to the appropriate Dean or about the violation and its sanction, the Director. In most first offenses, no perma- faculty member may assign the grade nent record of the violation will be made. agreed upon. In any event, the faculty Should the student not be involved in any member will submit a timely, brief, subsequent incidents of academic dishon- written report of the incident to the esty, then the confidential file will be Dean. destroyed upon the student’s graduation. 5. In cases where mutual agreement Only those faculty members directly between student and faculty member involved in the incident and those serving has not been reached, the following on panels that might hear a student’s procedures shall be followed: appeal will be notified. Serious or second a. The faculty member will collect all violations will, however, be noted on the available evidence and submit permanent record. photocopies of it (keeping the originals) to the Dean or Director, Procedures along with a brief written report of The faculty members will follow these the incident and a recommended procedures when they believe that an sanction.

172 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 ACADEMIC CONDUCT POLICIES

b. The Dean or Director will review the Things Students Can Do to Avoid Charges evidence, consult with the of Academic Dishonesty student(s), make a determination about whether or not academic 1. Prepare in advance for examinations dishonesty occurred, and, if so, will and assignments; don’t let yourself get impose a sanction commensurate too far behind in your reading and with the nature of the offense. studying for any of your courses. c. The student may appeal the decision 2. Prevent other students from copying of the Dean or Director to the your exams or assignments. Try to committee designated to receive choose a seat during an exam away such appeals for his or her profes- from other students. Shield your exam. sional program. Don’t distribute your papers to other students prior to turning them in. University Level Appeals 3. Check with your instructor about special requirements that might pertain Final appeals for all cases of academic to that particular course or assignment. misconduct will be heard by the Univer- If you cannot find a written section in sity Standards and Appeals Board. All the syllabus or on the actual assign- requests for appeals of rulings by college ment to answer your questions about or school academic standards committees what is acceptable, ask the instructor shall be submitted in writing to the Vice what his/her expectations are. President for Academic Affairs within 10 school days after the ruling is received by 4. Utilize a recognized handbook on the the student. Appeals shall be considered citation of sources (Many professional by the University Standards and Appeals organizations have style manuals for Board, which is a standing committee of this purpose, for example, the APA the University. Style Manual for psychology or the MLA Style Sheet for the humanities). Appeals must be explicitly justified by at Be sure to ask your professor what an least one of the following reasons: acceptable style guide is for the written 1. Evidence of error in procedure by a work you will be submitting in her/his school or college academic standards course. committee, 5. Discourage dishonesty among other 2. New evidence sufficient to alter students. a decision, 6. Refuse to help students who cheat. 3. Evidence that the sanction(s) imposed 7. Protect your rights and those of other was not appropriate to the severity of honest students by reporting incidents the violation. of cheating you have observed to the Following the receipt of the appeal, the professor. Board shall convene to consider the appeal. On the basis of the available evidence, the Board will deny the appeal, call for a hearing, or when deemed appropriate, return the appeal to the original academic standards committee for reconsideration. Decisions of the University Standards and Appeals Board are final. The Vice President for Academic Affairs shall appoint alternate members in cases of conflict of interest or if a regular member is unavailable.

www.pacificu.edu ❖ 173 College & University Resources

CAREER DEVELOPMENT CENTER Malheur National Wildlife Refuge. An astounding range of wildlife habitats in Brian O’Driscoll, the region generates more than 840 species Director of Career Development of vascular plants, 280 species of birds and 50 species of mammals. Steens Mountain, Located in Chapman Hall, the Career a large fault block which rises to 9,700 feet, Development Center offers a number of lies along the southeast boundary of the services to graduate students as they prepare refuge. Desert landforms, outstanding for the transition to professional life. Most of the volcanic features, massive uplifts carved by ancient glaciers, numerous 9,000 to graduate schools work with the Center to 10,000-year-old archeological sites, cattle incorporate sessions on resume preparation, baron ranches, pioneer settlements, mines interviewing strategies, and job search and ghost towns are just a few of the rich techniques into their curricula at an appropriate discoveries nearby. time in their programs. Additionally, graduate The field station has dormitories and students are welcome at any time to use the trailers, food service, laundry facilities, a Center to receive help with career-related store, laboratory and classroom facilities, a small library and a museum. issues on an individual basis as well. Specific Courses in such areas as ethnobiology, services to keep in mind are resume ecology, natural history, biology, consultation, interview coaching, job search ornithology, geology, art, astronomy and assistance, and access to Pacific’s Alumni photography are offered during the Career Network. The staff of the Career summer. Pacific students are encouraged Development Center take pride in delivering to take classes for credit offered by Malheur Field Station. Information about friendly, individualized service to ensure that classes and use of the field station is students receive the very best career support available from Professor Jordan and from and preparation possible to enable successful The Director, Malheur Field Station, career launch upon graduation. The Center is HC 72 Box 260, Princeton, OR 97721, located in Chapman Hall, and staff can be telephone 541-493-2629, e-mail: [email protected]. Information can also contacted at 359-2877 and be obtained by visiting the web site at [email protected]. www.geol.pdx.edu/MFS.

MALHEUR FIELD STATION OREGON CAMPUS COMPACT Dr. William Jordan, Ellen Hastay, Director Chemistry, Campus Representative In 1996, Pacific University joined with five Pacific University participates in Malheur other Oregon colleges and universities to Field Station as part of a consortium of 15 form the Oregon Campus Compact, a colleges and universities in Oregon, division of national Campus Compact: Washington and Idaho. Higher Education in Service to the Nation. Malheur Field Station is located in the This is an organization of college and high desert country, 32 miles south of university presidents committed to Burns, Oregon, on the western edge of the helping students develop the values and

174 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 UNIVERSITY RESOURCES skills of citizenship through participation general public include lectures by internation- in public and community service. ally known scholars, film presentations, plays, exhibits, symphony and commemora- Oregon Campus Compact has as its tive events such as Yom Hashoah, Day of purpose to increase campus wide partici- Holocaust Remembrance. pation in community and public service, and to integrate community service and/ Pacific University recognizes and fully or service learning as valued elements of supports the importance of the work of the undergraduate education. It is committed OHRC and, accordingly, the OHRC and to enhancing a sense of personal and social Pacific joined in a mutual affiliation in 1994. responsibility, citizenship, and awareness The OHRC’s executive director’s office is of societal institutions and structures by all located in Warner 25 on the main campus. In members of the academic community addition, the OHRC maintains an office in while reinvigorating higher education’s Portland. concern for improving the quality of life in our society. Faculty members, staff, and students may PACIFIC HUMANITARIAN CENTER take advantage of ORCC services and Michael R. Steele, FacultyDirector resources including: technical assistance for developing service learning courses Ellen Hastay, Service Learning Coordinator and programs, mini-grants, a quarterly The Pacific Humanitarian Center facilitates newsletter, resource library, and work- student access to service-learning opportuni- shops on topics of interest in community ties for field placement and courses having a service learning. The Oregon Campus service component. Living groups, campus Compact is head quartered at the organizations, and individual students may Humanitarian Center in Chapman Hall. also find assistance in developing or finding sites for volunteer projects. The Center’s data base contains more than 200 local organiza- OREGON HOLOCAUST tions that utilize volunteers as well as RESOURCE CENTER community outreach programs coordinated through the Humanitarian Center itself. Geralyn Senft, Program Director Most of the Center’s service placements are in Established independently in 1984, The local social service organizations, peace Oregon Holocaust Resource Center is a organizations, governmental agencies and not-for-profit educational organization public schools. Among the more popular dedicated to communicating the lessons of placements are tutoring and mentoring the Holocaust to teachers, students and youth, working at homeless and women’s the general community in Oregon and shelters, working with senior citizens, helping southwest Washington, in fulfillment of environmental agencies, teaching in literacy the testament left by the victims to the programs for Hispanic families, and sponsor- survivors — to remember, to record, to ing a variety of projects on the Navajo understand, to explain, and to enlighten Reservation each Winter Three Term. future generations. The purpose of the Humanitarian Center is to The OHRC maintains curricular materials, help Pacific students make a significant the Sylvia Frankel Collection, the Shirley contribution to the community and integrate Tanzer Oral History Project, and is a the learning from that experience in their repository for documents, photographs, studies and understanding of civic responsi- letters, and other Holocaust artifacts. It bility. Students who take advantage of a also has a Speaker’s Bureau that includes service learning placement also gain unique Holocaust witnesses as well as scholars insight and experience related to careers and who go out to schools, exhibit sites, and valuable life skills. other institutions around the state. The Pacific Humanitarian Center is the action The OHRC organizes a series of annual arm of the Peace and Conflict Studies educational events which include teachers’ Program and students can receive one to workshops and seminars, the Sala Kryszek three credits for each PACS field placement. Writing Competition, and the Holocaust Interested students should visit the Humani- High School. Center Programs targeted at the tarian Center to register for PACS 105 and 305

www.pacificu.edu ❖ 175 and for assistance in finding community The Writing Resource Center, UC 104, involvement opportunities. The Center is provides free consultation service to located in Chapman Hall. students who require assistance with writing, English as a second language, World Languages, and with courses in the PACIFIC UNIVERSITY’S MUSEUM humanities and social sciences. Trained (OLD COLLEGE HALL) peer consultants are available on a drop-in system, and by appointment arranged The first permanent structure of Pacific with individual consultants. The Center is University, Old College Hall, was built in open to all students from 7 p.m. to 10 p.m. 1850. It is among the oldest collegiate from Sunday through Thursday during buildings in the western United States. the school year, with limited hours during In 1894 it was moved from its original site the day and during Winter Three. where Marsh Hall stands and became Science House Tutors also provide tutoring, in the Hall. Containing laboratories and classrooms Residence Halls, for a wide range of Arts for biology and chemistry, for years it was and Sciences subjects, plus workshops on fondly know as the “Chem Shack”. Old time management and study skills. Please College Hall was moved in 1963 to its present contact the Writing Resource Center web location. page through Pacific University’s home This compact two-story building with its page — www.pacificu.edu. octagonal belfry or cupola is symbolic of The Math and Science Center, located in pioneer efforts during territorial days. A Strain 322, provides free tutorial service to significant structure for Oregon and the students from 7 p.m. to 10 p.m. every region, Old College Hall was listed on the Sunday through Thursday. Qualified National Register of Historic Places in 1974. A tutors are available on a walk-in, first- few years later, in 1980, a major renovation come, first-served basis. project was completed. The first floor area contains the Tualatin Academy Room and the Henry Price Memorial Chapel. Both of these UNIVERSITY FACILITIES spaces are used for special gatherings and events. Sharon Ginn, Facilities Director As part of Pacific’s centennial celebration in The 55-acre Forest Grove campus contains 1949, the second floor rooms of Old College 18 major buildings in a picturesque setting Hall were converted into museum galleries. of green lawns and tall shade trees. The Pacific University Museum exhibits Architecture at Pacific is a pleasant blend artifacts relating to the history of the Univer- of the old and new, represented at one end sity. Many interesting objects donated by of the spectrum by historic Old College alumni and friends of the University are Hall (1850), the first permanent structure interpreted here. Personal items from founder of Pacific University, and at the other by Tabitha Brown and President Sidney Harper the University’s new science, music and Marsh are among the collections on exhibit. professional buildings. It also includes the Treasures from various foreign cultures are 90,000 square foot Pacific Athletic Center also featured in the museum, reflecting and the Tom Reynolds Soccer Field. Pacific’s missionary heritage. In addition to its Forest Grove campus, the University has a satellite campus located in Eugene that serves the needs of the TUTORING AND STUDY SKILLS School of Education, and operates facilities Pauline Beard, Supervisor of House Tutors in Portland that support the academic and clinical programs of the College of Steve Smith, Director of Writing Optometry and the School of Professional Resource Center Psychology. All students who want assistance with their course work are encouraged to use the Writing Resource Center, House Tutors, and the Math/Science Center.

176 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 STUDENT SERVICES Student Services

THE DEAN OF STUDENTS The University offers accommodations in four on-campus residence facilities for The Dean of Students has overall responsi- undergraduate students. Refer to the bility for many of the services to students College of Arts and Sciences catalog for at the University such as student health information and policies concerning these and counseling centers, residence life, residential facilities. student activities, crisis intervention, mediation services, disability services, Meal Service health and wellness, multicultural services, new student orientation, and the Meal service is provided by ARAMARK student handbook, PACIFIC STUFF. Both Food Service in the dining commons in the undergraduate and professional student University Center. In addition to provid- governing bodies work closely with her in ing meal service throughout the year — presenting, discussing and resolving with the exception of Thanksgiving and student concerns. The Dean assists Christmas vacations — ARAMARK also individual students and student groups caters meals for special events. On-campus with a wide variety of interests and students pay for meals with a meal ticket. concerns, and ensures that student opinion Off-campus students may dine at the is communicated throughout the Univer- commons by either purchasing a meal sity. As the Dean for all students at the plan for dining commons service, or by University, she should be regarded as a purchasing individual meals. resource by undergraduates and profes- sional program students alike for ques- Student Activities tions, problem solving, or simply when it The Associated Students of Pacific is unclear where to go with a particular University (ASPU) supports numerous issue. The Dean welcomes students’ student activities including intramural viewpoints on programs, policies and sports, concerts and lectures, an outdoor facilities. and off-campus program, and interest groups such as the Politics and Law Forum and Students for Environmental RESIDENCE LIFE Awareness. In addition, the University sponsors a variety of student activities Campus Housing aimed at providing diverse and challeng- The University has a few apartments and ing opportunities for students to learn small houses located on the edge of outside of the classroom. campus for graduate professional stu- The individual professional colleges and dents. They are assigned on a first come/ schools also facilitate programs with first serve basis. If you are interested in specific relevance to their disciplines. this option, please contact the Housing Student organizations within the profes- Office at (503) 359-2200 or email sional schools sponsor student events, [email protected]. You may also conduct social and academic support access the Housing Network website at programs, and provide links to profes- www.pacifiu.edu/studentlife/housing/ sional organizations outside the university. for more information and additional resources on housing in the Portland metropolitan area.

www.pacificu.edu ❖ 177 Pacific Athletic Center and Student Media Intramural Sports Student publications and the campus Home for athletic activities at Pacific is the radio station provide valuable opportuni- newly remodeled and spacious Athletic ties for Pacific students wishing to gain Center, which houses a gymnasium with management and production experience three activity areas, a state-of-the-art in these particular media fields. fitness center, a fieldhouse, three handball- The Pacific Index, the campus newspaper, racquetball courts, a squash court, sauna, gives students the opportunity to gain dance studio, wrestling room and sports valuable writing, editing, advertising and medicine/training room with whirlpools- business experience. The Index is pub- all available for student use. lished bi-weekly. An active intramural schedule for both The Pacific Review, a literary magazine, men and women includes activities in flag includes poetry, graphics, articles, photog- football, volleyball, 3-on-3 basketball, 5- raphy, short stories and other items on-5 basketball, racquetball, softball and contributed by students. It is published tennis, with each sport played seasonally. twice a year, and sponsored by the English The intramural program also sponsors Department. aerobic dance activities, a golf tournament, KPUR, the campus radio station, is and the popular Rock ‘n Bowl throughout broadcast to residence halls and the the school year. University Center. Student-managed and In intercollegiate athletics, Pacific fields operated, KPUR, 94.5 FM offers music, teams in baseball, basketball, cross news and special programs — all provided country, golf, soccer, softball, tennis, track by students. and field, wrestling and volleyball. The Pacific Productions provides an opportu- university belongs to the Northwest nity for video production experience Conference and is affiliated with the through the taping of athletic events, National Collegiate Athletics Association, campus activities and independent Division III. projects. Productions are broadcast over the community cable TV system. Student Government Student government at Pacific provides ample opportunity for students to develop STUDENT SUPPORT SERVICES and exercise leadership, to make decisions, and to create a stimulating campus Career Programs atmosphere. All students at Pacific Numerous career programs and workshops University are members of the Associated are offered throughout the year, covering Students of Pacific University (ASPU). such topics as resume writing, choosing a Undergraduate students are represented major, graduate school applications, and by the President and Vice President of the interview preparation. Additional pro- undergraduate student body and by the grams include alumni career panels and Pacific Undergraduate Community internship fairs, as well as an annual spring Council (PUCC). The PUCC, which job fair featuring over 150 employers and a includes faculty, administrators, and fall graduate school fair providing a rich undergraduate students develops, array of resources for students interested in reviews, and recommends policy on graduate or professional study. matters affecting undergraduate students. A few additions to an ever-growing Professional students are represented by program schedule include the following: the Professional Programs Council (PPC) Sophomore Majorfest, which provides which includes a representative of each of information in a creative format to assist the professional schools. The PPC makes with selection of majors and career options; recommendations on major policy matters Junior Jumpstart, a festive evening pro- to the appropriate individuals or govern- gram featuring timely information on ing bodies. The PPC also serves as a means internships, graduate school preparation, by which professional students communi- and career exploration; and the Senior and cate between schools and articulate Alumni Job Search Series, which brings common concerns. these groups together for a series of

178 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 STUDENT SERVICES evening programs featuring networking Forest Grove Optometry Clinic opportunities and professional seminars on Pacific and Birch job search. Forest Grove The University also maintains an Alumni 503-357-5800 Career Network, a database which profiles about 1000 Pacific alumni interested in International Student Services lending career networking assistance to Pacific University and the Office of students and graduates. For more informa- International Programs understands that tion, contact the staff at the Career Devel- an international student population often opment Center. has needs that are different from those of U.S. students. The staff in the Office of Counseling Services International Programs is available to Assistance is available through the Tuality assist international students throughout Student Health Center for students their academic tenure at Pacific University. experiencing personal problems or In addition to providing an international academic adjustment difficulties. The student orientation, the Office of Interna- counseling center offers individual tional Programs provides assistance with appointments during daytime and U.S. immigration requirements, academic evening hours. Staffed by a Ph.D. Director, issues, cultural adjustment, English full time Staff Psychologist, a half-time language support, financial concerns, Masters in Social Worker, and other housing and University admissions trained counselors who provide guidance requirements. and support to students, the counseling center offers services which are free and Learning Support Services confidential. for Student’s with Disabilities Student Health Center The Learning Support Services Office is 2011 Cedar Street designed to arrange for specialized Forest Grove academic support services or modifica- 503-359-2191 tions to the learning environment for students with disabilities. In general, the Health Services University will work with students to Quality health care is provided through provide a variety of services that will the Tuality Student Health Center. Staffed accommodate their specific needs. The by two Nurse Practitioners, a Registered following services are available: Test Nurse, an Office Administrator and accommodations: Extended Test Time, Receptionist, the Student Health Center Distraction Free Testing, Test provides treatment of acute illness/injury Readers, Alternative Format, Adaptive and stable chronic illness, family planning Technology, Text on Tape, and Notetakers. services (to partners as well as to stu- All services can be adapted to accommo- dents), health education and referral to date individual needs. The University physicians. Nurse Practitioners provide requires appropriate documentation of a general health care including physical disability in order to better enable stu- exams and prescription medication when dents to meet the established academic appropriate. Appointments are available standards. throughout the week as well as some It is the responsibility of each student to evening and weekends. All records in the inform the Director of Learning Support Student Health Center are confidential. Services of his or her status and particular The University retains the right to require issues. Students are encouraged to work certain immunizations prior to enrollment. proactively with the faculty and staff in Optometric care is provided through the developing strategies for accommodation. Pacific University College of Optometry. The University complies with the Ameri- Tuality Student Health and cans With Disabilities Act of 1990 (ADA). Counseling Center Questions or complaints about University 2011 Cedar Street policy should be directed to the Dean Forest Grove of Students. 503-359-2269

www.pacificu.edu ❖ 179 OTHER STUDENT RESOURCES Open days, evenings and weekends, the PIC is one of the busiest corners on Bookstore campus! The Pacific University Bookstore, located in the University Center, carries all Security required texts and supplies for course Security at Pacific University is provided work, plus general books and office by the Office of Campus Public Safety. supplies, stamps, gifts, snacks, T-shirts, They provide assistance and education in sportswear and drug-store items. The matters of personal security, the handling bookstore stocks both new and used of emergencies, and the protection of textbooks, and buys back textbooks at the personal property. They also coordinate end of each term. Other services include nightly checks of residence halls, off- special orders for class rings, graduation campus University owned housing, and caps and gowns, optometry equipment, campus grounds and buildings. However, books, and office supplies. Campus Public Safety cannot be fully responsible for the security and safety of Computing and Network Services students. Students must exercise good judgment and personal responsibility in All students attending Pacific University matters of personal safety. The University will have access to a state-of-the-art is not responsible for losses of personal computing and network infrastructure, property of students, faculty or staff. providing access to a myriad of research and communications tools including e- mail, the World Wide Web, Telnet, FTP, and Service Center an international collection of academic The Service Center, located on College reference materials. Campus residence halls Way, produces many of Pacific’s print are Ethernet enabled and provide commu- material including small, low-cost projects nications access over 100 times faster than for students and university family average dial up connections. members as time permits. The center also On campus, there are several shared processes outgoing mail from academic computer facilities which provide software divisions, student organizations, and packages for word processing, spreadsheets administration. and presentation graphics, research, e-mail access and Internet exploration. LaserJet University Relations printing is also available on a cost-per-copy basis. The University Relations Office, located in Marsh Hall, coordinates fund-raising and The Pacific Information Center (PIC) alumni activities for Pacific. This office is also responsible for public relations The Pacific Information Center is located activities including the dissemination of in the University Center between the news and public information. Print Dining Commons and the mailroom. communications for external audiences of Designed to be a “one-stop shop” for Pacific are produced in this office includ- almost all University information, the PIC ing Pacific Magazine (the University provides a plethora of services, forms, quarterly magazine), catalogs, brochures, newspapers and brochures. Computer and other publications. University terminals allowing students to access Relations also keeps local and national personal enrollment and financial infor- media in contact with happenings at mation can be found at the PIC, as well as Pacific, sends news of Pacific students to Conference Services, the Switchboard, their hometown media, and operates a Event Planning Management, and the Speakers Bureau to facilitate Pacific offices of the Director and Coordinator of professors’ speaking before area civic and the Pacific Information Center. The PIC is public school groups. Special events such responsible for room scheduling, newslet- as the annual Tom McCall Forum political ters such as “Boxer Briefs” and “Week At debate, and the performing arts series are A Glance,” ID cards, phone cards, parking coordinated by University Relations staff. permits, vendors, sales of movie tickets, stamps, bus tickets and personal sundries.

180 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 STUDENT SERVICES

Alumni The purpose of the Pacific University Alumni Association, formed in 1892, is to extend and deepen the social and intellec- tual experience of college years and to further the welfare of Pacific. All gradu- ates of Pacific University and all former students having completed a year here and who have expressed a desire to retain ties with the University are considered members. Members of the Alumni Association are represented by an Executive Council. The Alumni Relations Office provides services to the Alumni of Pacific University, including group travel opportunities, various alumni gatherings and class reunions. The Alumni Relations Office also, upon request, assists in the mailing of alumni-relations newsletters, invitations to alumni gatherings and offers assistance with reunion planning. The Alumni Association also provides opportunities for former students to interact with current students. The Student Alumni Association organizes a variety of events that bring current and former students together for career seminars, job seeking advice, externships, internships, and social functions. Alumni Association members may also participate in scholar- ship programs and recruitment activities. For further details contact the Alumni Office in Marsh Hall.

www.pacificu.edu ❖ 181 Faculty of School of Education

Seth A. Agbo (2000) Daniel Duarte (1997) Assistant Professor of Education Assistant Professor of Education B.A. University of Cape Coast, Ghana B.A., Idaho State University, 1974 M.Ed., Lakehead University ED.M., Oregon State University, 1979 Ph.D., University of British Columbia Tracy Faulconer (1995) Elizabeth C. Arch (1993) Assistant Professor of Education Assistant Professor of Education B.A., U.S. International University, 1965 A.B., Stanford University, 1964 M.A., University of Oregon, 1976 M.A.T., University of Chicago, 1966 Ph.D., University of Oregon, 1992 Ph.D., University of Southern California, 1976 Willard M. Kniep (1996) Mark Bailey (1995) Dean, School of Education Assistant Professor of Education B.S., Concordia Teachers College, 1964 A.B., Grinnell College, 1979 M.A., University of Minnesota, 1972 M.S., University of Wisconsin, 1992 Ph.D., University of Minnesota, 1974 Ph.D., University of Wisconsin, 1994 Christine A. MacFarlane (2000) Karen F. J. Baldwin (1996) Associate Professor of Education Assistant Professor of Education, Lane County B.A.E Wayne State College, 1970 A.B., University of California, Berkeley M.S. Utah State University ,1982 B.S., University of Oregon, 1983 Ph.D. Utah State University, 1990 M.A., University of Oregon, 1986 Ph.D., University of Oregon, 1991 Ann Matschiner (1999) Assistant Professor of Education Joan K. Boyle (2000) B.S., Oregon State University, 1976 Visiting Professor of Education M.S.T., Portland State University, 1980 B.A. Arizona State University 1966 M.A. University of Northern Colorado 1970 Anita McClain (1984) Ph.D. University of California at Berkeley Professor of Education B.S., University of Oregon, 1964 Robert Bumsted (1998) M.Ed., University of Nevada, 1968 Assistant Professor of Education Ed.D., Portland State University/University of B.A. University of Oregon, 1963 Oregon, 1983 M.A., University of Oregon, 1965 M.A., University of Oregon, 1978 Nancy Meltzoff (1994) Assistant Professor of Education, Lane County Deborah Caldwell (1999) B.A., Simmons College, 1974 Assistant Professor of Education M.A., University of Redlands, 1977 B.A., San Francisco State University, 1969 Ph.D., University of Oregon, 1990 J.D., Northwestern School of Law at Lewis and Clark College, 1983 Vivian Moen (1998)

182 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF EDUCATION FACULTY

Assistant Dean, Lane County ADJUNCT AND PART-TIME B.S., Springfield College, 1964 B. ED., York University, 1977 FACULTY M. ED., University of Toronto, 1995 Sherly Aydelott Karen Nelson (1994) Camille Cammack Assistant Professor of Education Elaine Coughlin B.S., Eastern Oregon State University, 1966 M.A.T., Lewis and Clark College, 1987 Michael DuBrowa

Jill Schwimmer (1999) Dave Garcia Assistant Professor of Education, Lane County David Gault B.S., Southern Illinois University M.A. ,San Diego State University Richard Goldner Ph.D., Claremont Graduate University James Hagler Betty Sharp (2000) Jack Huhtala Assistant Professor of Education, Lane County B.A., University of Oregon, 1980 Frank James M.A., University of Oregon, 1987 Elaina Jamieson

Shelley L. Smolnisky (2000) Annie Kelsey Assistant Professor of Education, Lane County Sarah Lichtenwalner B.S., University of Oregon, 1972 M.S., University of Oregon, 1976 Arbrella Luvert M.Ed., University of Oregon, 1986 Ann Matschiner Bonnie Witkin Stuart (2000) Barb McEwan Assistant Professor of Education, Lane County Debra Noel B.A., University of Colorado, 1983 M.A., University of Denver, 1986 Deborah Parsons M.S., University of Oregon, 1992 Ph.D., University of Oregon, 1997 Al Phillips Jeanne Ruiz Michael L. Tanner (2000) Associate Professor of Education, Lane County Carol Sadler B.S., University of Wisconsin-Oshkosh, 1969 Dewayne Smith M.A., University of Northern Colorado, 1975 Ed.D., University of Northern Colorado, 1979 Jackie Waggoner

Mark J. Szymanski (2000) Merril Watrous Assistant Professor of Education, Lane County B.S., University of Wisconsin-Milwaukee, 1988 M.S., University of Wisconsin-Madison, 1994 Ph.D., University of Wisconsin-Madison, 1998

Camille L. Wainwright (1992) Associate Professor of Education B.A., Concordia College, 1967 M.S., Purdue University, 1977 Ph.D., University of Minnesota, 1984

Nancy Watt (1991) Assistant Dean B.A., Willamette University, 1968 M.E.D., Western University, 1971

www.pacificu.edu ❖ 183 Faculty of School of Occupational Therapy

Debra L. Boggis (1999) Assistant Professor B.S. University of New Hampshsire, 1979 M.B.A. Portland State University, 1992

Steven J. Cool, Ph.D. (1979)* Professor of Physiological Optics, Pacific (1987) B.A., Trinity College, 1962 M.A., University of Illinois, 1965 Ph.D., University of Illinois, 1966

Karen Foley (1987)* Instructor B.A., Marion College, 1974 B.S., Indiana University Medical Center, 1976

Molly McEwen (1986) Associate Professor and Director B.S., Western Michigan University, 1973 M.H.S., University of Florida, 1977

Steve Park (1991) Associate Professor B.S., University of Puget Sound, 1984 M.S., University of Illinois, 1992

Sylvia Wilson (1998) Assistant Professor Dip. O.T., University of Alberta, 1972 B.S., University of Alberta, 1980 M.S., University of Alberta, 1990

Roberta Wimmer (1995) Instructor/Fieldwork Coordinator B.S., University of North Dakota, 1976

184 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 COLLEGE OF OPTOMETRY FACULTY Faculty of College of Optometry

Peter D. Bergenske (2000) Bradley Coffey (1982) Clinical Assistant Professor of Optometry Professor of Optometry B.A., University of Wisconsin, 1974 B.S., Pacific University, 1979 O.D., University of California, Berkeley, 1978 O.D., Pacific University, 1981

Willard B. Bleything (1974) Steven J. Cool (1979) Distinguished University Professor Professor of Developmental Neurobiology of Public Health and Optometry B.A., Trinity College, 1962 Director of Graduate and International Programs M.A., University of Illinois, 1965 B.S., Pacific University, 1951 Ph.D., University of Illinois, 1966 O.D., Pacific University, 1952 M.S., Pacific University, 1954 Scott C. Cooper (1992) Associate Professor of Optometry Craig E. Bowen (1989) B.S., South Dakota State University, 1986 Part-time Assistant Professor of Optometry O.D., Pacific University, 1990 B.S., Alma College, 1978 Teaching Fellow, Pacific University, 1990-92 B.S., Pacific University, 1983 M.Ed., Pacific University, 1993 O.D., Pacific University, 1986 Elizabeth Davis (1998) Patrick Caroline (1996) Part-Time Assistant Professor of Optometry Associate Professor of Optometry B.S., Pacific University, 1993 C.O.T., University of Minnesota, 1978 O.D., Pacific University, 1996 Teaching Fellow, Pacific University, 1996-98 Leland W. Carr, III (1993) Dean, College of Optometry Kenneth W. Eakland (1984) Clinical Professor of Optometry Associate Dean for Clinical Programs B.S., Michigan State University, 1976 Clinical Associate Professor of Optometry O.D., Ferris State University, 1981 B.S., Carroll College, 1980 O.D., Pacific University, 1984 Linda Casser (1997) Associate Dean for Academic Programs Dina Erickson (2000) Clinical Professor of Optometry Part-Time Assistant Professor of Optometry B.S., Indiana University, 1976 B.S., Lewis and Clark College, 1989 O.D., Indiana University, 1978 O.D., Southern California College of Optometry, Residency in Primary Care Optometry, 1994 SUNY College of Optometry, 1980 Residency In Hospital Based Optometry, San Francisco VAMC, 1995 Karl Citek (1994) Associate Professor of Optometry Graham B. Erickson (1998) B.A., Columbia University, 1984 Associate Professor of Optometry M.S., State University of New York, 1990 B.S., Pacific University, 1988 O.D., State University of New York, 1993 O.D., Pacific University, 1990 Ph.D., State University of New York, 1994 Residency in Pediatric Optometry and Vision Therapy, Southern California College of Optometry, 1991

www.pacificu.edu ❖ 185 V. Lowell Galambos (1999) Janet Leasher (1999) Part-Time Assistant Professor of Optometry Part-Time Assistant Professor of Optometry Dispensing Optician, Opticianry Program B.S., Pacific University, 1983 Loma Linda University, 1974 O.D., Pacific University, 1986 Certified Optician (A.B.O.C.), 1989 M.P.H., Tulane University School of Public Health and Tropical Medicine, 1999 Denise Goodwin (1999) Part-Time Assistant Professor of Optometry Nira Levine (1969) B.S., Pacific University, 1996 Director of Student Services, College of O.D., Pacific University, 1998 Optometry Teaching Fellow, Pacific University, 1998-99 Professor of Counseling B.S., Hunter College, 1953 W. Thomas Griffith (1967) M.Ed., University of Virginia, 1964 Distinguished University Professor of Physics Ed.D., University of Virginia, 1969 B.A., Johns Hopkins Unviersity, 1962 M.S., University of New Mexico, 1964 Nada J. Lingel (1982) Ph.D., University of New Mexico, 1967 Professor of Optometry B.S., Pacific University, 1979 James R. Hale (2000) O.D., Pacific University, 1981 Part-Time Assistant Professor of Optometry M.S., Pacific University, 1988 B.S., Oregon State University, 1994 Residency in Hospital Based Optometry, B.S., Oregon State University, 1995 Albuquerque VAMC, 1993 O.D., Pacific University, 1998 Residency In Hospital Based Optometry, Portland Richard London (1997) VAMC, 1999 Professor of Optometry B.A., Rutgers University, 1970 William T. Jordan (1976) M.A., Brandeis University, 1972 Professor of Chemistry O.D., New England College of Optometry, 1978 B.A. Portland State University, 1964 Residency in Childrenís Vision, M.A. Portland State University, 1968 Southern California College of Optometry 1979 Ph.D., University of Pittsburgh, 1972 John P. Lowery (1997) Weon Jun (1998) Clinical Assistant Professor of Optometry Clinical Assistant Professor of Optometry B.S., University of California, 1988 B.S., Pacific University, 1992 O.D., Pacific University, 1993 O.D., Pacific University, 1995 M.Ed., Pacific University, 1996 Residency in Hospital-Based/Primary Care Optometry, Portland VAMC, 1996 D. Gregory Luce (1993) Part-time Assistant Professor of Optometry Paul Kohl (1981) B.S., California State University, 1986 Professor of Optometry O.D., Pacific University, 1990 B.A., State University of New York (Binghamton), 1973 O.D., Pacific University, 1980 Darin Paulson (1997) Teaching Fellow, Pacific University, 1980-81 Assistant Professor of Optometry B.S., Washington State University, 1990 Hannu R. V. Laukkanen (1986) O.D., Pacific University, 1994 Clinical Professor of Optometry Residency in Vision Therapy, B.S., University of Oregon, 1974 SUNY College of Optometry, 1995 B.S., Pacific University, 1983 O.D., Pacific University, 1984 Alan W. Reichow (1982) Teaching Fellow, Pacific University, 1984-86 Professor of Optometry M.Ed., Pacific University, 1994 B.S., Pacific University, 1978 O.D., Pacific University, 1981 Teaching Fellow, Pacific University, 1981-82 M.Ed., Pacific University, 1995

186 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 COLLEGE OF OPTOMETRY FACULTY

Lee Ann Remington (1986) Richard Wiener (1995) Associate Professor of Optometry Assistant Professor of Physics B.S., College of Great Falls, 1981 B.A., University of California, Berkeley, 1978 B.S., Pacific University, 1983 M.S., University of Oregon, 1988 O.D., Pacific University, 1984 Ph.D., University of Oregon, 1991 Teaching Fellow, Pacific University, 1984-86 M.S., Pacific University, 1992 Salisa K. Williams (1990) Associate Professor of Optometry Diane Robbins-Luce (1994) B.S., Northeastern State University, 1985 Part-time Assistant Professor of Optometry O.D., Northeastern State University, 1986 B.A., Sacramento State University, 1985 O.D., Pacific University, 1990 Elizabeth Wyles (1999) Part-Time Assistant Professor of Optometry Robert P. Rosenow (1991) B.S., Southern California College of Optometry, 1996 Associate Professor of Optometry O.D., Southern California College of Optometry, 1998 B.A., University of the Pacific, 1973 Residency In Hospital Based Primary Care Pharm.D., University of the Pacific, 1976 Optometry, Southern California College of O.D., Pacific University, 1988 Optometry, 1999

Anna Sasaki (1997) Diane P. Yolton (1979) Part-time Associate Professor of Optometry Professor of Optometry B.A., University of Delaware, 1970 B.S., University of Wisconsin, 1966 M.D., Thomas Jefferson University, 1974 M.S., University of Texas, 1969 Ph.D., University of Delaware, 1982 Ph.D., University of Texas, 1974 O.D., Pacific University, 1986 Suzanne D. Scott (1995) Assistant Professor of Optometry Robert L. Yolton (1975) B.S., University of Oregon, 1990 Professor of Psychophysiology O.D., Pacific University, 1994 B.S., University of Wisconsin, 1965 Residency in Vision Therapy, M.A., California State University, 1966 SUNY College of Optometry, 1995 Ph.D., University of Texas, 1975 O.D., Massachusetts College of Optometry, 1975 Dennis L. Smith (1991) Associate Professor of Optometry Lorne B. Yudcovitch (1998) B.S., Towson State University, 1976 Clinical Assistant Professor of Optometry O.D., Southern College of Optometry, 1981 B.S., University of Calgary, 1990 M.S., Pacific University, 1987 O.D., Pacific University, 1996 Teaching Fellow, Pacific University, 1996-97 John Smith (1988) Clinical Professor of Optometry A. J. Zelada (1997) B.S., Pacific University, 1978 Part-time Assistant Professor of Optometry O.D., Pacific University, 1980 Bachelor of Graphic Arts and Science, Rochester Institute of Technology, 1972 Jennifer Smythe (1994) B.S., Pacific University, 1985 Associate Professor of Optometry O.D., Pacific University, 1985 B.S., Pacific University, 1990 O.D., Pacific University, 1993 Residency in Contact Lenses, Pacific University, 1994 M.S., Pacific University, 2000

Carole A. Timpone (1983) Clinical Professor of Optometry B.A., Cornell University, 1974 O.D., State University of New York, 1981

www.pacificu.edu ❖ 187 OPTOMETRY ADJUNCT FACULTY de Simone, Kelly (1999) Abrams, Michael Scott (1998) DeAnda, Steven R. (1999) Adegite, Lawrence A.O. (1999) deCalesta, Pam (2000) Alexander, Larry J. (1997) Deck, Bryan H. (1999) Anderson, Kristin K. (1999) Dehning, Doug O. (1999) Anderson, Miriam L. (1999) Detmes, Stone Rose (1999) Austin, Jeffrey K. (1999) Deutscher, Chris (1999) Baker, Cindy J. (1997) Devries, Douglas K. (1993) Barnes, James R. (1998) Dixon, Lloyd T., Jr. (1999) Baxstrom, Curtis R. (1999) Doane, John Frederick (1999) Bentley, Gerard A. (1995) Dolezal, Joseph L. (2000) Blunden, Jeffrey H. (1998) Dyer, Sharon K. (1999) Border, Andrea Denise (1999) Ede, Roger C. (2000) Boucher, James A. (1995), (1999) Edmonds, Ann (1993) Bowen, Craig E. (1989) Ellison, Thomas Dale (2000) Brakke, Robert (1995) Ellsworth, Randal N. (1998) Broadhead, Jeffrey (1998) Engen, Todd B. (1998) Brodie, Audrey J. (1998) Erickson, Dina H. (1999) Catlett, Leslynn (2000) Eskew, Stacie J.A. (1999) Chang, Caroline M. (1999) Eudaly, Lon S. (1999) Chao, Capt. Christine J.J. (1999) Ewan, Marion (1999) Cin, Cpt. Brian Dennis (1998) Fancher, COL Ronald D. (1998) Clark, Terrence T. (1994) Ferrin, Charles E. (1999) Clary, LT. CMDR. Dawn M. (1998) Ferrucci, Steven G. (1998) Cohen, Michael M. (1995) Firth, Winona J. (1997) Cole, Gary A. (1999) Fisher, Mary V. (1996) Constable, Joseph M. (1998) Fleming, Darrin P. (1997) Conway, Bernard P. (1992) Flint, Bruce G. (2000) Cook, Rory M. (1999) Fogarty, LCDR Michael B. (1994) Cox III, Carson C. (1995) Francian, Christie S. (1998) Crawford, William L. (1999) Ford, Robert O. (1987) Cuevas, Ron V. (2000) Freedman, Howard Lee (1995) Cummings, John Patrick (1994) Galiza, Frank L. (1966) Cundiff, H. Clay (1999) Garber, CMDR John M. (1994) D’Janbatian, Movses (1997) Garrett, Rachael L. (1999) Dansie, Dane F. (1995) George, Mark A. (1998)

188 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 COLLEGE OF OPTOMETRY FACULTY

Gibbons, Jeffrey E. (2000) Krebsbach, John (1998) Glauser, Raymond (1994) Lamb, Michael William (1999) Gottlieb, Daniel D. (1997) Leasher, Janet L. (1997) Grosuenor, Theodore P. (2000) Lee, Randolph D. (1998) Guild, Jeffery A. (2000) Lenart, Thomas D. (1999) Hale, James R. (2000) Leong, Pak-Ho (1994) Hamada, Kenji (1993) Lewis, Robin D. (1999) Hamel, Candace Dee (1978) Linton, N. Kent (1998) Hamrick, Kenneth E. (1993) Littlefield, Susan F. (1997) Hays, James C. (1999) Litwak, Anthony B. (1993) Hefner, William F. (1999) Looysen, Steven W. (2000) Hellerstein, Lynn Fishman (1995) Lowe, Sue E. (1995), (1999) Henderson, Kenneth R. (2000) Luce , D. Gregory (1993) Hetrick, Barbara J. (1993) Lupinski, David E. (1999) Hiett, Jeffrey A. (1984) Luthman, MAJ Nicholas G. (1995) Hikida, CAPT Anette (1994) Ma, Yen M. (2000) Hildreth, Todd D. (1999) Mace, Shari L. (1996) Houdek, Robert D. (1997) Mackenzie, Douglas L. (1999) Jackson, Jimmy (1993) Madson, B. Diane (1998) James, Donald K. (1993) Maebori, Jeffrey S. (1998) Jefferson, Andrew J. (1999) Maguen, Ezra (2000) Jensen, Clark J. (1997) Mallett, Edward B. (2000) Jensen, Scott A. (1997) Mancillas, Max S. (1999) John, Maurice E. (1995) Mann, Daryl F. (1995) Johnson, Carol H. Larter (1994) Marusich, Carol (1997) Johnson, Cherie A. (1999) Mathisen, Ronald R. (1994) Jones, Allan W. (1998) McClain, Anita (1990) Jones, William L. (1993) McKay, Steve (1999) Kautz, Gregory G. (1993) McKim, CAPT Scott M. (1996) Kavadias, Thomas J. (1996) McKinney, Phillip J. (1999) Kenney, Maria Cristina (2000) Melore, Gerald G. (1985) Ketcher, LCDR Greg Alan (1994) Melton, Ron (1993) Kimura, Jane E. (2000) Mende, Silvia (1995) Kneib, Beth A. (1993) Miller, Joan Ploem (1999) Kohake, Cecil B. (1999) Miller, Michelle M. (1993) Komarnicky, Gerald S. (1995) Morris, Dell C. (1998)

www.pacificu.edu ❖ 189 Morris, Scot (1999) Renier, Gary L. (1999) Moses-Lowe, Rochelle (2000) Reslock, John (1993) Mowbray, Lori L. (1998) Robbins-Luce, Diane (1994) Murrill, Cynthia A. (1986) Roline, Paul F. (1997) Nehring, Scott L. (2000) Sakuda, Jon M. (2000) Nesburn, Anthony Bart (2000) Salibello, Cosmo (1998) Newth, Richard C. (1999) Salz, James Joseph (2000) Newth, Roger G. (1999) Santesson, Diane (1998) Nguyen-Vu, CAPT Teresa K. (1995) Schiesser, Daniel C. (2000) Noblitt, Randall L. (1995) Schlanger, Jay (2000) Nowell, John L. (1999) Schlater, LT MSC USNR Tom (1998) Noyes, Richard F. (1993) Schnider, Cristina (1996) Nyboer, Jan Holland (1998) Schouten, Robert D. (1994) O’Connell, Dennis J. (1997) Senica, Bryant M. (1999) Olfasson, Harald E. (1994) Sharp, Robert H. (1993) Onofrey, Bruce (1993) Sifferman, Joseph A. (1998) Overton, Scott H. (1987) Skorin, Leonid, Jr. (2000) Pardos, George J. (1997) Stanfield, David L. (1987) Parrott, Dorothy M. (1994) Statton, Charles M. (1989) Parsonett, Colleen (2000) Steiner, Griffith Conway (1998) Parsons, Matthew R. (1998) Stephen, William H. (1995) Paulson, Darin (1995) Stephens, Karen Suzanne (1999) Pederson, Jerry R. (1998) Stoebner, Ben M. (1996) Perkins, John E. (2000) Stone, Debra M. (1995) Peterson, Donald (1993) Stoner, Michael W. (1998) Pike, Scott (1995) Stout, Carl N., Jr. (1999) Pinkert, Robert B. (1999) Sugiyama, Ronald K. (1989) Pohl, Maynard L. (1993) Tahran, Rodney L. (1993) Postma, LTC Amy Mitsuko (1998) Taylor, Bruce R. (2000) Postma, LTC Joel T. (1998) Taylor, John R.W. (1999) Poteet, Gary (1999) Teplick, Stanley B. (1995) Pranulis, Carol Ann (1999) Theurer, James (1998) Price, Patrick Kevin (1999) Thimons, J. James (1993) Prouty, Robert E. (1994) Thomas, Randall K. (1993) Randall, CDR John W. (1994) Tobias, LT CMDR Scott W. (1998) Rankine, David Andrew (1998) Trad, Michael J. (1999)

190 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 COLLEGE OF OPTOMETRY FACULTY

Traustason, Oli I. (1989) Tronnes, Steven F. (1997) Truong, James Q. (1999) Urness, Jeffrey R. (1986) Valenti, Claude (1994) VanBrocklin, Michael D. (1986) VanHee, Steven L. (1994) Vogel, William A. (1999) Ward, Mari L. (1999) Weiland, Robert A. (1997) Wessels, Izak Frederick (1995) Williams, Mark A. (1988) Williams, Katherine C. (1998) Williamson, Annette J. (1998) Wojciechowski , Bruce R. (1998) Wolford, Jane L. (1998) Wolff, Robert Steven (1997) Wong, Ben H. (1998) Woodard, Lawrence (1999) Woodfield, Dale A. (2000) Wyles, Elizabeth (2000) Yang, Irene Lee (1997) Yin, Cynthia (1999) Young, MAJ Michael E. (1995) Youngman, Lori A.Z. (1997) Zubel, LT. Lawrence M. (1997) Zutaut, Heather E. (1999)

www.pacificu.edu ❖ 191 Faculty of School of Physical Therapy

Daiva A. Banaitis (1981) Richard A. Rutt (1993) Distinguished University Professor Associate Professor of Physical Therapy Director, School of Physical Therapy B.S., Morningside College, 1972 B.S., New York University, 1962 M.S., Texas Women’s University, 1982 M.S., Northwestern University, 1966 Ph.D., University of Virginia, 1988 Ph.D., Southern Illinois University, 1975 Jay M. Salzman (1989) Kenneth W. Bush (1991) Assistant Professor of Physical Therapy Associate Professor of Physical Therapy B.S., Pacific University, 1982 M.P.T., Baylor University - U.S. Army, 1975 B.S., Pacific University, 1985 Ph.D., University of Virginia, 1987 Sheryl Sanders (1998) Nancy Cicirello (1989) Assistant Professor of Anatomy Associate Professor of Physical Therapy B.A., Asbury College, 1985 B.S. Ohio State University, 1971 Ph.D., University of Kentucky, 1989 M.P.H., University of North Carolina, 1985 Jane Starbird (1995)* M. Katie Farrell (1998) Assistant Professor of Physical Therapy Assistant Professor of Physical Therapy B.A., University of the Pacific, 1966 B.S., Quinnipiac College, 1990 M.A., Santa Clara University, 1978 M.S., University of Pittsburgh, 1996 Ph.D., Fielding Institute, 1993

Laurie Lundy-Ekman (1979) Marc Marenco (1988)* Professor of Physical Therapy Associate Profesor of Philosophy B.S., University of Washington, 1974 B.A., California State University - Chico, 1975 M.A., University of Washington, 1978 M.Div., Yale University, 1982 Ph.D., University of Oregon, 1989 D.Phil., University of Oxford, 1992

John M. Medeiros (1988) Verna Ourada (1994)* Professor of Physical Therapy Instructor B.S., Northwestern University, 1968 B.S., University of Maryland at Baltimore, 1987 M.A., University of Iowa, 1974 B.S., Oregon State University, 1983 Ph.D., University of Iowa, 1978 * Part-time faculty position in Physical Therapy Robert J. Nee (1999) Assistant Professor of Physical Therapy B.S., Boston University MappSc, University of South Australia

192 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF PHYSICIAN ASSISTANT STUDIES FACULTY Faculty of School of Physician Assistant Studies

Christine Legler PA-C (1996) Judy Ortiz PA-C (1998) Director, School of Physician Assistant Studies Academic Coordinator/Assistant Professor Associate Professor MHS, Duke University, 1993 M.S., University of Pittsburgh, 1981 MS, Wake Forest University, 1991 B.S., Hahnemann University, 1976 BS, Ball State University, 1989

Paul Cahn MD (1997) Bill Hatch PA-C (1999) Medical Director, School of Physician Assistant Patient Evaluation Coordinator/Assistant Studies Professor Assistant Professor MS, Alderson-Broaddus College, 1994 M.D., UHS/Chicago Medical School, 1989 BS, Central Washington State University, 1982 M.Sc., UHS/Chicago Medical School, 1986 BS, Washington State University, 1981 B.S., Loma Linda University, 1982 Robert Rosenow, Pharm.D, OD (1997) Richard Gicking MD (1997) Clinical Graduate Project Coordinator/ Associate Medical Director, School of Physician Associate Professor Assistant Studies Assistant Professor OD, Pacific University, 1988 M.D., George Washington University School of PharmD, University of Pacific, 1976 Medicine, 1992 BA, University of Pacific, 1974 B.S., George Washington University Physician Assistant Program, 1981 Larry Moore PhD (1997) B.S., George Mason University, 1979 Course Instructor - Psychosocial Dynamics PhD, Fuller Graduate School of Psychology, 1994 Charles Bentz MD (1998) School of Physician Assistant Studies Associate Medical Director, School of Physician Associate Faculty Assistant Studies Assistant Professor Richard Rutt PT, PhD (1997) M.D., Medical College of Wisconsin, 1988 School of Physical Therapy/Associate Professor B.A., University of Steubenville, 1984 Physiology Instructor - PA Program Sheryl Sanders PhD (1998) Hector Rodriguez DO (1998) Assistant Professor of Anatomy Associate Medical Director, School of Physician Anatomy Instructor - PA Program Assistant Studies Assistant Professor D.O., Southeastern University, 1990 B.S., Florida International University, 1976

Randy Randolph PA-C (1997) Clinical Coordinator/Associate Director B.S., Baylor College of Medicine, 1977 B.S., San Diego State University, 1969

www.pacificu.edu ❖ 193 Faculty of School of Professional Psychology

FULL-TIME FACULTY Sandra Y. Jenkins (1989) Associate Professor Jennifer R. Antick, (1998) B.A., Michigan State University, 1968 Assistant Professor M.A., Michigan State University, 1977 B.A., Chapman University, 1987 Ph.D., University of Oregon, 1985 M.A., Chapman University, 1990 Ph.D., University of Southern Mississippi, 1995 James B. Lane (1987) Associate Professor Maryka Biaggio (1987) B.A., University of North Carolina, 1970 Professor Ph.D., University of Minnesota, 1974 B.S., Northern Michigan University, 1973 M.S., Utah State University, 1975 Daniel S. McKitrick (1984) Ph.D., Utah State University, 1977 Professor B.S., University of Illinois, 1969 Michael S. Daniel (2000) M.A., University of Maryland, 1975 Associate Professor Ph.D., University of Maryland, 1978 B.A., Harding University, 1980 M.S., Memphis State University, 1983 Catherine M. Miller (1999) Ph.D., Memphis State University, 1986 Assistant Professor B.A., University of New Orleans, 1987 Kurt A. Freeman (1999) M.A., West Virginia University, 1990 Assistant Professor Ph.D., West Virginia University, 1993 B.A., Claremont McKenna College, 1992 M.A., West Virginia University, 1995 Robin L. Shallcross (1992) Ph.D., West Virginia University, 1999 Assistant Professor B.A., Eckerd College, 1975 Donald K. Fromme (1992) M.S., University of Florida, 1979 Professor and Director, Psychological Service Ph.D., University of Tennessee, 1985 Center Diplomate in Clinical Psychology, American Board B.M., Boston University, 1961 of Professional Psychology Ph.D., University of Iowa, 1966 Jay C. Thomas (1993) Michel Hersen (1997) Associate Professor Professor and Dean of the School of Profes- B.S., Portland State University, 1974 sional Psychology M.A., University of Akron, 1976 B.A. Queens College, 1961 Ph.D., University Akron, 1981 M.A. Hofstra University, 1963 Diplomate in Industrial Organizational Psychology, Ph.D. State University of New York at Buffalo, 1966 American Board of Professional Psychology Diplomate in Clinical Psychology, American Board of Professional Psychology

194 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 SCHOOL OF PROFESSIONAL PSYCHOLOGY FACULTY

Paula Truax (1998) Assistant Professor Alan S. Keys (1999) B.A., University of Washington, 1985 Assistant Professor M.S., University of Washington, 1989 B.A., California State University, 1988 Ph.D., University of Washington, 1996 M.A., University of California, 1991 Ph.D., University of California, 1995

PART-TIME FACULTY Soonie A. Kim (1998) Gary R. Blair (1996) Assistant Professor B.A., University of Hawaii, 1986 Assistant Professor B.A., University of Arizona, 1976 M.S., Washington State University, 1989 Ph.D., Washington State University, 1993 M.A., University of Arizona, 1981 Ph.D., University of Arizona, 1990 Barry M. Maletzky (1999) James E. Bryan (1999) Professor Assistant Professor B.A., Columbia University, 1963 M.D., State University of New York, 1967 B.A., University of Michigan, 1978 M.S., Western Washington University, 1984 Ph.D., University of Nebraska, 1990 Robin Malinosky-Rummell (1999) Assistant Professor Britta Davis Dinsmore (1999) B.A., Wellesley College, 1987 M.A., West Virgina University, 1990 Assistant Professor B.A., University of Portland, 1990 Ph.D., West Virgina University, 1993 M.S., University of Oregon, 1995 Ph.D., University of Oregon, 1998 Taryn Elizabeth Markee (1997) Assistant Professor Jon E. Frew (1990) B.S., Wheaton College, 1986 M.A., Fuller Theological Seminary, 1992 Associate Professor B.S., Gannon University, 1970 Ph.D., Fuller Graduate School of Psychology, 1994 M.A., Gannon University, 1973 M.Ed., Gannon University, 1975 Jesus Padilla (1996) Ph.D., Kent State University, 1982 Assistant Professor B.A., University of California, Los Angeles, 1987 Ruth Friedel (1995) M.A., University of Oregon, 1989 Ph.D., University of Oregon, 1994 Assistant Professor B.S., Ithaca College, 1966 M.S., New York University, 1975 RuthAnn Parvin (1998) Psy.D., Pacific University, 1987 Assistant Professor B.A., University of Arkansas, 1970 Miller A. Garrison (1982) M.A., University of Oklahoma, 1974 Associate Professor Ph.D., University of Nebraska, 1982 B.A., University of Washington, 1972 M.A., California School of Professional Psychology, Linda Krug Porzelius (1996) Los Angeles, 1976 Assistant Professor Ph.D., California School of Professional Psychology, B.S., Whitworth College, 1980 Los Angeles, 1989 Ph.D., Indiana University, 1988

Jerome S. Gordon (1999) Harold B. Robb (1995) Assistant Professor Assistant Professor B.S., Massachusetts Institute of Technology, 1970 B.A., Westminster College, 1968 M.S., Pennsylvania State University, 1974 M.A., University of Nebraska, 1973 Ph.D., University of Tennessee, 1984 Ph.D., University of Nebraska, 1978

www.pacificu.edu ❖ 195 Benson Schaeffer (1996) Assistant Professor B.A., University of California, Los Angeles, 1962 M.A., University of California, Los Angeles, 1964 Ph.D., University of California, Los Angeles, 1967

Jennifer Ann Stolz (1998) Assistant Professor B.A., Wesleyan University, 1978 M.A., Washington University, 1982 Ph.D., Washington University, 1983

Mark D. Tilson (1996) Assistant Professor B.S., University of Oregon, 1976 M.S., University of Oregon, 1978 Ph.D., University of Oregon, 1987

Edward B. Versteeg (1999) Assistant Professor B.S., Portland State University, 1978 M.S., Portland State University, 1986

196 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 EMERITI FACULTY Faculty Emeriti

Amy Beaupre George G. Evans Professor of Music Distinguished University Professor of English B.M, Pacific University, 1933 B.A., Beloit College, 1956 M.A., Northwestern University, 1957 Ramendra K. Bhattacharyya Ph.D., University of Oregon, 1966 Assciate Professor of Mathematics B.S., Calcutta University, 1951 Grazio Falzon M.S., Calcutta University, 1953 Professor of Romance Languages Ph.D., Stanford University, 1964 B.A., Malta University, 1959 Licent., Malta University, 1959 Edward J. Buecher J.C.D., Lateran University, 1963 Professor of Biology B.A., St. Anselmís College, 1960 Joseph K. Frazier M.A., Indiana University, 1962 Professor of History Ph.D., University of California at Davis, 1968 B.A., Reed College, 1950

Jane B. Carmichael Albert M. Freedman Associate Professor of Optometry Professor of Music B.A., Mississippi State, 1936 B.M., VanderCook School of Music, 1938 O.D., Southern College of Optometry, 1945 A.B., Central College, 1939 M.M., Roosevelt University, 1947 Richard T. Carter D.M.E., Indiana University, 1972 Professor of Biology B.S., Portland State University, 1963 Alfred Furie M.S., Oregon State University, 1968 Professor of Optometry Ph.D., Oregon State University, 1973 B.S., Pacific University, 1958 O.D., Pacific University, 1960 Florence S. Chino Associate Professor of Music Leigh Hunt Jr. B.M., MacPhail College of Music, 1942 Professor of Political Science B.S., Bemidji State College, 1945 B.A., Yale College, 1947 M.M., EastmanSchool of Music, University of M.A., University of Minnesota, 1949 Rochester, 1948 Ph.D., University of Minnesota, 1968

Robert A. Davies Leonard Levine Professor of English Distinguished University Professor of Physiol- A.B., University of Massachusetts, 1952 ogy and Pharmacology M.A., University of Michigan, 1953 B.S., Rutgers University, 1950 Ph.D., Columbia University, 1959 Jane L. Ellis-Horner Professor of Education Ruth Loomis M.A.T., Lewis and Clark College, 1965 Associate Professor of Physical Education B.A., Mills College, 1926 M.A., Columbia University, 1936

www.pacificu.edu ❖ 197 James V. Miller President Emeritus Fred Scheller B.A., Indiana Central College, 1942 Professor of Speech and Communications M.Div., United Seminary, 1946 B.A., Pacific University, 1943 Ph.D., Boston University, 1955 M.A., Pacific University, 1954 LL.D., Otterbein College, 1972 Ph.D., University of Oregon, 1959 LL.D., Indian Central College, 1979 Donald O. Schuman Gary V. Mueller Professor of Optometry Professor of Art O.D., Illinois College of Optometry, 1948 B.S., University of Oregon, 1957 M.S., University of Oregon, 1962 Richard D. Septon M.F.A., Cranbrook Academy of Art, 1971 Professor of Optometry B.A., Concordia College, 1956 John L. Neff O.D., Pacific University, 1960 Professor of Dance M.S., Indiana University, 1968 Indiana University, 1947 Edna McRae School of Dance, 1951 Miles M. Shishido Gertrude Shurr-May OíDonnell School of Modern Distinguished University Professor of Religion Dance, 1955 and Philosophy School of American Ballet, 1955 A.B., University of Hawaii, 1947 D.B., Federated Theological Faculty, 1948 William E. Preston A.M., University of Chicago, 1963 Clinical Professor of Optometry Ph.D., University of Chicago, 1967 B.S., Pacific University, 1952 O.D., Pacific University, 1958 H. Joe Story Distinguished University Professor of Economics W. Steve Prince B.A., University of California at Santa Barbara, Professor of English 1959 B.A., University of California, Santa Barbara, 1950 M.A., San Francisco State College, 1968 Ph.D., Yale University, 1954 Ph.D., University of Oregon, 1975

A. Richard Reinke Dr. Truman Teeter Associate Dean of Academic Programs Professor of Chemistry Associate Professor of Optometry B.S., Oregon State University, 1942 B.S., Pacific University, 1951 M.S., University of Oregon, 1949 O.D., Pacific University, 1952 Ph.D., University of Oregon, 1954

Niles Roth Don C. West Professor of Physiological Optics & Optometry Professor of Optometry B.S., University of California, 1955 O.D., Southern College of Optometry, 1949 M.Opt., University of California, 1956 B.S., Pacific University, 1961 Ph.D., University of California, 1961

198 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 TELEPHONE DIRECTORY Telephone Directory

Pacific University Optometry, College of ...... 503-359-2202 2043 College Way Forest Grove, OR 97116 USA Pacific Information Center 503-357-6151 (PIC) ...... 503-359-3174

Physical Therapy, Academic Vice President ...... 503-359-2215 School of ...... 503-359-2846 Admissions ...... 503-359-2218 Physician Assistant Studies, School of ...... 503-359-2898 Alumni Relations ...... 503-359-2828 President’s Office ...... 503-359-2214 Business Office ...... 503-359-2128 ...... or 2231 Professional Psychology, School of ...... 503-359-2240 Career Development Center ... 503-359-2877 Public Affairs/Events...... 503-359-2211 Catalogs ...... 503-359-2218 Registration...... 503-359-2793 Continuing Education ...... 503-359-2223 Student Services/ Dean of the College of Residential Programs ...... 503-359-3157 Arts and Sciences ...... 503-359-2201 Study Abroad ...... 503-359-2725 Education, School of ...... 503-359-2205 or Eugene Campus ...... 541-485-6812 Transcripts/Records ...... 503-359-2793 Financial Aid and Tuition/Fees/ Scholarships ...... 503-359-2222 Payment of Bills ...... 503-359-2128 or 2231 Information Services ...... 503-359-2944 University Relations ...... 503-359-2211 International Programs ...... 503-359-2725

Library ...... 503-359-2204

Occupational Therapy, School of ...... 503-359-2203

www.pacificu.edu ❖ 199 200 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 CAMPUS MAP

,

oute.

ashburn Hall/

e available in the

Faculty and staff parking; no parking midnight-6 am

Campus parking; no parking midnight-6 am (Lots D & F 2-6 am)

Overnight parking allowed

15-minute parking

Emergency phone

Forest Grove is located just 25 miles Grove Forest west of Portland. While it may look further we recommend you take the Highway 26 r we recommend Visitor parking permits ar Visitor Pacific Information Center in W University Center (#15 on map).

KEY

DIRECTIONS TO PACIFIC UNIVERSITY y

den

fices

• Maintenance Department

• Development Career • Humanitarian Center • International Programs

•Admissions Office of

• Business Services • Service Center

• Way Milky • Pacific Outback • Coffee Cosmic School of Professional Psychology

School of Physician Assistant Studies 3201 19th Avenue, Suite F, Forest Grove Suite F, Avenue, 3201 19th

•

19. Clark Hall (student housing)

20. McCormick Hall (student housing) 21.Apartments (student housing) University 22. Municipal Swimming Pool 23.Athletic Center & Field House Pacific 24. Court (student apartments) Vandervelden 25. Courts Holce Tennis 26. English Language Institute 27. Languages House World 28. Chapman Hall

29. Knight Hall

30. Hall Walker 31. Abigail Scott Duniway House 32. Upward Bound 34. Drake House 35. • Facilities Management

36. The Creamery Building

37. 38. Continuing Education 39. Landscaping and Custodial Of 40. Landscaping Storage 41. Facilities Engineering Storage 42. Motor Pool 43. Barbara E. Story Memorial Gar 44. Student Health & Counseling Center Tuality

Off Campus: Off

Arts Center

College of Optometry

School of Education

School of Occupational Therapy

• Office President’s •Auditorium Taylor • University Information Services (UIS) • University Relations

• Museum

•Auditorium McGill

(McCready Hall)

•

• Miles Theater Tom

•

• Cawein Kathrin Gallery

• • student housing Undergraduate

• Room Alumni • Bookstore • Lounge Fireside • Mail Room • Multi-Purpose Room (MPR) • Pacific Information Center (PIC) • Student Services • University Food Service School of Physical Therapy

1. Marsh Hall

2. Square Trombley 3. Old College Hall

4. Hall Murdock

5. Greenhouse 6. Melott Rose Garden 7. Performing Taylor-Meade

8. Hall Jefferson

9. Hall Warner

11. Carnegie Hall

10. Hall Brown

12. Harvey Scott Memorial Library

13. Bates House 14. Hall Walter

15. Hall/University Center Washburne

16. 17. Douglas C. Strain Science Center 18. Reynolds Soccer Field Tom

14a.Annex Hall Walter

www.pacificu.edu ❖ 201 NOTES ______

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202 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 NOTES / INDEX Index

A C Academic Calendars Career Development Center ...... Education ...... 57 Code of Academic Conduct -University ... Occupational Therapy ...... 70 College and University Resources...... 174 Physical Therapy ...... 129 College of Optometry...... 71 Physician Assistant Studies ...... 140 Computing and Network Services...... Psychology ...... 161 Counseling Services ...... Optometry...... 109 Course Descriptions Academic Integrity Policy...... Education ...... 45 Academic Standards, Policies Occupational Therapy ...... 68 and Procedures Physical Therapy...... 116, 120 Education ...... Physician Assistant Studies...... 137 Occupational Therapy ...... 65 Psychology ...... Physical Therapy...... Optometry ...... 100 Physician Assistant Studies...... Psychology ...... Optometry ...... D Accreditation and Membership...... 3 Directory Information ...... Adding Authorizations, Endorsements or Doctor of Optometry Professional Specialties-Education ...... 38 Degree Program ...... 74 Administrative Officers and Trustees...... 4 Doctor of Physical Therapy Admission Policies and Requirements Professional Degree Program ...... Education ...... Doctor of Psychology Professional Occupational Therapy ...... DegreeProgram ...... Physical Therapy...... Physician Assistant Studies...... Psychology ...... E Optometry ...... 144 Education ...... 25 Alumni ...... Entering the University ...... 13 Auditing ...... B Bookstore ...... Business Policies on Tuition and Fees University...... 19

www.pacificu.edu ❖ 203 F M Faculty ...... 83 Malheur Field Map ...... 200 Financial Aid Master of Arts in Counseling Education ...... Psychology ...... 158 General ...... 21 Master of Arts in Education Occupational Therapy ...... 64 CurriculumStudies ...... 41 Physical Therapy ...... 115 Master of Arts in Teaching/ Physician Assistant Studies ...... Continuing License ...... 36 Psychology ...... Master of Arts in Teaching Optometry ...... 78 Fifth-year Program ...... 31 Financial Aid - Optometry...... 78 Master of Arts in Teaching/ Flexible Schedule...... 34 Financial Aid - Physical Therapy ...... 115 Master of Education, Financial Aid ...... 21 Visual Function inLearning...... 42 Master of Science in Clinical Optometry ... G Master of Science in Clinical Psychology .. Master of Science in Physical Therapy ...... Grade Change ...... Master of Science in Grade Reports ...... Physician Assistant Studies ...... 132 Grading Policies ...... Master of Science in Health Sciences ... 126 Graduate and Advanced Measles Vaccination Policy ...... Education - Optometry ...... 92

H O Occupational Therapy ...... 59 Health Services ...... Optometry ...... 71 Oregon Campus Compact ...... I Oregon Holocaust Resource Center ...... Index ...... 203 P International Student Services ...... Pacific Athletic Center and Introduction to the University ...... 8 Intramural Sports ...... Pacific InformationCenter ...... Pacific Humanitarian Center ...... Pacific University’s Museum...... Physical Therapy...... 112 L Physician Assistant Studies ...... 131 Learning Support Services for Students Programs of Study/ with Disabilities ...... Curriculum Education ...... 43 Library ...... Occupational Therapy ...... 61 Physical Therapy ...... Physician Assistant Studies ...... Professional Psychology ...... 143 Optometry ......

204 ❖ PACIFIC UNIVERSITY ❖ Graduate Professions Catalog 2000-2001 INDEX R Readmission after Suspension ...... Registration Policies ...... Residence Life Residency Education-Optometry...... ROTC ...... Room and Board...... 17

S School of Education ...... 25 School of Occupational Therapy ...... 59 School of Physical Therapy ...... 112 School of Physician Assistant Studies.. 131 School of Professional Psychology ...... 143 Security ...... Student Government ...... Student Media ...... Student Rights and Responsibilities ...... Student Rights Under the Family Education Rights and Privacy Act...... Student Services ...... 177 Student Support Services ...... T Teaching Fellow Program - Optometry ..... Telephone ...... Directory...... 199 Transcripts ...... Tuition and Fees ...... 15 Tutoring and Study Skills ...... U Undergraduate Study in Education ...... 27 University Facilities ...... University Relations ......

W Withdrawals ......

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