Bulletin 2008–2009 University Calendar

2008-09 2009-10 Fall Semester Aug. 25 Mon. Aug. 31 Semester begins: Classes begin at 8:10 a.m. Aug. 25 Mon. Aug. 31 Late registration begins Aug. 29 Fri. Sept. 4 Last day to drop courses with full tuition refund Aug. 29 Fri. Sept. 4 Last day to register or change registration (drop/add) Sept. 1 Mon. Sept. 7 Labor Day (Classes in session, offices closed) Oct. 13-17 Mon.-Fri. Oct. 19-23 Fall vacation, no classes Oct. 17 Fri. Oct. 23 Mid-semester (academic warnings) Nov. 1 Varies Nov. 1 Last day to apply for degree in May Nov. 14 Fri. Nov. 20 Last day to change pass/no pass Nov. 14 Fri. Nov. 20 Last day to withdraw from courses Nov. 4-7 Tue.-Fri. Nov. 10-13 Advanced registration for spring semester, seniors and juniors Nov. 10-13 Mon.-Thurs. Nov. 16-19 Advanced registration for spring semester, sophomores and freshmen Nov. 27-28 Thurs.-Fri. Nov. 26-27 Thanksgiving vacation (begins 4 p.m., Wednesday) Dec. 5 Fri. Dec. 11 Last day of classes Dec. 8-11 Mon.-Thurs. Dec. 14-17 Semester examinations Dec. 11 Thurs. Dec. 17 Meal service ends with evening meal Dec. 12 Fri. Dec. 18 Degree candidates’ grades due in registrar’s office, 11 a.m. Dec. 12 Fri. Dec. 18 Christmas vacation begins, residence halls close Dec. 15 Mon. Dec. 21 Grades due in registrar’s office, 1 p.m. 2008-09 2009-10 Spring Semester Jan. 12 Mon. Jan. 11 Semester begins: Classes begin at 8:10 a.m. Jan. 12 Mon. Jan. 11 Late registration begins Jan. 16 Fri. Jan. 15 Last day to drop courses with full tuition refund Jan. 16 Fri. Jan. 15 Last day to register or change registration (drop/add) Feb. 1 Varies Feb. 1 Last day to apply for degree in August Mar. 2 Mon. Mar. 1 Advanced registration for Summer Session begins Mar. 6 Fri. Mar. 5 Mid-semester (academic warnings) Mar. 9-13 Mon.-Fri. Mar. 8-12 Spring vacation, no classes Apr. 3 Fri. Mar. 26 Last day to change pass/no pass Apr. 3 Fri. Mar. 26 Last day to withdraw from courses Mar. 24-27 Tue.-Fri. Mar. 16-19 Advanced registration for fall semester, seniors and juniors Mar. 30-Apr. 2 Mon.-Thurs. Mar. 22-25 Advanced registration for fall semester, sophomores and freshmen Apr. 7 Tue. Apr. 13 Founders Day (Special Schedule) Mar. 10-13 Fri.-Mon. Apr. 2-5 Easter Vacation — No Classes (begins 4 p.m. Thursday) Apr. 24 Fri. Apr. 23 Last day of classes Apr. 27-30 Mon.-Thurs. Apr. 26-29 Semester examinations Apr. 30 Thurs. Apr. 29 Meal service ends with evening meal May 1 Fri. Apr. 30 Degree candidates’ grades due in registrar’s office, 11 a.m. May 2-3 Sat.-Sun. May 1-2 Commencement May 4 Mon. May 3 Residence halls close for graduating students May 4 Mon. May 3 All remaining grades due in registrar’s office, 1 p.m. May 18 Mon. May 17 Continuous registration for Summer Session 2009 2010 Summer Session May 18 Mon. May 17 Classes begin Aug. 7 Fri. Aug. 6 Summer Session ends For more information about the University, Contents contact the people listed below: General Information Academic Affairs 6 Curriculum Br. Donald J. Stabrowski, C.S.C., Ph.D., 8 Special Academic Programs Provost, (503) 943-7105 14 Academic Regulations e-mail...... [email protected] 21 Records Admissions 23 Financial Information Jason S. McDonald, M.Ed., Dean, (503) 943-7147 26 Athletics e-mail...... [email protected] 28 Garaventa Center for Catholic Intellectual Athletics Life and American Culture Lawrence R. Williams II, J.D., Director, 28 University Center for Entrepreneurship (503) 943-7704 29 Enrollment Management and Student Life e-mail...... [email protected] 34 Public Safety Campus Ministry 37 Information Services Division Rev. William D. Dorwart, C.S.C., 41 Wilson W. Clark Memorial Library Director, (503) 943-7131 43 College of Arts and Sciences e-mail...... [email protected] 73 Dr. Robert B. Pamplin, Jr. Development School of Business Administration J. Bryce Strang, Associate Vice President, (503) 85 School of Education 943-7395 95 School of Engineering e-mail...... [email protected] 111 School of Nursing Financial Aid 115 Graduate School Craig Sneider, M.A., Director, (503) 943-7311 137 Course Descriptions Registrar 251 Administration Roberta D. Lindahl, M.B.A., Registrar, 253 Faculty (503) 943-7321 267 Degrees Conferred e-mail...... [email protected] 283 Index Students With Disabilities, Office for Melanie J. Gangle, M.S., Coordinator, Notes About This Bulletin (503) 943-7134; FAX: (503) 943-7119; TTY: (503) The Bulletin has been published solely for infor- 943-7484 mation; information as of June 1, 2008. Every University Health Center effort has been made to ensure its accuracy. Its Paul R. Myers, Ph.D., Director, (503) 943-7134 contents do not constitute a contract between e-mail...... [email protected] the University and its students. If regulations, Arts and Sciences, College of program requirements, or services described Rev. Stephen C. Rowan , Ph.D., Dean, herein conflict with current practice the latter (503) 943-7221 will prevail. e-mail..... [email protected] Course descriptions appear alphabetically by Business Administration, Dr. Robert B. subject following the Graduate School section. Pamplin, Jr. School of Course offerings and class times are published Robin D. Anderson, Ed.D., Dean, (503) 943-7224 in the Registration Information and Course e-mail...... [email protected] Schedule available annually in April. Education, School of The University reserves the right to modify, Sr. Maria J. Ciriello, O.P., Ph.D., Dean, change, or discontinue at any time, any element (503) 943-7135 in its structure or organization, including its e-mail...... [email protected] professional schools, departments, programs of Engineering, School of study, undergraduate and graduate majors, and Zia A. Yamayee, Ph.D., Dean, (503) 943-7314 individual courses, as well as any other services e-mail...... [email protected] offered, or fees charged. Nursing, School of The Bulletin is pub- Joanne R. Warner, D.N.S., Dean, (503) 943-7211 lished by the Office of Marketing and Commu- e-mail...... [email protected] nications, University of Portland, 5000 N. Graduate School Willamette Boulevard, Portland, 97203- Thomas G. Greene, Ed.D., Associate Provost, 5798, Br. Donald J. Stabrowski, C.S.C., Publisher. Dean of the Graduate School Contacts (503) 943-7107 The University address is 5000 N. Willamette e-mail...... [email protected] Blvd., Portland, Oregon 97203-5798. The general information telephone number is (503) 943-8000; FAX: (503) 943-7399; Internet: www.up.edu.

2 Non-Discrimination credited by the Council on Social Work Educa- The University, in its educational policies, tion, 1725 Duke Street, Suite 500, Alexandria, programs, and procedures, provides equal VA, 22314-3457, phone (703) 683-8080; Fax: opportunity for all its students without regard to (703) 683-8099; E-mail: [email protected]. race, color, religion, sex, age, national or ethnic Approvals origin, or disability. The School of Education is approved at the un- The University of Portland does not discrimi- dergraduate and graduate level by the Oregon nate against qualified individuals with disabilities Teacher Standards and Practices Commission in the recruitment and admission of students, (TSPC): Public Service, 255 Capitol, N.E., Suite the recruitment and employment of faculty and 105, Salem, OR 97310-1332, (503) 378-3586. staff, and the operation of its programs and ac- University of Portland is authorized by the tivities, as specified by applicable federal laws Washington Higher Education Coordinating and regulations. The designated coordination Board (HECB) and meets the requirements and point for University compliance with Section minimum educational standards established for 504 of the Rehabilitation Act of 1973 and for degree-granting institutions under the Degree ADA is the Vice President for Financial Affairs, Authorization Act. This authorization is valid in coordination with the University Health Cen- until September 30, 2009, and authorizes Uni- ter, Human Resources, and the Office for Uni- versity of Portland to offer the following pro- versity Events. gram: Master of Education in Educational Accreditation Leadership. Any person desiring information The University of Portland is accredited by the about the requirements of the Act or the applic- Northwest Commission on Colleges and Univer- ability of those requirements to the institution sities, 8060 165th Avenue N.E., Ste. 100, Red- may contact the HECB office at P.O. Box 43430, mond, WA, 98052-3981. Olympia, WA, 98504-3430. The bachelor’s and master’s degrees in drama Prospective Washington state students are ad- are accredited by the National Association of vised to contact the Office of the Superinten- Schools of Theatre, 11250 Roger Bacon Drive, dent of Public Instruction at (360) 725-6320 or Suite 21, Reston, VA, 20190, (703) 437-0700. [email protected] to determine whether The bachelor’s and master’s degrees in music this education program is approved for teacher and music education are accredited by the certification or endorsements in Washington National Association of Schools of Music, 11250 state. Additionally, teachers are advised to con- Roger Bacon Drive, Suite 21, Reston, VA, 20190, tact their individual school district as to (703) 437-0700. whether this program may qualify for salary ad- The Dr. Robert B. Pamplin, Jr. School of Busi- vancement. ness Administration’s undergraduate and The School of Nursing is approved by the graduate programs are accredited by the Associ- Oregon State Board of Nursing, 800 N.E. Oregon ation to Advance Collegiate Schools of Business St., Suite 465, Portland, OR, 97232, (503) 731- (AACSB International), 777 South Harbour Is- 4745. land Boulevard, Suite 750, Tampa, FL 33602- The bachelor of science degree in chemistry 5730, (813) 769-6500 (Fax: 813-769-6559). (option 1) is approved by the American Chemi- The School of Education is accredited until cal Society, Committee on Professional Train- 2012 at the undergraduate and graduate level ing, 1155 Sixteenth Street, N.W., Washington, through the National Council for Accreditation DC, 20036, (202) 872-4589. of Teacher Education (NCATE), 2010 Massa- Memberships chusetts Avenue NW, Suite 500, Washington, American Association of Higher Education D.C., 20036-1023, (202) 466-7496. American Council on Education The bachelor of science degree programs in Association of American Colleges and civil, electrical, and mechanical engineering are Universities accredited by the Engineering Accreditation Association of Catholic Colleges and Universities Commission and that in computer science is ac- Association of Governing Boards of Colleges credited by the Computing Accreditation Com- and Universities mission of the Accreditation Board for National Association of Independent Colleges Engineering and Technology, Inc. (ABET), 111 and Universities Market Place, Suite 1050, Baltimore, MD, 21202, National Catholic Education Association (410) 347-7700. Oregon Independent Colleges Association The School of Nursing baccalaureate and Oregon Independent Colleges Foundation master’s degree programs are accredited by the Western Association of Graduate Schools Commission on Collegiate Nursing Education (CCNE), One Dupont Circle, NW, Suite 530, Washington, DC, 20036-1120, (202) 887-6791. The bachelor’s degree in social work is ac- GENERAL INFORMATION 3 General Information The University of Portland he University of Portland was founded in 1901 by the Most Reverend Alexander Christie, Archbishop of Portland, with support and counsel Tfrom Rev. John A. Zahm, C.S.C., provincial of the American Province of the Congregation of Holy Cross, a Catholic religious community that shared his belief in the importance of education. In 1902, Archbishop Christie asked the Congregation to assume control of the University. For the next 65 years Holy Cross was solely responsible for the University’s operation. In 1967, as a means of ecumenical outreach and to involve lay people in the governance of the University, Holy Cross transferred control to a board of re- gents, but continued its commitment to offer the University the service of its members. As a result, the University of Portland is Oregon’s Catholic university, governed by an independent board of regents composed of men and women of various religious denominations, with Holy Cross priests and brothers as mem- bers of its faculty, staff, and administration. The University places superb teaching as both its first virtue and a central tenet of its mission. The five colleges of the campus — the College of Arts and Sciences, the Pamplin School of Business Administration, and the Schools of Education, Engineering, and Nursing — offer an education that stresses broad liberal arts learning, the development of personal skills, and the opening of the mind, the heart, and the soul. Ranked by U.S. News & World Report magazine as one of the ten best regional universities in the West, the University offers some 1,300 courses, 40 undergraduate programs of study, and 12 graduate degrees. The University is situated on a bluff near the confluence of the Willamette and Columbia rivers in one of the large metropolitan areas of the West. Located in a residential section of the city of Portland, the 130-acre campus offers lawns, hundreds of trees, and beautiful buildings in a quiet, peaceful setting, which is conducive to the learning process. Proximity to the river has suggested nautical names for the University’s athletic teams, the Pilots, and the student publica- tions, The Beacon and The Log. Mission The University of Portland is an independently governed Catholic university, a community of scholars composed of people of diverse races, ages, nationalities, and religions. Devoted since its inception in 1901 to a mission with three central tenets — teaching, faith, and service — the University is committed to the liber- al arts as the foundation of learning, and offers a curriculum of arts, sciences, humanities, and professional programs at the undergraduate and graduate lev- els. The University provides recognized leadership and leaders to the community and to the world through the quality and innovation of its programs and the preparation and contributions of its graduates. The University provides excel- lent teaching and individual attention in an environment that fosters develop- ment of the whole person. Central to the daily life of the University is a concern with issues of justice and ethical behavior. The University encourages service to God and neighbor. 4 GENERAL INFORMATION Goals and Objectives d. To provide and maintain facilities and equipment equal to the needs The University implicitly acknowledges of the University. the following goals and objectives as inher- e. To establish and maintain a system ent to the implementation and realization of program review that includes ar- of its mission: ticulation of purpose and evaluation I. To be guided by Catholic academic, of achievement, where possible intellectual, and pastoral traditions in with the help of external evaluators. the formation of a community of IV. To offer a core curriculum, required scholars. of all baccalaureate students, that ad- a. To offer a program that includes the vances basic knowledge in the liberal study of Catholic life and thought and fine arts, the sciences, and the within the framework of a contem- humanities; that supports the devel- porary university curriculum. opment of competencies in writing, b. To foster among its Catholic mem- critical thinking, and analysis; and bers a community that is support- that helps to integrate the objectives ive of faith and finds its expression of the various curricula. in worship and service. a. To clarify the purposes of the core c. To foster an atmosphere that is sup- curriculum and to communicate portive of authentic religious belief these purposes to students. and the aspirations of other faiths. b. To examine at regular intervals the II. To assist faculty and students in ex- evidence of its success and its inte- panding their vision beyond the limits gration with other curricula. set by their own social and economic c. To foster connections among disci- background, geographic experience, plines and between academic pro- and nationality. grams and student services. a. To seek the contribution of those of V. To foster programs and learning at diverse cultural experiences and levels of excellence that earn broad background in study and in related recognition and that contribute in sin- activities. gular ways to the well-being of the b. To offer a range of opportunities larger community. for study about and in other coun- a. To support the quality of selected tries and cultures. programs in such a way as to earn c. To provide a program in volunteer broad recognition and to present services and to encourage partici- models for innovation and effec- pants to reflect on the significance tiveness. of their volunteer experiences. b. To recruit and support outstanding III. To offer contemporary curricula students and to prepare them for grounded in the liberal arts that pre- distinguished service. pare students for lives of continued c. To provide within the University learning, including advanced study the financial stability needed to and in professional practice. achieve these marks of excellence. a. To offer academic programs at an VI. To provide a community in which in- externally recognized level of qual- dividual, personal needs receive ity, through specialized accredita- recognition. tion where appropriate. a. To maintain the size of the Univer- b. To foster faculty development sity, its programs, its component through sabbatical leaves, continu- parts, and the ratio of staff and fac- ing education, and research oppor- ulty to students so that the needs tunities. of individuals are easily recognized c. To offer compensation that is ade- and served. quate to attract and retain staff and b. To foster opportunities for faculty, faculty equal to the goals of the staff, and students to interact in ways University. that support the combined goals of academic and personal development. GENERAL INFORMATION 5 VII. To give primacy to teaching and the students for future employment or quality of instruction in academic pro- further study. grams. III. To provide service courses in the a. To recognize the primacy of teach- humanities, arts, social sciences, and ing in faculty development, in re- natural and mathematical sciences for view for promotion and tenure, the curricula of the college and pro- and in compensation. fessional schools. b. To recognize the essential and IV. To develop the student’s ability to ex- complementary contribution of plore and analyze the basic questions scholarship to the quality of in- about human nature and society, the struction. universe, and God; to develop the c. To uphold scholarship, including student’s ability to think clearly and research and creative endeavors, objectively about these ultimate ques- as integral to a community of tions in order to move from the unex- scholars. amined life to a more coherent and VIII.To provide for the development of the comprehensive verification of person- whole person through programs which al convictions and actions. support and complement the goals of V. To develop an understanding of the the academic curricula. findings and insights of the humani- a. To maintain programs in student ties, arts, sciences, and fields of pro- activities including athletics that fessional study in order to prepare foster leadership, social responsi- students and graduates to live in a bility, and creative contributions to complex and changing world. the community through extra and VI. To develop skills in (1) critical, curricular activities. ethical, and historical thinking; b. To encourage responsible commu- (2) cultural literacy, reading, and nity living through a campus resi- listening, proficient writing and dence program. speaking; and (3) research methodol- c. To foster interaction and mutual ogy, including theoretical and mathe- support between academic and co- matical analysis, computing, problem curricular student programs. solving, and evaluation. d. To support quality intramural and VII. To encourage additional service to and competitive intercollegiate athletic links with the community beyond the programs. University through participation in IX. To demonstrate concern for ethical consortia with other private colleges issues, in curriculum and in practice. and universities, faculty research and a. To support study and research on consultation, student internships, ethical and social justice issues. urban and rural plunges, and produc- b. To encourage service to the needi- tions, festivals, and performances. est members of the community and reflection on this experience. c. To provide the opportunity for hear- ing and redressing of injustices, both within and outside of the University. Undergraduate Curriculum Objectives I. To provide for all students a common fundament of knowledge, a core cur- riculum, developed within the frame- work of the liberal tradition in west- ern culture. II. To provide major programs leading to bachelor degrees which prepare 6 GENERAL INFORMATION literature and other arts, and ourselves for The Curriculum answers. Through this process, we know that good questions lead to more questions. As a Catholic university, these funda- Core Curriculum mental questions, threaded throughout Beginning with the rise of universities in students’ years here, must engage us all: Paris and Bologna in the Twelfth Century, I Who am I? Who am I becoming? Why am the Catholic intellectual tradition has been I here? rooted in reasoned inquiry that crosses I How does the world work? How could scholarly disciplines to engage and inform the world work better? each of them. This tradition creates a I How do relationships and communities framework in which great questions facing function? What is the value of difference? humankind can and should be addressed. I What is the role of beauty, imagination, This undergraduate program was crafted and feeling in life? to educate students so that they will make I Who or what is God? How can one relate contributions to the world guided by con- to God? cerns for issues of justice and ethical be- I What is a good life? What can we do havior. The core curriculum will offer about injustice and suffering? courses to help students: Lenses for Examining the Questions [1] develop the foundational knowledge In creating this core curriculum, the faculty and skills necessary for informed inquiry, has been guided by the University of Port- decision making, and communication; land’s place in the history of Catholic high- [2] develop the knowledge, skills, and com- er education and by its contemporary mis- mitment for acting ethically in everyday life; sion. Therefore, the faculty requires that [3] learn to use and value the lenses of students use these courses as the lenses different disciplines, and seek the connec- through which to begin their study of the tions among them; fundamental life questions introduced by [4] examine faith, its place in one’s own the core curriculum. life, and in the lives of others; Hrs. Area Hrs. Area [5] critically examine the ideas and tradi- 3 Fine Arts 6 Philosophy tions of western civilization; 3 History 6 Science [6] learn to live and contribute in a diverse 3 Literature 6 Social Sciences society and interdependent world; and (2 disciplines) [7] value the importance of learning and 3 Mathematics 9 Theology reflection throughout one’s life. The upper division theology course may be a Theological Perspectives class that can be used Fundamental Questions to satisfy the distribution requirements of both The faculty of the University of Portland theology and a companion subject. fashions this core curriculum because we Lenses for Seeing and Learning believe that learning originates in seeking Essential Skills and Values answers to important life questions. Learn- The faculty is committed to teaching stu- ing springs from active inquiry conducted dents essential skills and values for learning through different intellectual disciplines, and life. Enhanced attention to writing, oral each with its own tools, methods, and mea- communication, critical thinking, techno- sures. Learning is ongoing and integrates logical literacy, information literacy, and the various perspectives. University of Portland implications of diversity will be embedded students learn how various disciplines use elements of courses distributed throughout their different lenses to study the same uni- the core curriculum. Students will thus have verse and all its experience. As a communi- opportunities in their core courses to learn ty of scholars, faculty and students approach and refine their understanding and key questions about life by gathering and as- application of each of these elements. sessing evidence about them: we explore The University requires course work in: cultures of the past and present for their an- Hrs. Area swers; we examine the natural world and 3 Fine Arts —Fulfilled by FA 207 only. universe for data about them; we study reli- 3 History —Fulfilled by any history gious traditions and practices, philosophies, GENERAL INFORMATION 7 course up to and in- business administration, communication cluding 300 level. studies, drama, education, engineering, 3 Literature —Fulfilled by ENG 112 music, and nursing. only. Students entering the University indicate 3 Mathematics—Fulfilled by any mathe- the program of studies they wish to follow matics course above and will be under the direction of the dean MTH 120. of the college or school administering that 6 Philosophy —Fulfilled only by PHL program. Students may elect at any time 150 and PHL 220. to petition for a change of major or change 6 Science —Fulfilled by any SCI of school. courses, or courses in a College of Arts & Sciences science major. Consult Biology, B.S. programs for options. Chemistry, B.S. 6 Social Communication, B.A. Sciences —2 disciplines fulfilled Drama, B.A. from among SOC 101, English, B.A. PSY 101, ECN 120, POL Environmental Ethics and Policy, B.A. 200, POL 201, POL 202, Environmental Science, B.S. CST 225. French Studies, B.A. 9 Theology —Lower-division require- History, B.A. ments fulfilled only by General Studies, B.S., B.A. THE 101 and 205. German Studies, B.A. Upper-division THE Life Science, B.S. course may be a Theo- Mathematics, B.S., B.A. logical Perspectives Music, B.A. class that can be used to Organizational Communication, B.S. satisfy the distribution Philosophy, B.A. requirements of both Physics, B.S., B.A. theology and a compan- Political Science, B.A. ion subject. *Pre-law study The core curriculum applies to transfer †Pre-medicine study students. No substitutions may be made Psychology, B.A. without special permission from the dean. Social Work, B.A. Exemptions from the University core will Sociology, B.A./Criminal Justice Track, B.A. be evaluated by the Academic Senate in col- Spanish, B.A. laboration with the president. Exemptions Theology, B.A. will be reviewed at the time of the internal Dr. Robert B. Pamplin, Jr. review process that normally takes place in School of Business Administration the year preceding the periodic external ac- Accounting, B.B.A. creditations of the professional schools. Economics, B.B.A., B.A. Finance, B.B.A. Major Programs Global Business, B.B.A. The University of Portland consists of one Marketing and Management, B.B.A. college with 11 departments, four profession- Operations Technology Management, al schools, and a graduate school. Under- B.B.A. graduate majors are available in all depart- School of Education ments of the College of Arts and Sciences Elementary Education, B.A.Ed. and in each of the professional schools. Music Education, B.M.Ed. The Graduate School offers advanced Secondary Education, B.S.S.E. degrees in the schools/departments of

*Law schools require a bachelor’s degree for admission, but no specific major is required; there is no “pre-law major’’ as such. Students are helped to select a program acceptable to various law schools. †Both chemistry and biology provide a complete preparatory program for dentistry, medicine, pharmacy, optometry, or veterinary medicine. 8 GENERAL INFORMATION School of Engineering Civil Engineering, B.S.C.E. Special Academic Computer Science, B.S.C.S. Electrical Engineering, B.S.E.E. Programs Engineering Management, B.S.E.M. Mechanical Engineering, B.S.M.E. In addition to the major and minor acade- School of Nursing mic programs, the University also offers Nursing, B.S.N. special opportunities through which stu- Graduate dents may gain particular credentials or Business Administration, M.B.A. otherwise enhance their education. Communication Studies, M.A., M.S. Drama, M.F.A. Air Force ROTC Education, M.A., M.A.T., M.Ed. Engineering, M.Eng. Aerospace Studies Music, M.A. Col. Terry Kono, professor of aerospace studies Nursing, M.S., D.N.P. Faculty: Durrell, Lehne, McGowan, Gates Theology, M.A. in Pastoral Ministry The faculty of Aerospace Studies is organ- ized to administer the Air Force Reserve Minor Programs Officer Training Corps (ROTC) classes and Minors consist of no fewer than 12 and no related experiences. more than 18 credit hours of upper-division Air Force ROTC offers to men and women courses excluding prerequisites. Academic four- and three-year programs which lead regulations governing courses applied to to an Air Force commission. Students who major programs also apply to minors. qualify may elect to pursue any one of Approved minors include: these programs. In addition, Air Force Biology ROTC offers many scholarships to quali- Business Administration fied students. Two-, three-, and four-year Catholic Studies scholarships are available which pay tu- Chemistry ition, fees, a book allowance, and a month- Communication ly stipend that varies by academic year. Computer Science The four-year program requires student Drama participation during four academic years. Economics The first two years, students are enrolled Education in the General Military Course (GMC) one English credit hour each term. During the spring Entrepreneurship term of the sophomore year, students may Environmental Policy apply for entry into the Professional Offi- Environmental Science cer Course (POC). Those selected will at- Fine Arts tend a four-week Field Training course, French normally during the summer between German their sophomore and junior years, and History enter the POC at the beginning of their Mathematics junior year. In the POC, cadets hold the Music rank of cadet officers and participate in Philosophy planning, organizing, and conducting the Physics Leadership Laboratory training. This train- Political Science ing is the application of leadership and Psychology management theory they have learned. Social Justice On completion of the POC, the four-week Sociology Field Training course, and receipt of a bac- Spanish calaureate degree, cadets are commis- Sport Exercise and Fitness sioned in the Air Force as second lieu- Theology tenants. GENERAL INFORMATION 9 The three-year program is similar to the enter and complete the program in two four-year program but requires students in years. Normally all students enroll in one their first year of AFROTC to be either con- military science and leadership course and currently enrolled in both the sophomore leadership laboratory per semester. Physical and freshman GMC course, a total of two fitness of all enrolled students is stressed semester hours each term, or attend an ex- and closely monitored. The Army ROTC tended field training unit the summer be- program consists of two phases, basic and tween their sophomore and junior year. advanced military science and leadership. Entry Requirements All students accept- Basic Course ed into the Professional Officer Course All students are eligible for enrollment in (POC) must: basic military science and leadership [1] Be a citizen of the United States. courses without incurring a military obliga- [2] Successfully pass the Air Force Officer tion. Requirements for completion of the Qualifying Test. basic course are MSL 101, MSL 102, MSL [3] Successfully pass a physical examina- 201, and MSL 202, and associated labs and tion (paid for by the Air Force). physical training classes. [4] Meet minimum predetermined acade- mic and qualitative selection standards. Advanced Course For further information, contact the Upon fulfillment of the basic military sci- Aerospace Studies Program, University of ence and leadership requirements, stu- Portland, 5000 N. Willamette Blvd., Port- dents become eligible for entrance into ad- land, Oregon 97203-5798. Telephone (503) vanced military science and leadership. 943-7216. Toll Free (800) 227-4568, ext. 7216. Eligible students must apply and receive the permission of the professor of military Army ROTC Military science and leadership to gain entry. Advanced military science and leader- Science and Leadership ship consists of twelve academic credits of Lt. Col. Peter Rooks, professor of military classroom instruction and associated labs science and leadership and physical training. Students also attend Faculty: Fabre, Lontai, Brown, Larsen, a paid, six-week advanced leadership and Patterson tactics practicum, the ROTC leader devel- The University of Portland, in cooperation opment and assessment course (LDAC), with the U.S. Army, established the Depart- between their junior and senior years. ment of Military Science and Leadership to In addition, advanced military science operate the Army Reserve Officer Training and leadership students become the stu- Corps (ROTC). Army ROTC provides leader- dent leaders for the University of Portland ship training and scholarships so that stu- Pilot Battalion. dents may earn an Army officer commis- Completion of all military science and sion. Students enrolled in ROTC may earn a leadership requirements qualifies the stu- commission as an Army second lieutenant dent to apply for Congressional appoint- while achieving an academic degree (un- ment as a commissioned officer in the Unit- dergraduate or graduate) in an academic ed States Army. discipline of their choice. First- and second- Entry Requirements All students accept- year courses are open to any University stu- ed into the advanced course must: dent and may be taken without obligation [1] Be a citizen of the United States. to the U.S. Army. [2] Successfully pass the Army physical fitness test. Program Description [3] Successfully pass a physical examina- Army ROTC has traditionally been a four- tion (paid for by the Army). year program. Individuals with prior mili- [4] Meet minimum predetermined acade- tary service, members of Reserve or mic and qualitative selection standards. National Guard units and summer ROTC For further information, contact the leadership training course attendees may Army Department of Military Science and obtain advanced placement credit and 10 GENERAL INFORMATION Leadership, University of Portland, 5000 N. Color Guard: The University of Portland Willamette Blvd., Portland, Oregon 97203- Army ROTC Color Guard participates in a 5798. Telephone (503) 943-7353. Toll Free variety of school and civic functions. (800) 227-4568, ext. 7353. Drill Team: Army ROTC offers an exhibi- Financial Assistance tion drill team that performs at social and Each advanced military science and leader- military functions. ship student receives a subsistence allow- Advanced Special Skills Qualification ance of $350-$500 per month. Cooperative Training: Advanced military science and programs available with the Army Reserve leadership students and select basic mili- and Army National Guard pay advanced mil- tary science and leadership students may itary science and leadership non-scholarship participate in regular Army training students approximately $4,000 per year for schools: Airborne, Air Assault Schools, simultaneous membership in Army ROTC Northern Warfare School, and Cadet Troop and a Reserve or National Guard unit. Leadership training. Scholarships Catholic Studies Minor All freshman, sophomore, and graduate Directors: Margaret Monahan Hogan, Ph.D., students may compete for ROTC scholar- McNerney-Hanson Chair in Ethics; executive ships covering full tuition and fees. All director, Garaventa Center for Catholic Intel- Army ROTC scholarship recipients also lectual Life and American Culture; Matthew receive $300-$500 per month for up to ten Baasten, Ph.D., chair, theology months of each school year, plus a $1,200 The Catholic studies minor is a university- allowance per school year for books. wide, interdisciplinary minor designed to Students need not be enrolled in Army permit and encourage students to reach ROTC to apply for and compete for three- into the broad tradition from which and two-year scholarships. No commit- Catholicism as an intellectual tradition de- ment is incurred until the student accepts veloped, to deepen their understanding of an offered scholarship and receives pay- Catholicism’s rich and living heritage, to ment for school expenses. For more infor- examine the contributions the tradition mation, call the Army ROTC department at has made to culture and the contributions (503) 943-7353. it has received from culture, and to be Uniforms and Texts aware of its development and influence in Army ROTC uniforms, basic course texts, and the contemporary culture. The minor is equipment are furnished without charge. open to all students and it is intended to be Nursing Program interdisciplinary. It provides opportunities Army ROTC offers challenging training for to explore the dynamic interaction be- students interested in a bachelor of sci- tween Church and culture as well as cul- ence in nursing degree. In addition to clin- ture and Church. It is intended to chal- ical and academic experiences, cadets lenge students to understand and to con- learn leadership and organizational skills, tribute to the transformative power of enhancing their clinical decision-making Church teaching in every aspect of life and and critical task management. Army to understand the development of Church ROTC pays for summer clinical and lec- teaching in history. It is intended to pro- ture classes, in addition to ROTC scholar- vide opportunities for students to engage ships and University incentives. Students in sustained reflection on the Catholic spend three weeks working in a military tradition and to experience Catholicism in hospital. its many facets—intellectual, spiritual, liturgical, artistic, and service. The inter- Extracurricular Activities disciplinary nature of the new minor Ranger Challenge: An Army ROTC varsity distinguishes it from theology, and the sport designed to provide its members more intense intellectual focus as opposed with additional adventure training in basic to more focused social justice component and advanced tactics, rappelling, and distinguishes the new minor from the so- cross-country land navigation. cial justice program. GENERAL INFORMATION 11 The Catholic studies minor requires 18 Entrepreneur Scholars credit hours—two required courses and four elective courses. The distribution is as (E-Scholars) Program follows: (a) required course: PHL 150: In- Robin D.Anderson, Ed.D., Franz Chair in troductory Philosophy (3 credit hours); (b) Entrepreneurship required course: THE 457: Foundation of The entrepreneur scholars (E-Scholars) Catholic Theology (3 credit hours); and (c) program is a comprehensive entrepreneur- elective upper-division courses (12 credit ial development program incorporating hours) carrying Catholic studies credit. classroom activity and applied experience. These twelve hours taken for the Catholic It is limited to 25 students, and students studies minor are to be distributed among from any discipline may be admitted to three academic disciplines. There are the program. Students apply in their presently seven academic disciplines that sophomore year for participation in their have courses in the Bulletin that are listed junior year. E-Scholars program classes in the Catholic studies minor. For more in- are: Creating a World-Class Venture (BUS formation about the minor please contact 480); Entrepreneur Apprenticeship (BUS either of the directors ([email protected] or 481); and Global Entrepreneurship (BUS [email protected]). 482). This innovative program is made possible through individual and corporate Cross-Registration Program named sponsorships of $5,000; each E- Roberta Lindahl, M.B.A., registrar Scholar pays $3,000 for this unique combi- Full-time University of Portland students nation of classroom work, interaction with may participate in a cross-registration pro- world class entrepreneurs and enterprises, gram sponsored by the member institu- and international travel. Past experiences tions of the Oregon Independent Colleges have taken place in Australia, Brazil, Chile, Association (OICA). China, Malaysia, South Africa, Vietnam, The program allows students to take a and Ukraine, among other countries. In maximum of one undergraduate course 2003, the E-Scholars Program received a per semester on a “space available” basis at $100,000 grant to replicate the program na- a participating institution. There is no ad- tionally. ditional cost for tuition if the student is en- For more information about the pro- rolled full-time at their home institution. gram, contact the director of the Center for Interested students should first contact Entrepreneurship, University of Portland, their academic advisor and dean for 5000 N. Willamette Blvd., Portland, OR course approval. Contact the Office of the 97203-5798. Telephone (503) 943-7769. Registrar for the OICA cross-registration form and additional information at (503) Honors Program 943-7321. John C. Orr, Ph.D., assistant to the provost Participating institutions include Concor- The University of Portland offers the hon- dia University, Corban College, George ors program to enhance the intellectual Fox University, Lewis & Clark College, life of the University community by men- Linfield College, , toring high achieving and intrinsically mo- Mt. Angel Seminary, Multnomah Bible tivated students to serve as public intellec- College, Northwest Christian College, Pa- tuals at the University and beyond. The cific N.W. College of Art, Pacific Universi- program fosters in these passionate and ty, , University of Portland, gifted students a love for the life of the Warner Pacific College, , mind and the desire to enrich their com- Western States Chiropractic College, and munities. Honors students may be en- . rolled in any major. For detailed information, call (503) 943- The curriculum fulfills a portion of the 7321. University core requirements for gradua- tion. Freshmen take a one-week colloqui- um before the fall semester. They then take a first year course that fulfills one 12 GENERAL INFORMATION (and in some cases two) core require- nations and a principled adherence to ethi- ment(s). In their sophomore year students cal behavior — prepare themselves to chal- take an additional core class. In the first lenge unjust systems and become leaders two years honors students are also as- who will create a better world. signed a faculty mentor with whom they The program includes courses in its cur- meet regularly and for whom, each semes- riculum such as business, education, Eng- ter, they write reflective papers integrating lish, history, mathematics, philosophy, po- their educational experience with their litical science, sociology, and theology. personal development. The sophomore The program leads to a certificate in social year culminates with a reflective retreat at justice or a minor in social justice. In addi- which students develop personal mission tion, the program is available as a continu- statements. In the junior and senior years, ing education opportunity. the focus of the honors students is in their The certificate program requires stu- majors. Each major has its own set of hon- dents to complete 12 credit hours in social ors requirements, including a capstone justice with a minimum grade of C in each project. The junior and senior years also course. These 12 credit hours must be see honors students participating in two completed in at least three different acade- one-credit interdisciplinary reading and mic disciplines. discussion courses. Additionally, honors Requirements for the minor include the students are supported and encouraged to successful completion of SJP 200 (Perspec- take advantage of a number of special op- tives of Social Justice) and SJP 410 (Social portunities including, but not limited to, Justice Leadership Capstone) and 12 other study abroad programs, internships, sum- upper-division credit hours in at least mer research opportunities, nationally three different academic disciplines. competitive scholarships, service projects, For complete details, contact the pro- various off-campus transformative experi- gram co-directors at 5000 N. Willamette ences such as participation in conferences, Blvd., Portland, Oregon 92703-5798. Tele- and special projects. For details contact the phone (503) 943-8076 or e-mail frederki@ director of the honors program, Buckley up.edu, or (503) 943-8356 or [email protected]. Center 201, University of Portland, 5000 Toll free: (800) 227-4560. North Willamette Blvd., Portland, OR 97203. Telephone: (503) 943-7286. Toll Certificate in Spanish free: (800) 227-4568. E-mail: [email protected]. Lora Looney, Ph.D., coordinator The University offers a certificate program Social Justice Program in Spanish designed for students who are Lauretta Frederking, Ph.D., co-director not majoring in Spanish, but who wish to Rev. Jim Lies, C.S.C., Ph.D., co-director gain genuine proficiency at the same time The social justice program is open to all they are pursuing their own majors. The students from any major or school at the certificate requires 21 upper-division University. The social justice program in- semester hours including an overseas ex- stills in students a commitment to work perience approved by the foreign language for justice and peace and for an approach program. Approved one-semester pro- to life that promotes social integrity, eco- grams include the ILACA program in nomic prosperity and defense of human Granada, Spain and the University’s sum- rights for all. mer program in Morelia, Mexico and The service dimension of learning at this Segovia, Spain. university is expressed in a unique and ef- The certificate in Spanish is awarded at fective way within the social justice pro- the same time as the baccalaureate degree gram. It challenges students to place their in the student’s major. personal development and career choices Prior to applying to a study abroad pro- into an ethical world view within an inter- gram for the certificate, a student must disciplinary context. have completed a 301-level language All participants in this program — which course (or equivalent), maintained a mini- includes a wide range of religious denomi- mum 3.0 grade point average in the target GENERAL INFORMATION 13 language, and 2.5 grade point average Faculty: E. Aussermair, J. Aussermair, overall. The following is what a semester- Feldner, Hieke, Loos, Nadel, Schratzberger, abroad course schedule might look like: Walterskirchen, Zecha Hrs. Students can enhance their education at the 3 302+ level of foreign language study 3 Foreign literature course University of Portland by participating in 3 Core course the University’s oldest studies abroad pro- 6 Electives gram, which is located in Salzburg, Austria. It is recommended that students start as Since 1964, the Salzburg Program, an acad- early as possible in planning their semes- emic year of studies in the humanities, has ter abroad. provided an opportunity for students to For complete details contact the foreign immerse themselves into a different language coordinator or the director of culture, travel to all corners of Europe, and studies abroad, University of Portland, experience personal growth as a member 5000 N. Willamette Blvd., Portland, OR of the University community in Salzburg. 97203-5798. Telephone (503) 943- The University sponsors academic tours 7286/7221. Toll-free: (800) 227-4568. for the students while they are abroad. On the fall tours, students examine firsthand Studies Abroad the art, religion, and history of Austria, Rev. Arthur F. Wheeler, C.S.C., Ph.D., assis- France, and Germany. The spring tour takes tant to the provost students to the ancient ruins where the heart of the Greco-Roman culture once There are many opportunities for students flourished. A three-week break between at the University of Portland to study abroad. semesters and three-day weekends allow for The University provides an academic-year independent travel throughout Austria and program in Salzburg, Austria, fall and other parts of Europe; Salzburg lies within spring semester programs in Fremantle, an overnight train trip to Berlin, Paris, Australia or Rome, and summer-study pro- Amsterdam, Zurich, Rome, Budapest, and grams in Salzburg, London, Tokyo, Fre- Prague, and many places in between. mantle, Segovia, Spain, and Morelia, Mexico. At the University of Portland Center in The University is also a member of the Salzburg, students enroll in courses taught Independent Liberal Arts Colleges Abroad in English by an Austrian faculty. German consortium, which offers a fall or spring language study enhances each student’s semester program in London, and a fall or ability to communicate with Austrian and spring semester program in Granada, German people. An important aspect as Spain. In conjunction with the Institute for well is the community living situation at the International Education of Students the University of Portland Center. All stu- (IES), the University offers a one-semester dents are actively involved in the various program in Paris or Nantes, France, for stu- academic, cultural, social, and spiritual as- dents interested in advanced studies in the pects of the program. French language, and a one-semester pro- The full-year Salzburg Program is open to gram in Freiburg, Germany, for students in- all qualified students, normally for their terested in advanced studies in the German sophomore year. The University also language. Business internships are avail- offers two summer sessions in Salzburg, able at a variety of sites through IES. including courses in engineering, history, For information concerning these pro- literature, science, philosophy, political grams, contact Rev. Arthur Wheeler, C.S.C., science, psychology, and theology. Ph.D., Director of Studies Abroad, University of Portland, 5000 N. Willamette Blvd., Port- Australia land, Oregon, 97203-5798. Telephone (503) Nicole Schiffer, rector 943-7857. Toll-free (800) 227-4568. Fall or spring semester programs are avail- able in Fremantle, the port city for Perth, Salzburg Western Australia, by arrangement with Rev. James Connelly, C.S.C., director in the Australia, an residence independent Catholic institution with a wide Eva Brandauer, Ph.D., assistant director range of offerings in the arts, humanities, 14 GENERAL INFORMATION social sciences, and business. The program both courses can normally be applied to is designed for juniors; nursing students core curriculum requirements at the Uni- and accounting students may participate versity. The courses are drawn from the arts as sophomores. The program includes a and sciences. Specialized summer programs field trip to the aboriginal community at are also available in London for business Broome. In odd-numbered summers, a students. five-week program for biology students is Morelia, Mexico offered in Broome. Programs in advanced Spanish, social Rome work, Mexican health systems, and Mexi- Fall semester programs are available in can traditions are available every summer Rome, by arrangement with John Cabot in Morelia, Mexico. All instruction is in University, an independent international Spanish and students live with Spanish- university with strength in international speaking families. relations and international business. The Segovia, Spain program is open to juniors and seniors. Advanced classes in Spanish literature and Summer Studies in Japan culture are available in the summer in A four-week study/cultural experience is Segovia, Spain in odd-numbered summers. available in Tokyo. Although a basic All instruction is in Spanish, and students Japanese course is offered, this is not a live with Spanish families. language program. Instead, students par- ticipate in a series of lecture courses taught in English by specialists on Japan- Academic related topics. In addition, conducted tours enable students to learn about the people Regulations of Japan firsthand. Course offerings in Asian studies deal with Japanese social The following articles set forth the rules and structure, economics, history, art, religion, regulations of the University whereby the and business and management practices. deans administer the academic affairs of the The program is open to all qualified stu- respective college and schools under the co- dents, with a preference for global busi- ordinating direction of the provost. All stu- ness majors. Those interested should dents, including those who participate in in- apply early to ensure acceptance. Satisfac- tercollegiate athletics, are responsible for tory academic achievement and favorable knowledge of these regulations and will be personal recommendations are required. governed by them. Students will choose two courses from among 12 offered by Sophia University. Six I. Code of Academic undergraduate credits may be earned. Integrity The London Summer Program Academic integrity is openness and hon- The London program is a five-week oppor- esty in all scholarly endeavors. The Uni- tunity for firsthand study of English cul- versity of Portland is a scholarly communi- ture and its contributions to the develop- ty dedicated to the discovery, investiga- ment of Western Civilization. The program tion, and dissemination of truth, and to the is headquartered in residential facilities in development of the whole person. Mem- London, convenient to all major sites in bership in this community is a privilege, the city. The program is open to all quali- requiring each person to practice academ- fied students after their freshman year. ic integrity at its highest level, while ex- Enrollment is limited and admission is pecting and promoting the same in others. competitive; application must be made in Breaches of academic integrity will not be October; selection of participants will be tolerated and will be addressed by the made and announced in early January. community with all due gravity. The six-credit curriculum consists of two The University of Portland defines acade- three-semester-hour courses taught by Uni- mic integrity as “openness and honesty in versity of Portland professors. Credits from all scholarly endeavors.” This standard is to GENERAL INFORMATION 15 be upheld by faculty, students, administra- benefits all members of the University tion, and staff to the extent that their roles community, but also is the responsibility in the University involve or influence of each and every member, without excep- scholarly activities, both on and off campus. tion. Thus, each person who participates The University expects each faculty mem- in the mission of the University of Port- ber and each student to engage in and pro- land and shares its privileges is account- mote scholarship in such a way that peers able to the University not only for his or and experts will recognize his or her work her own actions with regard to the stan- as a scholarly undertaking, thorough and dard of academic integrity, but also for the consistent with regard to the standards of actions of groups of which he or she is a one’s discipline, appropriately cautious and part. Furthermore, each person is respon- self-critical, and cognizant and respectful of sible for encouraging academic integrity in the contributions of others, including differ- others by means of direct communication ing or opposing points of view. and personal example, for discouraging The University’s interest in maintaining breaches of academic integrity, for con- compliance with this standard is grounded fronting persons who commit breaches, in nothing less than its identity as a schol- and for reporting breaches to the appropri- arly community in the Roman Catholic ate authorities. tradition. As a Roman Catholic institution of higher learning, the University seeks to II. Course Registration provide an educational opportunity for its [A] The dates for registration of students students within a Judeo-Christian context in both semesters and summer session are that promotes respect, honesty, and fair- set forth in the University calendar con- ness in service to God and neighbor. In the tained in this Bulletin. words of its mission, the University is com- [B] Providing the general requirements for mitted to providing “an environment that admission to the University are met, the fosters development of the whole person,” dean of each college or school of the Univer- including the moral and ethical self, and to sity has the sole right to admit and register promoting “a concern with issues of justice students in his or her college or school. and ethical behavior” that is “central to the [C] Students will not receive credit for any daily life of the University.” class for which they are not properly regis- As a scholarly community, the Universi- tered. Students who register for a class, fail ty believes that it is vital to the academic to attend, and fail to withdraw properly process, as well as desirable in itself, to will be assigned a grade of F for the course. maintain an environment in which ideas, [D] No one may register for any course after accomplishments, and information can be the latest date for registration. Students may exchanged freely and creatively without change courses (drop/add) with the permis- misgivings as to the honesty and openness sion of the dean of the college or school in- of one’s colleagues. Beyond this, the Uni- volved during the first week at the beginning versity’s stature and reputation as a schol- of the semester. arly community depend on the quality of [E] Students may not register for more than its research and pedagogy, as well as its 18 semester hours of credit (nine semester ability to certify its achievements in these hours in the summer session), without the areas. In conferring credentials, recogniz- consent of their dean. ing competencies, and awarding degrees, [F] The University reserves the right to can- honors, promotions, and distinctions to cel courses for which there is not sufficient students, faculty, and other associates of registration, to close enrollment in courses the University, it is imperative that the which are filled, and to modify course offer- University have full confidence that all ings when necessary. Every effort will be concerned parties have conducted them- made to announce such changes promptly. selves in accordance with its standard of [G] The dates for closing the late registration academic integrity. and the latest date for dropping or adding of In line with this, the University holds classes are listed in the University calendar. that a consistent, active commitment to its [H] Registration is not complete until a stu- standard of academic integrity not only 16 GENERAL INFORMATION dent has been cleared by the Office of Stu- IV. Examinations dent Accounts (by payment of all tuition and fees and the signing of any financial aid In courses in which semester examinations checks, etc. prior to the start of the term). are required, the examinations are to be The University reserves the right to cancel given during the scheduled times published the registration of any student who has not by the registrar. During the week prior to been cleared once the term has begun. final examination week, no examinations [I] Advanced undergraduate students may may be given, except in laboratory practica. enroll in a graduate course for either un- V. Grades and Credits dergraduate credit or reservation for possi- [A] Academic Warning At least by the ble graduate credit. The written approval mid-point of each semester, instructors of the department chairman, dean, and shall give a written academic warning or graduate program director is required. mid-term grade to each student who is [J] Certain departments/schools offer doing failing or near failing work. A copy courses which represent guided inquiry by of this warning will be turned in to the Of- special arrangement with faculty mem- fice of the Registrar. bers, or which carry varying amounts of [B] Change of Grade No one but the in- credit based upon the level of work being structor of a course can give a grade in that submitted. These directed study or vari- course or change a grade once given. The able credit courses require the written ap- change of any grade other than the I and proval of the instructor and dean of the IP must be justified in writing to the asso- school in which the course is offered. ciate provost. [K] Students who register for classes but [C] Cheating Because of the University’s decide not to attend them must cancel commitment to academic integrity, cheating their registration in writing at the Office of by a student in course work or examinations the Registrar by the last day for registra- will result in penalties that may include as- tion. If classes have begun, students must signment of a grade of F for the specific ex- follow the withdrawal procedure. amination or project, an assignment of a grade of F for the course, or dismissal by the III. Course Requirements dean from the University. Any instance of [A] If an instructor is 10 minutes late, the cheating must be reported to the dean of the class is considered dismissed. college or school in which the course is of- [B] The instructor of a class determines fered and to the dean of the college or school the requirements for the successful com- in which the student is currently enrolled. pletion of a given course. The instructor will [D] Grade Report A grade report for each inform students in writing of these require- student is available online during the ments and grading policies within the first week following the close of each semester. week of the opening of the class. In those A paper copy will be mailed to the stu- cases in which a student misses class meet- dent’s permanent address upon request. ings due to participation in activities which Grades will not be released or redirected are officially approved by the provost, the over the telephone. If a student has any ac- student will be permitted to fulfill the count balances or obligations such as tu- missed requirements of the course. ition, library or parking fines, loans, etc., a [C] As a general standard, one semester hold will be placed on grade reports, tran- credit hour is to represent 45 hours of stu- scripts, and/or diplomas until paid. dent involvement. In the fall and spring se- [E] Grading System The grading system mesters the portion of this involvement that is based upon achievement in course work is dedicated to recitation or lecture is estab- attempted. The grades and points of this lished as 55 minutes in length per week over grade point average (G.P.A.) system are as 14 weeks. In summer sessions and in other follows: time-shortened arrangements an equivalent Points per Semester Hour Grade of this dedication is required exclusive of reg- A 4.0 C 2.0 istration and final examination periods. A- 3.7 C- 1.7 B+ 3.3 D+ 1.3 GENERAL INFORMATION 17 B 3.0 D 1.0 formance ranging from D- to A and NP for B- 2.7 D- .7 F. The instructor will not be made aware C+ 2.3 F .0 that a student is enrolled under the sys- In addition, the following symbols are used: tem. The grades he/she submits will be P — Pass translated into either a P or an NP by the NP — No Pass registrar. Within the parameters above, AD — Audit one change in registration from regular I — Work Incomplete status to pass/no pass or vice versa will be IP —In Progress (given only for Thesis 599 allowed in a given course up to two weeks and other approved courses) after the midpoint in each semester. W — Withdrew (with permission) [H] Repeating Courses Only courses in NG — No Class Grade Register Submitted which a grade of C-, D+, D, D-, F, or NP The G.P.A. is the total points divided by has been received may be repeated at the the total semester hours in which grades of University of Portland for academic credit. A through F are received. All courses A course may be repeated only once and which the student does not successfully only the latest grade is included in the com- complete will be denoted on the transcript putation of the G.P.A. and the total number by the symbol I, IP, F, or NP. of credit hours required for graduation. [F] Incomplete The grade I is allowed only Both courses and grades will remain on with the approval of the dean. An incom- the permanent academic record, with the plete may be given when a student needs no original course denoted by the symbol RP. further formal instruction but is unable to While courses repeated at the University complete some requirement of the course of Portland may change one’s grade point due to circumstances beyond their control. average, equivalent courses taken at an- The instructor must inform the dean in writ- other institution, even when fulfilling Uni- ing of their reasons for the incomplete and versity requirements, cannot be used to re- the agreed upon date for completion of the place any course or grade entered on the requirement (not to exceed one year). The I permanent academic record, or to change will convert to an F if the requirement is not one’s University of Portland G.P.A. completed by the deadline. [I] Withdrawal To receive a W, a student [G] Pass/No Pass Certain courses, because must officially withdraw from a course in of their content and scope, are graded on which he/she chooses not to continue. the pass/no pass basis. These courses are The withdrawal is effective the date it is determined by the dean of the college or filed in the registrar’s office, and in no in- professional school which offers the courses stance later than the eleventh week of the involved upon recommendations of the fac- semester. ulty of a department or professional school. Students who seek an exception from Such courses will not be subject to the regu- this regulation for individual courses after lations on student options below. this deadline must meet with the appropri- Courses that are required by the Univer- ate department head and academic dean sity core, college curriculum, or depart- who will make a recommendation to the mental program may not be taken pass/no associate provost in accord with Reg. XI e. pass. To fulfill the remaining credit hours In no instance will a request be considered for graduation, three courses may be taken for a late withdrawal from an individual pass/no pass. The student must have the course without academic penalty that has approval of his/her academic advisor and not been forwarded with the recommenda- dean. tion of the academic dean. Courses attempted under the pass/no [J] Leave/Readmission Students must pass system and completed successfully be continuously enrolled during fall and will carry academic credit, while unsuc- spring semesters or seek a leave of ab- cessful performance will carry no credit sence. A leave form may be secured from but will be listed on a student’s transcript. the registrar. Students must secure the req- However, neither result will be included in uisite signatures on the form in order to the computation of the grade point aver- obtain an approved leave. Students who age. Grades assigned will include P for per- are not enrolled and do not seek a leave 18 GENERAL INFORMATION must reapply for admission. Readmission [C] Should the aggrieved students believe is not automatic and requires approval by that their rights were abridged at the de- the dean of admissions. partmental and college levels, they may [K] Medical Leave of Absence Medical file a request for review with the associate leave of absence is designed to allow an provost, making clear the substance of the undergraduate or graduate student to pur- appeal. The associate provost will consult sue treatment for medical or psychiatric with the dean, the department head, and conditions, or to accommodate students faculty member in question and make a too ill to complete the semester. A granted recommendation regarding the issue: that medical leave allows a student to leave the original evaluation and decision school for not more than one year without should stand; or that there appears to have subsequent academic penalty, and with been unfair evaluation or treatment by the minimal financial implications. The stu- instructor. In the latter instance, the asso- dent will have grades of W recorded for ciate provost will suggest that the instruc- the semester of departure. For students re- tor correct the wrong. turning to campus within the allowed medical leave period, financial aid policy VI. Advanced Placement allows all institutionally controlled funds [A] Students may challenge courses previously awarded the student to be re- and/or receive advanced placement with stored. (For full details, please go to the credit upon permission from their acade- University of Portland website at mic dean and on certification from the http://www.up.edu/finaid/, click on head of the department which offers the “Links and Resources,” and pull up the course. Courses may be challenged only most recent Financial Aid Handbook.) A once. Courses may not be challenged in medical leave of absence is granted at the which the student has been previously en- discretion of the Office of the Provost; rolled at the University of Portland.* however, requests for a medical leave of [B] Credit may be granted for advanced absence originate at the University health placement for those courses required in center. the student’s major program.* [C] Students who have earned 60 or more Grading Appeals semester hours of college credit cannot Students are responsible for maintaining gain additional credit through the College standards of academic performance estab- Level Examination program (CLEP) gener- lished for each course in which they are al tests. They may receive credit for satis- enrolled. Whenever students believe that factory scores in specialized subject exami- their work has been improperly evaluated nations. or that they have been treated in a capri- cious or prejudiced manner, they are ex- VII. Probation and pected to discuss this directly with the fac- ulty member involved. If, after earnest in- Dismissal Due to quiry, the matter remains unreconciled, Poor Scholarship the students may seek assistance through Any student who earns a semester G.P.A. the following steps: below 2.00 will be placed on academic pro- [A] Appeal the question to the head of the bation. Furthermore, the records of those department (unless the department head students who withdraw from more than is a party to the grievance). four credit hours during a semester will be [B] Submit the appeal to the dean of the reviewed by the dean. When the academic academic college. The dean together with progress of such a student is judged unsat- the department head shall take all reason- isfactory, that student will be placed on able and proper actions to resolve the academic probation. question at their level. If at the end of the next regular semester the student is not placed on probation, the

*Forms for requesting approval to challenge courses and for certifying credit are available in the Office of the Registrar, and must be presented to the proper academic dean before examination is taken. GENERAL INFORMATION 19 student returns to regular academic stand- niors if they have earned at least 90 semes- ing. A student who is placed on probation ter hours. for two semesters in any twelve-month pe- [B] Special students are those who qualify riod may be dismissed from the University. by maturity and ability to perform satisfac- In addition, regardless of the number of torily at the university level, but who fail semesters on probation, a student may be to meet the requirements for freshman or dismissed if, in the opinion of the dean, advanced standing. the student’s academic progress is inade- [C] Nonmatriculated students are those quate to assure successful continuation at who have been admitted in order to regis- the University. Students who have been ter for credit but who have not been ac- dismissed from the University for academic cepted into any degree program at the reasons may appeal in writing to the Acad- University. See page 31 of this Bulletin for emic Standing Committee for a review of specific requirements for admission to this the decision of dismissal and/or for re- student status. admission to the University. The letter [D] Postgraduate students are those who should be addressed to the associate have earned an undergraduate degree and provost, who is chair of the Academic are in a program that leads to a certificate Standing Committee. It is only with the or other non-degree credential. approval of this committee that a student, [E] Graduate degree-seeking students are once dismissed, may be re-admitted to the those who have earned a baccalaureate de- University. gree and who have been accepted into a program leading to an advanced degree. VIII. Transfer of Credits [A] Transfer to the University or from one X. Graduation and college or school within the University to Degrees another may be made only with the ap- [A] In order to earn a baccalaureate de- proval of the dean in each area. gree, students must successfully complete For students who transfer within the at least 120 semester credit hours, and University, courses common in require- more in most programs. The particular re- ments to all schools and divisions of the quirements in each college or school are University will be accepted in transfer and listed under each program in this Bulletin. both credit earned and grade received A minimum of 30 semester hours at the shall be used in computing the G.P.A. of University of Portland is required for a de- the student. Other courses may be accept- gree. Normally, these 30 semester hours ed at the discretion of the dean and shall must be those which immediately precede be used in computing the G.P.A. the completion of degree requirements. It [B] If, after enrolling in a degree program is expected that students will complete all at the University of Portland, a student of the upper division courses in their wishes to take a course at another institu- major at the University of Portland. How- tion and use it toward the degree, prior ever, the deans of the schools or colleges approval of the student’s academic dean may accept up to 25 percent of the upper- should be obtained. Official transcripts of division major course requirements in credits earned in other institutions (high transfer from other accredited institutions. school, college, or university) must come Students seeking a second baccalaureate directly from the school to the University degree from the University are required to of Portland. complete an additional 30 semester hours at the University and fulfill the course re- IX. Student Classification quirements of the college or school in [A] Undergraduate degree-seeking stu- which the second degree is sought. dents are classified as freshmen if they [B] In addition to satisfying the above have earned less than 30 semester hours; quantitative requirements, students must as sophomores if they have earned at least have a cumulative G.P.A. of at least 2.0 in 30 semester hours; as juniors if they have courses taken at the University of Port- earned at least 60 semester hours; as se- land, and a 2.0 average in their major field. 20 GENERAL INFORMATION [C] The undergraduate and graduate de- [B] Administrative Withdrawal The grees listed elsewhere in this Bulletin are University reserves the right to withhold granted by the University through the or terminate the privilege of attending the College of Arts and Sciences and the vari- University when such official action is ous schools. (For master’s degree require- deemed advisable or necessary in the in- ments, refer to the Graduate School chap- terest of the student or of the University or ter of this Bulletin beginning on page 113.) both. When such action involves termina- [D] Eligible candidates for graduation tion of attendance within a semester or should file an application for degree with session, it shall be termed “Administrative the registrar and pay the appropriate fees Withdrawal.’’ An appropriate record shall during the semester prior to the semester be kept in the confidential files of the vice in which they expect to graduate, but no president for enrollment management and later than the date specified in the academ- student life and a notation of such action ic calendar. shall be kept in the student’s file in the Of- [E] Although a number of administrative fice of the Registrar. and faculty advisors are ready to help stu- [C] Course Numbers The number as- dents in planning and checking the progress signed to a course indicates in a general of their degree program, the final responsi- way its academic level. bility for completing all requirements for a Generally, courses numbered in the one degree rests with the student. If a student hundreds (1xx) are for freshmen; courses has not satisfied all of the requirements, numbered in the two hundreds (2xx) are the degree for that student will be with- for sophomores. Courses numbered in the held pending adequate fulfillment. three hundreds (3xx) are upper-division courses for undergraduates only. Four XI. Honors at hundred courses (4xx) are principally for upper-division undergraduate students, Graduation but a limited number of such courses may Honors for undergraduate degrees at grad- be applied toward advanced degrees with uation are determined one semester prior the permission of the department head to graduation by computing the G.P.A. in and the associate provost. Five hundred all courses (both University of Portland courses (5xx) are graduate courses which and transfer) applicable toward gradua- may be taken for undergraduate credit by tion. Transfer students who have not com- advanced students with the permission of pleted 30 semester hours in residence by the head of the department in which the one semester prior to graduation will be course is taught and the dean of the col- evaluated at the conclusion of all work. lege. Courses numbered in the seven hun- Fall semester graduates are included with dreds (7xx) are reserved for continuing ed- the subsequent spring semester and sum- ucation credit courses ordinarily not ac- mer semester graduates are included with ceptable as fulfilling requirements in pro- the previous spring semester in determin- grams leading to academic degrees. ing honors at graduation. Honors are Course numbers in the eight hundreds based on the following formula: within a (8xx) are reserved for non-credit continu- given college or school, summa cum laude ing education courses. Course numbers in will be awarded to all students receiving a the nine hundreds (9xx) are reserved for 4.00 G.P.A.; maxima cum laude to the next continuing education courses taken for 3%; magna cum laude to the next 7%; cum continuing education units (CEUs) only. laude to the next 10%. [D] Dean’s List The undergraduate dean’s list is compiled at the end of each XII. Miscellaneous semester by the Office of the Registrar. To Regulations qualify for the dean’s list, a student must [A] Applicability Students and University complete at least 12 semester hours of personnel are bound by all published Uni- credit which count toward their grade versity rules and regulations. point average; receive a grade of C or above in all classes which count toward their grade point average, receive no F or GENERAL INFORMATION 21 NP grades; and earn a semester G.P.A. of staff are required to obtain access to the 3.50 or higher. There is no dean’s list in the University network, the campus portal (Pi- Graduate School. lotsUP,) and a University of Portland e-mail [E] Exceptions Exception to any academ- account (@up.edu) for communication ic regulation is permitted only for extraor- purposes. Communication from Universi- dinary reasons, and then only by the ty offices is posted on the campus portal or provost. sent to the up.edu address and students, [F] Student Address Students are re- faculty, and staff are responsible for any quired to report in writing or online to the information that is conveyed. Office of the Registrar their off-campus, local address and any changes of address, both local and permanent, each semester. Records (Note: Residence hall students’ addresses and telephone numbers are automatically Family Educational recorded.) [G] Transcripts A transcript of credit is a Rights and Privacy Act complete and faithful copy of the student’s (FERPA) University academic record. Official tran- The Family Educational Rights and Priva- scripts bear the seal of the University and cy Act (FERPA) affords students certain the signature of the registrar. Requests for rights with respect to their education transcripts must be made in writing in- records. These rights include: cluding the student’s signature. We are un- [1] The right to inspect and review the able to accept telephone or e-mail requests student’s education records within 45 days since the student’s signature is required to of the day the University receives a re- release their transcript. To order a tran- quest for access. A student should submit script, please send an original, signed let- to the registrar, dean, head of the academic ter indicating where you would like your department, or other appropriate official, transcripts to be sent, or download and a written request that identifies the mail the transcript request form from our record(s) the student wishes to inspect. website at www.up.edu/registrar. Please The University official will make arrange- include in your written request the follow- ments for access and notify the student of ing information: name(s) under which you the time and place where the records may may have attended; U.P. ID number; date be inspected. If the records are not main- of birth; and dates you attended the Uni- tained by the University official to whom versity of Portland. Transcripts are normal- the request was submitted, that official ly mailed within 2 working days of receiv- shall advise the student of the correct offi- ing the request. You can order a rushed cial to whom the request should be ad- transcript for an additional fee and it will dressed. be processed immediately. Please allow [2] The right to request the amendment of several additional days for processing if the student’s education records that the you attended the University prior to 1983. student believes are inaccurate, mislead- The University will not issue transcripts ing, or otherwise in violation of the stu- for anyone with outstanding account bal- dent’s privacy rights under FERPA. A stu- ances or obligations. Note: For transcripts dent who wishes to ask the University to from previous educational institutions at- amend a record should write the Universi- tended students must contact each institu- ty official responsible for the record, clear- tion directly. ly identify the part of the record the stu- [H] Withdrawal The student who with- dent wants changed, and specify why it draws at any time during the school year should be changed. If the University de- must complete the withdrawal form avail- cides not to amend the record as request- able from the Office of the Registrar. Fail- ed, the University will notify the student ure to do so will result in responsibility for in writing of the decision and the student’s grades submitted by the instructors. right to a hearing regarding the request for [I]University Communication All Uni- amendment. Additional information re- versity of Portland students, faculty, and 22 GENERAL INFORMATION garding the hearing procedures will be the release of the directory information. provided to the student when notified of Directory information includes: name; ad- the right to a hearing. dress; telephone number; e-mail address; [3] The right to provide written consent name(s) and address(es) of parent(s); before the University discloses personally country of citizenship; major field of identifiable information from the student’s study; participation in recognized activi- education records, except to the extent ties and sports; weight and height of mem- that FERPA authorizes disclosure without bers of athletic teams; photographs; dates consent. The University discloses educa- of attendance; degrees, honors and awards tion records without a student’s prior writ- received; class-year in school; and previ- ten consent under the FERPA exception ous educational institutions attended. for disclosure to school officials with legiti- Disciplinary Records All records of disci- mate educational interests. A school offi- plinary proceedings are maintained cial is a person employed by the Universi- through the Office of the Associate Vice ty in an administrative, supervisory, acad- President for Student Life. Such records emic, or research, or support staff position are destroyed seven years after the last (including law enforcement unit person- entry into the student’s record. (In compli- nel and health staff); a person or company ance with the Clery Act (20 USC § 1092 with whom the University has contracted (f).) Information in these records is not as its agent to provide a service instead of made available to persons other than the using University employees or officials president of the University, the vice presi- (such as an attorney, auditor, or collection dent for enrollment management and stu- agent); a person serving on the board of re- dent life, and student life office staff on a gents; or a student serving on an official need-to-know basis, and as allowed or re- committee, such as a disciplinary or griev- quired in compliance with Federal Law 20 ance committee, or assisting another USC §1092, and USC § 1232. school official in performing his or her Counseling Records Counseling records tasks. A school official has a legitimate ed- are privileged and confidential as required ucational interest if the official needs to re- (and except as limited) by law in accor- view an education record in order to fulfill dance with state and federal statutes and his or her professional responsibilities for regulations. Generally, information may the University. not be disclosed to another person or [4] The right to file a complaint with the agency outside of the University Health U.S. Department of Education concerning Center (including parents, teachers, or resi- alleged failures by the University to com- dence life staff) without the written consent ply with the requirements of FERPA. The of the student. name and address of the office that admin- Medical Records Medical records are isters FERPA is: privileged and confidential as required Family Policy Compliance Office (and except as limited) by law in accor- U.S. Department of Education dance with state and federal statutes and 400 Maryland Avenue, SW regulations. Generally, information may Washington, DC 20202-5901 not be disclosed to another person or Directory Information FERPA allows agency outside of the University Health the University to provide “directory infor- Center (including parents, teachers or resi- mation” to others without a student’s con- dence life staff) without the written con- sent. Directory information is information sent of the student. Medical records may that is generally not considered harmful or be released to necessary personnel to ap- an invasion of privacy if released. If you propriately respond to an emergency. do not want the University to disclose di- Records Not Available to Students or rectory information without your prior Third Parties The following items are not consent, you must notify the registrar in available to students or outside parties: writing by the end of the first week of alumni giving records; campus safety and classes. In the event that such written no- security records for law enforcement pur- tification is not filed, the University as- poses; parents’ financial information; per- sumes that the student does not object to sonal records kept by individual staff GENERAL INFORMATION 23 members; score reports of standardized PER SEMESTER FEES tests; student employment records; and Health insurance—full-time transcripts of grades sent by other educa- undergraduate only unless tional institutions. waived before or during registration as explained Enrollment Certification under “Payment Schedule” $ 455.00 The University can certify a student’s en- Student Government Fee — rollment status for the current semester or Full-time undergraduate only $ 70.00 for past enrollment semesters. Requests Music—Private lessons, per for the current semester are processed semester hour $ 240.00 after the end of the first week of classes. Summer Session—Consult Summer Current enrollment status is based on the Session Catalog tuition schedule and fees. number of registered semester credit Laboratory/Workshop Fees—See course hours. Undergraduate full-time enroll- listings. ment is 12 semester hours (6 in summer). RESIDENCE HALL & FOOD Graduate full-time enrollment is 9 semes- ter hours (5 in summer). Students should SERVICE RATES submit requests for enrollment certifica- The University offers the following on- tion in writing to the Office of the Regis- campus living options per semester: trar. After the first week of the semester, TRADITIONAL RESIDENCE allow one week for processing, not includ- HALLS ing time needed for the certification to Room Type Meal Plan travel by mail. Most certifications for auto Double 1(20 meals, 7 days) $4,378.00 insurance, credit card applications, travel Triple 2(15 meals, 7 days) $4,273.00 discounts, etc., will be referred to the Na- 3(10 meals and tional Student Clearinghouse. $195.00 credit) $4,378.00 4(15 meals and Financial $245.00 credit) $4,489.00 If a double single (a double Information room in which one person lives) is available, add 2008-2009 Tuition & Fees to the prices listed above $ 747.00 If a single room (a room TUITION PER SEMESTER constructed to house one Undergraduate—per semester/ person) is available, add 12 hours or more* $ 14,700.00 to the prices listed above $ 405.00 Undergraduate—per semester Bath extra (prorated) $ hour/11 hours or fewer $ 925.00 Residence hall damage deposit $ 100.00 Graduate—per semester hour† $ 820.00 Auditor—50% of tuition, 100% UNIVERSITY VILLAGE of course fees Room Type Meal Plan Students 65 years and older— Double (7 meals, $395 cred.) $4,929.00 50% of tuition Single (7 meals, $395 cred.) $5,333.00 Business, Computer Science, Double/Single Economics, Education‡, (7 meals, $395 cred.) $5,742.00 Engineering, Nursing courses Univ. Village Damage Deposit $250.00 per semester hour fee $ 35.00 Activity Fee For All Residence Halls and University Village $10.00 Special accommodations—rates on request * For foreign programs contact program director. †For theology, education programs contact graduate program director. ‡ Graduate education programs are exempt from professional fees unless noted under course descriptions. 24 GENERAL INFORMATION MEAL PLAN OPTIONS Student parking Non-resident students may purchase permit, one semester $ 70.00 Meal Plans 1, 2, 3, or 4 in the Student University Court and Accounts Office. Only non-resident students Haggerty Hall parking permit, may purchase the following meal plans at one semester $ 100.00 the Food Service Office in The Commons. Late payment fee if financial Meal Plan 5 arrangements are not Any 50 meals per semester completed by: plus $150.00 of flex allowance* $ 400.00 Fall semester—August 15, 2008 Meal Plan 6 Spring semester— Any 20 meals per semester January 5, 2009 $ 50.00 plus $125.00 of flex allowance* $ 250.00 (An additional $50.00 late fee will be as- sessed if financial arrangements still have Munch Money is a prepaid individually not been completed on the second week funded account for food service purchases following the original due date.) on campus. Munch Money accounts may Late registration fee for not registering be established at any time throughout the on or by: year by any University of Portland student Fall semester—August 25, 2008 at the Food Service Office in the Commons. Spring semester— HOUSING/FOOD SERVICE CONTRACT January 12, 2009 $ 25.00 EXCLUSIONS Lost or stolen ID card fee $ 10.00 Between fall and spring semesters Returned check fee $ 35.00 (Christmas vacation) the residence halls Thesis in progress fee $ 40.00 are closed and food service is not available. Credit by examination fee for All resident students must find accommo- special comprehensive dations off campus. examinations given to students who challenge a course—per semester ENTRANCE FEES/DEPOSITS credit hour (non-refundable) $ 50.00 Registration/Housing Deposit—$400.00 A non-refundable registration/housing de- SAMPLE OF EXPENSES posit is required of all students. Ordinarily, Per Semester 2008-2009 this amount will be applied as a credit to All Students: the student’s account. However, for stu- Tuition $ 14,700.00 dents residing in a University residence Health Insurance $ 455.00 hall, $100.00 of this deposit will be held as Books, Supplies, Etc. $ 500.00 a room reservation deposit and, as such, Student Government Fee $ 70.00 will not appear as a credit on the student’s Total $ 15,725.00 account. This $100.00 will be held in es- On Campus Residents crow as long as the student continues to Tuition, Health Ins., fees, reside on campus. Minor maintenance books (from above) $ 15,725.00 services and hall damages over and above Double/Triple Room the normal occupancy usage will be de- Meal Plan 1 (20 meals) $ 4,378.00 ducted from the deposit. When the student Residence Hall Activity leaves the residence hall system, any un- Fee $ 10.00 paid charges on the student’s account will Total $ 20,113.00 be deducted from the room reservation de- posit first, then any balance will be refund- Payment Schedule ed to the student. Payment in full for tuition, room, and board (where applicable), and any assessed INCIDENTAL FEES fees are due on or before August 15, 2008 Student parking for the fall 2008 semester and January 5, permit, full year $ 100.00 2009 for the spring 2009 semester. Stu- *The flex allowance is the same as cash, and is redeemable at any University of Portland campus food facility. This is non-refundable and must be used during the academic year in which it was purchased. These plans are outlined in publications available in the residence life or Bon Appetit offices. GENERAL INFORMATION 25 dents must make financial arrangements sponsible for all charges due the University for any unpaid portion of their bill with as well as all collection costs incurred by the the Office of Student Accounts prior to the agency. Degrees and transcripts will not be due date in order to be cleared for class. issued to any student whose account has not Payment for any special charges and ad- been paid in full. If a past due account is paid justments incurred during the semester is by personal check, the degree and transcript due at the time of adjustment. will be released two weeks after the receipt Student accounts creates an invoice in of payment. mid July for fall semester, first part of De- Expenses incurred because of damage to cember for spring semester, and the first University property will be billed to the part of April for summer semester. The in- student who caused the damage. voice reflects all current charges based on The University is not responsible for any a student’s registration at the time of in- loss of, or damage to, the personal property voicing for the new semester. Invoices are of a student. generated at the beginning of ever month Tuition and Fees Refund Policies Stu- during the academic year and mailed to dents are admitted to the University of the student. Portland with the understanding they will Payment of tuition entitles the student to remain until the end of the semester.* receive a validated student body card that When students register for classes, they permits: admission to the University incur charges and are responsible for pay- library, gymnasium, and student recre- ment of these charges whether or not they ational facilities; admission to concerts, attend. The University of Portland, a non- lectures, and athletic events at no charge profit institution of higher learning, in es- or a reduced rate; and free access to stu- tablishing any student account, extends dent publications. Full-time students are, credit to students solely for the purpose of additionally, entitled to use of the Univer- financing their education. Any balance sity health center services. due is hereby acknowledged as a student Health Insurance Participation in the loan and will be considered non-discharge- health insurance program is required of all able under Chapter 13 and 7 of the federal full-time undergraduate students. Students and state laws governing bankruptcy. To who are already covered by a health insur- have the charge removed, students must ance program may have this requirement process a drop or withdrawal through the waived by submitting the online health registrar’s office within the refund period. waiver at www.aetnastudenthealth.com. A If a student is dismissed or suspended, no waiver is required for each academic year part of the tuition and fees for the remain- and must be received by the day of regis- der of the semester will be refunded. If a tration at the beginning of the fall semes- student finds it necessary to withdraw ter. Any health waivers received after this completely or from specific courses, the timeline will not be accepted for the cur- following policies apply: rent semester. Waivers are available online Fall and Spring Semesters Tuition and at www.aetnastudenthealth.com. Fees In all cases of withdrawal,whether Student Government Fee The student complete or partial, and counting from government fee is used by the Associated the first day courses begin each semester, Students of the University of Portland to the following refund schedule applies: promote activities. During the first week —100% of tuition Parents or guardians will be held responsible and fees for all bills contracted by their dependent During the second week—75% of tuition students even though the student may be During the third week—50% of tuition self-supporting. A student’s account must be During the fourth week—25% of tuition paid in full in order to register for upcoming After the fourth week—No refund classes. Accounts that are more than 90 days Tuition refunds are effective from the past due may be referred to an outside date a completed application to withdraw agency for collection. The student is then re- or drop courses is received in the Office of

* Students enrolled in off-campus programs should refer to the program handbook. 26 GENERAL INFORMATION the Registrar, not from the last day of at- tendance. If you must withdraw after the Athletics refund period due to unusual circum- stances, you may contact the Office of Student Accounts to apply for an exception Athletics/Intramurals to the refund policy. Lawrence R. Williams II, J.D., director A different refund policy applies to The mission of the University’s athletics students receiving Federal Financial Aid. programs has four features: Please contact the Office of Financial Aid I To educate the minds, hearts, and spirits regarding this policy. of student-athletes, in such areas as fair- Credit balances are reviewed twice a ness, discipline, teamwork, competitive- year and are automatically generated for ness, and sacrifice; credit balances in excess of $10.00. Credit I To advance the University toward preem- balances under $10.00 will not be refund- inence among its peers by fielding teams ed unless requested, and will be written and student-athletes that are talented and off if they are over one year old. competitive at the NCAA Division I level; Hold Policy Accounts with an outstand- I To provide additional non-curricular ing balance of $25 or greater will be en- “teaching moments” for all students; cumbered. The hold will prevent registra- I To formulate and perpetuate programs tion changes, including section changes, that reflect the University as a whole, and release of transcripts, and diplomas. A stu- which symbolize the University’s mission. dent that has a hold in placed on their ac- Since the University’s founding nearly a count is encouraged to contact the Office century ago, sport has been both a central of Student Accounts. means of education for the student body Paying by Check Accounts paid by check and one of the many ways that the Univer- creating a credit balance will have a mini- sity is bound together as a community. mum of two weeks postponement before The University’s inter-collegiate and in- releasing the credit balance. tramural athletics programs have allowed Summer Session See current Summer many thousands of students a form of edu- Session Catalog for refund policy. cation respected since the time of the an- Room Refund All students residing on cient Greeks. On playing fields and courts, campus are required to complete a Resi- University students have focused their dence Hall and Food Service Contract. This physical, mental, and emotional efforts; legal contract describes both University and learned the benefit of discipline and team- student obligations and is for the entire acad- work; channeled competitiveness, creativ- emic year. Release from this contract will be ity, and energy toward goals both individ- granted only in the event of December grad- ual and common; and realized one aspect uation, voluntary withdrawal from the Uni- of the University’s attempt to teach them versity, or serious extenuating circum- what it means to be a wholly educated per- stances beyond the student’s control. son, alert to knowledge of the mind, body, Food Service Meal Plan charges will be and spirit. prorated if a student withdraws from the The University’s athletics programs have University or is released from the Resi- also served as an important means of bind- dence Hall and Food Service Contract. ing the University community together, in Munch Money will be refunded upon writ- common support of the student-athletes ten request to the Food Service Office. representing the University, and in com- mon support of the athletics staff charged with caring for and teaching the students on their teams. Coaches, trainers, and ad- ministrators in the athletics department are considered teachers of direct or indi- rect influence. Through their conversa- tion, conduct, and personal and profes- sional activities, athletics personnel are GENERAL INFORMATION 27 colleagues in the University’s effort to edu- Teacher. The director of campus ministry cate mind, heart, and spirit. and the associate directors have offices in The University’s participation at the the chapel building and in the Pilot House. NCAA Division I level is characterized by The primary activity in the chapel is wor- adhering to the NCAA’s standards of acade- ship. It is open and available for prayer and mic quality and degree completion and by meditation to all members of the University striving for regional and national promi- community every day of the year. Each Sun- nence. The University is committed to be day the Catholic Eucharist is celebrated at an institution that abides by NCAA rules 10:30 a.m., and at 9 p.m. when classes are in and regulations as well as those of the session. In addition, Mass is celebrated every (WCC). weekday at noon. The life of prayer and wor- Programs: The men’s and women’s inter- ship is at the heart of what campus ministry collegiate program competes in the WCC contributes to the University and much time in basketball, golf, tennis, soccer, and cross and energy is invested in it. Students, facul- country. The men also compete in the ty, and staff are encouraged to participate in WCC in baseball, and the women compete the Mass as musicians, singers, readers, and in the WCC in volleyball. The track pro- eucharistic ministers as well as to help plan gram for both men and women competes other prayer and worship activities that take as an independent. place in the chapel. During the special sea- The intramural program offers a wide sons of the Church’s year (Advent, Lent, and variety of organized sports and recreation- Easter) appropriate liturgical services are al activities for the student body, faculty, planned to enhance their observance. and staff. Both “pro” and “rec” divisions are offered in basketball, volleyball, indoor/out- Campus Ministry door soccer, ultimate frisbee, tennis, soft- ball, and other sports. Activities include Programs biking, camping, snow skiing, hiking, Each year campus ministry offers to the Uni- snowshoeing, and rafting. Classes are of- versity community a variety of retreat expe- fered in many activities including tae kwon riences. The Encounter retreat is almost en- do, boxing, scuba diving, yoga, and aerobics. tirely planned and given by students them- For more information contact recreational selves. Other retreats are organized with spe- services at (503) 943-7177. cial groups in mind (e.g., seniors or fresh- men). Faculty and staff from the University are invited to participate in the retreats. Campus Ministry Campus ministry provides sacramental preparation for students preparing for Rev. William D. Dorwart, C.S.C., director marriage. The Rite of Christian Initiation The Office of Campus Ministry works in for Adults and preparation for the sacra- support of the University’s mission to edu- ment of confirmation are also offered. cate the whole person, to concern itself The campus ministry staff assists with the with issues of justice and ethics, and to organization and guidance of inter-denom- serve God and neighbor. The University of inational Bible study groups on campus. Portland is a Catholic university, and cam- They also provide resources to the Univer- pus ministry, as an institutional Catholic sity community for prayer, meditation, presence, witnesses to the University’s and study groups. mission in all areas of campus life. It does Campus ministry collaborates closely with not minister exclusively to the Catholic the Office of Volunteer Services because of community but offers a variety of activi- the intimate connection between faith and ties open to all members of the University. service to those who are most in need. It also supports other University efforts to sensitize Chapel of Christ the the community to the plight of the poor. Campus ministry collaborates with the Teacher Office of Residence Life through its Pas- The principal center of activity for campus toral Residents Program, which places ministry is the Chapel of Christ the committed Christian adults (usually Holy 28 GENERAL INFORMATION Cross priests and brothers) in residence in fosters the development of the whole per- student residence halls. Pastoral residents son—the heart and the mind—to con- are available to students for spiritual direc- tribute to a just and lasting social order. As tion and pastoral counseling; they also are American, this commitment is mindful a resource for hall staffs. Campus ministry that the spirit of freedom and the spirit of assists in the celebration of hall Masses on religion together marked the founding of week nights. Campus ministry also main- this nation and that freedom and religion tains a conveniently located office in the can together guide the continued flourish- student lounge area of the Pilot House. ing of the nation and its people. Complete details are available by contact- The University of Portland Garaventa ing Rev. William D. Dorwart, C.S.C., Direc- Center for Catholic Intellectual Life and tor of Campus Ministry, University of Port- American Culture is located in Suite 214 in land, 5000 N. Willamette Blvd., Portland, Buckley Center and can be contacted at Oregon 97203-5798. Telephone (503) 943- (503) 943-7702 or [email protected]. 7131. Toll free (800) 227-4568, ext. 7131. Garaventa Center University Center for Catholic Intel- for Entrepreneur- lectual Life and ship Jon Down, Ph.D., director American Culture Robin D. Anderson, Ed.D., Franz Chair in Entrepreneurship Margaret Monahan Hogan, Ph.D., executive Nicole Andrade, academic programs director director Laura Steffen, coordinator for sustainable Jamie Powell, director entrepreneurship The University of Portland Garaventa Cen- The University of Portland Center for ter for Catholic Intellectual Life and Amer- Entrepreneurship was established in 1998 ican Culture was dedicated in 2005 as a gift through a generous seed endowment by of the Garaventa family of Concord, Cali- Robert W. Franz. Cross-disciplinary activi- fornia. ties of the center make a positive impact The Garaventa Center for Catholic Intel- on students, faculty, alumni, and support- lectual Life and American Culture is dedi- ers of all five colleges of the University. cated to the examination of the intersec- The Center forms partnerships with the tion of Catholic intellectual life and Ameri- Portland business community to offer pro- can culture. The mission of the Center is grams on new venture creation, social en- rooted in the identity of the University as a trepreneurship, not-for-profit entrepre- Catholic, Holy Cross, and American insti- neurship, global entrepreneurship, and in- tution of higher learning. Because of that novation and technology management. identity, the Center is uniquely situated, The University of Portland $16K Chal- and hence especially obligated, to con- lenge is administered by the Center. The tribute to the intellectual, moral, and reli- program is an event designed to motivate gious development of our communities to and support University of Portland students serve the common good. As Catholic, this in creating new world-class ventures. commitment is informed by the values Participants form teams which are judged that stem from the recognition that all life by a local pool of entrepreneurs, venture is a gift from a loving Creator, that all capitalists, and other successful mentors human beings have intrinsic dignity, and who evaluate the teams’ business plans, that the goods of the earth and the goods awarding a total of $16,000 in cash and of human ingenuity have been given by prizes among winners of the competition. God for the sake of all God’s creatures. As This experience provides opportunities Holy Cross, this commitment is to excel- through team building, mentoring, educa- lence in teaching in an environment that GENERAL INFORMATION 29 tion, networking, and capital formation. The Center also administers the annual Office of Bauccio Lecture in Entrepreneurship, crafted to bring national and international Admissions leaders in entrepreneurship to the cam- Jason S. McDonald, M.Ed., dean pus. The endowed lecture series is named The University welcomes applicants for for its founders, Fedele Bauccio ’64, ’66, admission to any of our five undergradu- and his wife Linda. ate schools. Admission to the University of The Center for Entrepreneurship is locat- Portland is competitive. Students are se- ed in Buckley Center, Room 216, (503) 943- lected on the basis of individual merit. 7769, or [email protected]. Applications for the 2008-2009 year may be submitted beginning September 1, 2007. The University encourages appli- Enrollment cants to visit the campus and meet with an admissions counselor, members of the fac- Management and ulty, and students. To make an appoint- ment call (503) 943-7147; toll free (888) Student Life 627-5601. John T. Goldrick, J.D., vice president for Documents enrollment management and student life Official transcripts, sent directly from any Rev. John Donato, C.S.C., Ed.D., associate institutions attended by the applicant to vice president for student life the Office of Admissions, University of The Division of Enrollment Management Portland, and showing all high school and and Student Life is charged with managing college work attempted, are required. the University’s enrollment and developing Since all official transcripts that are sub- and maintaining a quality of student life con- mitted become property of the University sistent with the University’s mission and of Portland and cannot be copied or re- Catholic identity, a quality that enhances the turned to the student, students are encour- development of the whole person and fos- aged to obtain unofficial copies of their ters an environment in which students learn transcripts for advising or personal pur- from campus experiences and interaction poses directly from the institutions they with the University community. have attended. Students who knowingly submit altered Policies and Regulations transcripts or falsified applications jeopar- The University community has developed dize their admission status and could have regulations which describe the expecta- their acceptance canceled. tions and limitations of student behavior consistent with the objectives and purpose Entering Freshmen of the University. It is the responsibility of Students admitted as freshmen must grad- each student to be familiar with these reg- uate from high school before enrollment. ulations, which are published annually in Admission is determined by the Universi- the Student Handbook. ty’s estimate of the student’s probable suc- The vice president for enrollment man- cess in college-level work. This estimate is agement and student life has full and di- based upon the number of and the grades rect responsibility for implementing stu- in high school academic subjects, together dent life policies for all students. The poli- with the SAT 1 or ACT test scores, recom- cies have been established by the presi- mendations, an essay, and the major the dent and the regents of the University. For student plans to pursue. The best prepara- details contact the vice president for en- tion for study at the University of Portland rollment management and student life at includes four years of English, three to (503) 943-7207. four years of mathematics, three to four years of laboratory science, three to four years of social sciences/history, and two to 30 GENERAL INFORMATION four years of a foreign language. in the grade point average of the student. To prepare for some majors, a more in- Without Credit Those who do not qualify tensive background in certain academic for advanced placement with credit ac- areas is recommended. For example, one cording to the provisions mentioned above, year of high school chemistry is required may, nevertheless, be assigned to advanced for students interested in the School of freshman or sophomore sections of certain Nursing and one year of Pre-Calculus is classes, if in the judgment of the dean of the preferred minimum math require- the college or school, the student’s prepa- ment for the School of Engineering. ration is adequate. In the event of such ad- Candidates should complete the follow- vanced placement no credit is given for ing procedures by February 1 for priority any preparatory classes bypassed. consideration. Additional admission deci- sions will be made to later applicants as International Students space allows. In making an application for All international students, both freshmen admission, candidates must complete the and transfers, must submit official copies following procedures: of their secondary school record. In addi- Application Form Submit a University of tion to the regular admission procedures, Portland application to the Office of Ad- international students are required to pro- missions. Attach a non-refundable process- vide proof of English language compe- ing fee of $50.00 to the application. Please tence through one of the following proce- note: any incoming student interested in a dures: Test of English as a foreign language major in Nursing must indicate this intent (TOEFL) or the International English Lan- on the application. guage Testing System (IELTS). Pre-College Testing Take the Scholastic The TOEFL or the IELTS is required of all Aptitude Test (SAT 1) or the American Col- applicants whose native language is not lege Test (ACT) prior to February of the se- English. A minimum composite score of nior year in high school. Submit official 71 (or 6.5 on IELTS) must be attained for copies of your results to the Office of Ad- acceptance as an undergraduate student. missions. Performance on TOEFL subsections will also be considered. A minimum of 79 (7.0 Advanced Placement on IELTS) is required for acceptance as a With Credit In recognition of the strength graduate student, except for the master’s of many advanced programs in secondary programs in business administration, com- schools, college credits will be awarded on munication studies, music, and nursing. In the basis of satisfactory scores on Advance business administration the minimum Placement (AP), International Baccalaure- score is 88 (7.0 on IELTS); in communica- ate (IB), and the College Level Examina- tions, music, and nursing it is 100 (7.5 on tion Program (CLEP) examinations. Three IELTS). An I-20 document will not be is- or more semester hours’ credit may be sued until the student is accepted at the granted for each AP examination passed University. After the TOEFL or IELTS re- with a score of 4 or 5 and higher level IB quirement is met, it is required that under- examinations passed with a score of 5 or graduate students take the English place- better. CLEP provides a series of objective ment examination at the University of examinations to assess student proficiency Portland before registering for classes. If in several general fields: natural science, the score on this test is not satisfactory, the social science/history, humanities, Eng- student will be required to take and pass, lish composition, and mathematics. Sub- with at least a grade of C, the English class ject examinations are also offered in a or classes in line with the deficiency. Until wide variety of fields. These tests measure English proficiency is judged satisfactory, competence in specific college-level acad- the student must take a reduced load in emic areas. the major area of study. Thus, it may take There is no grade attached to advanced the student an extra semester or more to placement, international baccalaureate, or obtain an undergraduate degree. CLEP credit. Therefore, it is not included An exception to the above may be made GENERAL INFORMATION 31 in the following case: Applicants present- Academic credit for other courses and ad- ing GCE certificates in English language vanced placement may also be given with from the University of London, or GCE approval of the dean. certificates from examining bodies recog- Transfer Applicant Information In nized as equivalent to the University of making application for admission, the London need not take the TOEFL test, but candidate must complete the following they will be required to take the University procedures at least one month prior to the of Portland English placement examina- semester of enrollment. tion with the conditions mentioned above. Application Form Submit a University of Portland application to the Office of Ad- Transfer Students missions. Attach a non-refundable process- The upper division programs of the Uni- ing fee of $50.00 to the application. Please versity are the center of increasing atten- note: transfer students interested in a tion from students transferring from other major in nursing must indicate this intent four-year institutions and community col- on the admission application and must be leges. Applications of such students will be prepared to enter the University as a ju- given the fullest individual attention by nior (obtaining 60 or more semester hours the University. with the appropriate prerequisites). Students seeking admission with fewer Transcripts Have official transcripts sent than 26 semester hours of acceptable directly from all colleges attended to the transfer credit will be required to follow Office of Admissions, University of Portland. the same admission procedure as entering Essay Complete the essay as indicated on freshmen, in addition to furnishing the the application form. Submit with the ap- University a transcript from the colleges at- plication (for Education majors only). tended. Students planning to transfer 26 or more semester hours may be considered Postgraduate and for admission if they have an overall grade Graduate Students point average of 2.5 and are in good acade- Admission to the University as a postgradu- mic standing in the college most recently ate or non-matriculated student does not attended. Admission to the University is imply acceptance to a graduate degree pro- determined by the dean’s evaluation of the gram. Regular admission to the Graduate student’s academic record. Many academic School must be obtained from the associate programs require specific course work and provost before any work will be accepted to- a college grade point average above 2.5. ward a graduate degree. Graduate students When students transfer from an accredited should consult the graduate section of the college or university, all acceptable credits Bulletin for admission procedures. are counted in determining the class rating. (Students are classified as a sophomore if they have obtained at least 30 semester Nonmatriculated Students hours of credit; as juniors, 60 hours; as se- Nonmatriculated students are students niors, 90 hours.) Students transferring into who apply for admission in order to regis- the University as sophomores, juniors, or ter for credit but who are not degree-seek- seniors will complete the requirements in ing students at the University. Enrollment the curriculum in which they are enrolled. as a nonmatriculated student implies no With the approval of the dean, credits commitment on the part of the University designated as transfer (100-level or above) regarding regular admission at a later with a grade of C (2.00) or higher, may be time. Credits earned while in the nonma- accepted from community colleges and triculated classification may but do not baccalaureate degree granting institutions necessarily apply toward requirements for accredited by regional accrediting associa- a degree should a student later be accept- tions, as well as by professional accredit- ed into a degree program. ing agencies when appropriate, subject to Admission as a nonmatriculated student the limitations imposed by the degree re- requires that the student submit a nonma- quirements of a student’s specific major. triculated student application to the office of undergraduate admission if they do not 32 GENERAL INFORMATION have a bachelor’s degree, or to graduate ad- Veterans mission if they do. A $50.00 application Prospective students who are eligible for fee is required, as well as relevant tran- veterans’ benefits should contact the veter- scripts, and other requested documents ans’ coordinator in the registrar’s office at prior to their initial registration. If a non- the University at the time application for matriculated student wishes to register for admission is made. Such students should courses in business, nursing, engineering, also report to the veterans’ coordinator no education, or for upper-division courses in later than the first week of each semester’s the College of Arts and Sciences, then evi- classes. The veterans’ coordinator will sub- dence of adequate preparation for the de- mit the necessary application forms to the sired courses will be required. Department of Veterans Affairs (DVA) re- Nonmatriculated student status at the gional office for processing. undergraduate level requires that the stu- Recipients desiring advanced payment of dent reapply prior to each term. In no case the initial benefit check should know that is a student allowed to accumulate more the DVA requires application at least 30 than 15 semester hours or to be enrolled days prior to the start of the term. for more than two semesters, and, any Veterans and others eligible for educa- such student who accumulates 15 semes- tional benefits from the DVA are subject to ter hours or two semesters is required to the standard of satisfactory progress as re- seek regular admission to a degree pro- quired by DVA rules and regulations. gram in keeping with procedures deter- Benefit recipients are required to notify mined by the Office of Admissions. the veterans’ coordinator of any adds, Accumulation of more than 9 hours of drops, withdrawals, or changes of program graduate credit in the nonmatriculated of study. status is not permitted, and any such The educational records of the students student who accumulates 9 semester hours receiving benefits as well as other students is required to seek regular admission to a not on benefits (for comparison), may be degree program in keeping with proce- provided to authorized state and federal dures determined by the Graduate School. personnel without prior consent of the stu- dent under 45 CFR. Part 99.3 and Part Auditors 99.35 (Protection and the Right of Privacy Students who wish to attend classes but of Parents and Students). who do not desire credit may enroll as au- Additional information regarding Depart- ditors. Regularly matriculated students may ment of Veterans Affairs policies and pro- audit courses with the approval of their re- grams may be obtained from the veterans’ spective deans. Auditors must furnish suf- coordinator in the Office of the Registrar ficient evidence of their ability to take the in , (503) 943-7321. courses involved. They are not required to perform any of the work assigned in the course, nor may they take the examinations. Career Services Registration for audit is done in the same Amy E. Cavanaugh, M.S., director manner as for credit. Those who audit The Office of Career Services assists stu- courses are not eligible for credit by exami- dents in all aspects of career development, nation in such courses, nor may auditors from helping students identify and choose register for credit after the last official day major fields of study, plan and develop ca- to add/drop a class. No changes to or from reers, and apply effective job search skills auditor status are permitted after the last for finding internships, summer jobs, and day to add/drop a class. Courses taken by full-time employment; post-graduate vol- audit are entered on the student’s perma- unteer service; and graduate and profes- nent record and indicated with the symbol sional school applications. AD. Freshmen through seniors, as well as alumni, are encouraged to visit and use the career services facility, located in Orri- co Hall. Professional staff are available for GENERAL INFORMATION 33 individual sessions or workshops to guide Amounts vary from year to year. To apply students and alumni through every stage for these scholarship funds, students must of college and career development: follow the application procedure outlined I Individual career advising and job search in the University’s undergraduate or grad- assistance; uate Financial Aid Handbook, available on- I Guidance in choosing a major; line at www.up.edu/finaid under “Links I Resources, including career publications and Resources” or by contacting the finan- and videos, computers, copier, scanner, cial aid office. fax, phone for career search, extensive ca- reer library; Withdrawal/Refund I Workshops on various topics, including resume writing, job searching, choosing a Policies major, and interviewing; For detailed withdrawal/refund policies I On-campus recruiting and job fairs; regarding state, federal, and institutional I Electronic job postings (website), intern- financial aid, see the Financial Aid ships, and summer jobs; Handbook, which explains all financial I Contacts with corporations and alumni aid policies, procedures and regulations for informational interviews. and is sent to all enrolled students. Extra I Assistance in all phases of graduate and copies are available in the Financial Aid professional school applications. Office in Waldschmidt Hall or on the Web For details contact the director, career ser- in pdf format at www.up.edu in the finan- vices, 5000 N. Willamette Blvd., Portland, cial aid section under “Links and Re- Oregon 97203-5798. Phone (503) 943-7201 or sources” at www.up.edu/finaid. (800) 227-4568. E-mail: [email protected]. Webpage: www.up.edu/career. International Financial Aid Student Services Michael J. Pelley, director Craig Sneider, M.A., director The Office of International Student Services The University helps students and their provides services to more than 150 interna- families secure the financial resources tional students from more than 40 sovereign necessary to pay the cost of baccalaureate nations. The director serves as liaison to education. To meet this goal, financial as- U.S. Citizenship and Immigration Services, sistance of more than $68 million in schol- NAFSA (Association of International Educa- arships, loans, grants, and work is provid- tors), the Institute of International Educa- ed annually. Detailed information cover- tion, and other local, state, national, and in- ing eligibility, financial aid programs, ap- ternational programs and agencies. plication procedures and tuition payment The office advises international students options are contained in the University’s and student groups, provides international undergraduate or graduate Financial Aid students orientation, administers the in- Handbook, available online at www.up. ternational scholarship program, and edu/finaid under “Links and Resources.” sponsors a variety of programs including or by contacting the Office of Financial the Friendship Partners Program and the Aid, University of Portland, 5000 N. International Health and Service Ambas- Willamette Blvd., Portland, Oregon 97203- sador Program. Complete details are avail- 5798. Telephone: (503) 943-7311; toll free: able by contacting the director, University (800) 227-4568; e-mail: [email protected]. of Portland, 5000 N. Willamette Blvd., Port- land, Oregon 97203-5798. Telephone (503) Scholarships and Grants 943-7367. Toll free (800) 227-4568. Based on need and academic excellence, the University offers scholarships and grants from income derived from gifts and endowments. Qualifications vary accord- ing to conditions stipulated by donors. 34 GENERAL INFORMATION eight buildings. Mehling Hall, the largest Public Safety/ hall, houses up to 375 students, currently all women. Villa Maria and Christie current- Parking ly house men. Shipstad, Kenna, Corrado, Harold Burke-Sivers, M.T.S., director Haggerty, and Tyson Hall house men and Monday through Friday, from 8 a.m. to women. Each hall mixes freshman through 8 p.m., during fall and spring semesters, senior students together, except for the all vehicles parking on campus must dis- University Village which houses only ju- play a parking permit. This permit allows niors, seniors, and graduate students. students to park in “general” parking Every hall has a chapel and weekly Mass. areas. The lot around Waldschmidt Hall is Other communal amenities and programs restricted from student parking year include lounges, recreation rooms, stor- round. Students may purchase a permit at age, and laundry rooms. A reception desk the Office of Public Safety. Visitor parking offers security, services, and a friendly permits may be obtained at the Pilot face for residents and their guests. House Information Center during busi- Leadership in the hall includes a profes- ness hours or at the Office of Public Safety sional hall director and assistant hall direc- anytime. tor, a resident assistant (junior and senior Freshmen resident students may not students), and one or more pastoral resi- bring a car to campus nor may they park dents, usually Holy Cross priests, who on city streets in the neighborhood sur- work to build the hall’s faith community. rounding campus. If this policy poses a Student leadership in the halls also con- hardship, an exception may be granted by sists of the hall council, the Residence public safety. The University also restricts Halls Association, the Judicial Board, and parking in certain neighborhood areas by student administrative positions. all members of the University community. Student and professional leaders combine Students should familiarize themselves to offer a diverse experience out of the with the various campus traffic and park- classroom that supports the overall teaching, ing regulations. A copy of these regula- faith, and service mission of the University. tions is available at the Information Center The Office of Residence Life also man- and at the Office of Public Safety. ages more than 40 rental properties hous- ing students. All houses and apartments are located in the immediate neighbor- Residence Life hood of the University. Residence life Michael Walsh, M.Ed., director maintains strict criteria for application to The Office of Residence Life is committed off campus rentals, including a GPA re- to creating supportive living environments quirement. An assistant director of resi- that are safe and inclusive. Residence Life dence life manages this off campus rental promotes mutual respect, faith, and serv- program. For more information, please e- ice to others in communities focused on mail [email protected]. the development of students. Residents are called to communal responsibility and Shepard Freshman encouraged to explore and develop spiritu- ality and leadership skills for continued Resource Center education of the mind and the heart out- Brenda Greiner, director side the classroom. Through their experience in the halls, The Shepard Freshman Resource Center students learn what it means to love thy was established under the provost’s office neighbor while also caring for one’s self. by regent Steve Shepard. Its objective is to Student and professional leadership pro- help first-year students make a successful vide residents with a safe, healthy environ- transition to University life. The Center ment enriched with opportunities to de- oversees counseling and advising for first- velop spiritually, ethically, and socially. year students, helping them resolve issues The residential community consists of with career planning, financial aid, regis- tration, and social adjustment. The Center GENERAL INFORMATION 35 assists undeclared first-year students as multi-faceted program of social, cultural, they select a major course of studies. and educational programs. Other services The Freshman Center also directs a provided by ASUP include ADvantage, an freshman seminar workshop program, led advertising service for campus events; by upper-class students, to instruct first- Espresso UP, a free “latte break” on Wednes- year students in college learning strategies day evenings in St. Mary’s lounge; and the and to mentor them in University culture Pilot Express, a limited shuttle service to and procedures. Additionally, the Center the airport and train station in conjunction offers upper-class mentors for first-year with official University breaks. students. First-year students of any major The University celebrates cultural differ- are welcome to use the Center’s resources. ences among students and values multi- The Shepard Freshman Resource Center cultural programs that enrich the educa- is located in 113 Buckley Center and can be tional experience for all students. Student reached at (503) 943-7895 or [email protected]. activities provides programs that encour- age the sharing of different cultural tradi- tions and values. Multicultural programs Student Activities include: Ohana, the freshman pre-orienta- Jeromy Koffler, M.A., director tion program for multicultural students; The University aims to enhance the edu- special diverse campus programs and ini- cational experience of students by encour- tiatives; the U.P. Diversity Committee; and aging and supporting a wide range of stu- student diversity coordinators. dent interests and organizations, including The Office of Students Activities serves student government, student media, and a as a resource to students over 25 years old rich variety of clubs. Students who take ad- who may have different needs and con- vantage of the activities and participate in cerns than traditional college students. organizations gain invaluable experience The student activities office coordinates in leadership and organizational skills, an orientation program for new under- technical and professional skills, political graduates at the start of the fall and spring and social skills. The Office of Student semesters, including events planned espe- Activities serves student organizations and cially for transfer students, minority stu- leaders in learning and exercising their dents, commuter freshmen, and adult stu- skills in the pursuit of their activities. dents. It coordinates events for Junior Par- Approximately 60 student-run organiza- ents and Families Weekend each spring, tions are recognized by the University, in- an event which gives juniors and their cluding social clubs, academic honors and families time to spend together on The professional societies, club sports, service Bluff. Student activities publishes the an- groups, and groups organized for cultural nual Student Handbook, which includes the or academic interests. As student interests student code of conduct and other impor- change, the list of clubs changes; the most tant policies and information. Each stu- recent list is published in the Student Hand- dent should receive a copy of the Student book each year and updated regularly on Handbook every year. the student activities website (www.up.edu/ activities). Student media include a week- University Health ly student newspaper, The Beacon; a year- book, The Log; and a student radio station, Center KDUP 1580 AM. Paul R. Myers, Ph.D., director The Associated Students of the Universi- ty of Portland (ASUP), the student govern- The services and programs of the Univer- ment of the undergraduate student body, sity health center are made available to all allocates the student activity fee, provid- students to promote wellness and enhance ing support for many of the student-run the quality of life at the University. The organizations, and gives voice to student focus of care is on the individual student concerns. Campus Program Board (CPB), with a concern for overall growth and de- under the auspices of ASUP, coordinates a velopment in academic, social-emotional, physical, vocational, and spiritual domains. 36 GENERAL INFORMATION Confidential personal, spiritual, and Learning Assistance learning assistance counseling, as well as health care are provided at no cost for pro- The University Health Center provides a fessional services. Nominal fees are charged learning assistance program for individual for psychological assessment, medication, assessment, workshop training, and coun- laboratory studies, and medical supplies. seling opportunities to help students make more efficient use of their time, energy, and personal resources. The program fo- Health & Counseling cuses on academic issues which generally Services confront all university students, such as: Advanced nursing services are available for I Understanding and meeting classroom most common health concerns. Referrals to expectations; community-based health care professionals I Developing effective study strategies; are made as appropriate. (Emergencies are I Dealing with test anxiety; referred to public safety or to area hospitals I Enhancing test-taking abilities; as appropriate.) Health promotion services I Improving concentration and memory; offer challenges and opportunities for ex- I Increasing academic motivation and self- ploring lifestyle choices which impact confidence; health. Wellness counseling in areas such I Balancing work, school and social life; as nutrition, stress management, sexuality, I Improving reading or writing skills; AIDS awareness, and exercise is available. I Finding academic resources, support, Counseling services are available to facili- and assistance. tate personal growth and development. Skill- For more information contact the health ful professional counselors can assist in deal- center at (503)943-7134 or go to the health ing with difficult personal issues, improve re- center webpage at www.up.edu/health- lationship skills, enhance coping effective- center/. ness, assist in spiritual/faith issues, improve decision-making, and facilitate personal suc- Office for Students with cess at the University. The health center also Disabilities provides substance abuse prevention, assess- ment, and referral services. Melanie J. Gangle, M.S., coordinator In keeping with the University’s mission, Health History Form the Office for Students with Disabilities All full-time students must submit a health works in partnership with students with history form before entering the first semes- disabilities, faculty, and University offices ter. This form is obtained from the Univer- to coordinate reasonable accommodations sity health center or the admissions office. and access. Appropriate documentation of The University also requires completed disability must be provided by the student immunization records, including docu- before any consideration of accommoda- mentation of measles immunity (e.g., pro- tions or support can be provided. Guide- viding proof of having received two doses lines for providing disability documenta- of MMR vaccine) in compliance with Ore- tion are available from the OSWD website gon state law. Current tubercular testing is or from the coordinator upon request. Stu- also required for all full-time international dents with disabilities are encouraged to students. Information and vaccinations are contact the coordinator for further infor- available at the University health center. mation during the admission process and Persons 18 years or over may assume re- at the beginning of each semester at (503) sponsibility for their own health care in 943-7134; TTY (503) 943-7484, or the State of Oregon. For more information call www.up.edu/healthcenter/oswd. (503) 943-7134 or go to the health center web- page at www.up.edu/healthcenter/. GENERAL INFORMATION 37 sonnel who provide these services are ded- Moreau Center icated information technology profession- als ready to meet constituents’ needs. Uni- for Service and versity community members are encour- Leadership aged to take the time to consult with them with questions, problems, or needs which TBA, director relate to information technology. The Moreau Center for Service and Leader- ship provides students with opportunities for Help Desk direct service and social change, for those in The help desk is the main point of contact need in the larger Portland community and for requesting technology services and beyond. From ongoing weekly service to support. Located in Buckley Center room one-time efforts, programs are complement- 018, the help desk is open Monday through ed by educational opportunities to analyze Thursday from 8 a.m. to 7:30 p.m., and Fri- and critique contemporary social issues and day from 8 a.m. to 5 p.m. The help desk to probe the links between teaching, faith, provides account services (e.g., network, and service. Frequent reflection on service is electronic mail, portal, and Banner), and integral to the mission of the office. The of- telephone/onsite support for help with fice also supports faculty and students in de- software applications, hardware issues, veloping service-learning experiences which and telephones, including voicemail. Con- link course content and community service. tact the help desk at (503) 943-7000; exten- Opportunities include project manage- sion 7000 on campus; or [email protected]. ment, tutoring children and recent Help sheets are also available on the infor- refugees, mentoring, visiting the elderly mation services website under “Technical and mentally disabled, serving meals to Support.” the homeless, building and repairing homes, working with disabled children Media Services and adults, study of migrant farm issues, Audiovisual equipment and services are study of inner city problems, and more. available from media services, located in More information is available from the Buckley Center room 012. Hours of opera- director by calling (503) 943-7132 or toll tion are 8 a.m. to 9 p.m., Monday through free (800) 227-4568, or online at Thursday, and Friday from 8 a.m. to 5 www.up.edu/moreaucenter. p.m. Equipment such as overhead projec- tors, slide projectors, audio recording and playback decks, sound systems, VCRs, Information cameras, video (computer) projectors, screens, easels, flip charts, smart carts, Services Division laptop computers, and peripherals may be checked out or scheduled for delivery. Ad- James Ravelli, Chief Information Officer ditional services include scanning equip- The University of Portland envisions man- ment for multiple choice bubble tests and aging information technology to support evaluations (faculty must provide their an integrated, open, collaborative environ- own bubble sheets), audiovisual equip- ment. The Information Services Division ment and services, and assistance and pursues this vision by providing a techno- training with instructional media materi- logical environment that supports the ac- als (e.g., audio tape recording, CD/DVD cess, analysis, and management of infor- duplication, videotape duplication, edit- mation benefiting all University con- ing). Semester-long, standing orders stituencies. Information services strives to should be made one week before the se- provide high quality, reliable, contempo- mester begins. One-time orders should be rary, and integrated technology-based ser- made at least 48 hours in advance. All re- vices to students, faculty, and staff to facili- quests are filled on a first-come, first- tate the University’s mission of learning, served basis. Students requiring the use of teaching, research, and service. The per- audiovisual equipment require a release form completed and signed by the spon- 38 GENERAL INFORMATION soring faculty. Voice teleconferencing tem. Smart classrooms also include a tape equipment can be reserved on a limited player and some house a laserdisc player. basis. Video teleconferencing requires spe- These rooms can be used for instructor cial equipment and circuit activations that lectures and student presentations. As a must be funded by the individual college result of high demand for these rooms, in- or school. Reservations can be made by formation services continually adds more calling (503) 943-7774; extension 7774 on smart classrooms. By request, non-mediat- campus; or [email protected]. ed classrooms can also be equipped with an interactive cart on a first-come, first- Technology Training served basis. There are twelve smart carts, Information services provides a variety of each containing a laptop computer, ongoing training and support opportuni- VCR/DVD player, video projector, and ties for students, faculty, staff, and the sound system. University community to enable them to use technology more creatively and effec- Computer Labs (General tively. To request a class, training session, Purpose) or to receive more information on how to There are three general purpose computer implement technology in the classroom, labs on campus, located in Franz 111, the contact or visit the training specialist locat- Clark Memorial Library, and Buckley Cen- ed in room 113 at (503) 943- ter 212 (when not being used as a comput- 8543, or extension 8543 on campus. er classroom). Each lab contains PCs or Macintosh computers or, in some cases, a Computer Classrooms mix of the two. Operating hours for the There are nine computer classrooms on labs match facility hours. Information ser- campus with computers for students and vices employs student workers as laborato- an instructor’s computer connected to a ry assistants, who are responsible for labo- video projector. The computer classrooms ratory operations including answering are located in Franz 107 and 125; Buckley questions, cleaning computers, filling Center 015, 211, and 212; Engineering 313 printers with paper and toner, and report- and 109; and Old Science 201 and 206. The ing broken or missing equipment. computer classrooms contain personal computers (PCs) with the exception of Computer Labs (Special Franz 125 and Buckley Center 212, which Purpose) contain Macintosh computers. All comput- There are eight special purpose computer er classrooms have network and Internet labs on campus, located in Franz 120 (for- access. eign language lab), Franz 119/120 (learn- ing resource center), Franz 111 (assistive Smart Classrooms, Seminar technology lab), Buckley Center 304, Engi- Rooms, and Carts neering 214 and 215, and Swindells 128, There are eighteen smart classrooms and 143, and 241. Each lab contains PCs or six smart seminar classrooms on campus. Macintosh computers and specialty soft- Smart classrooms and seminar rooms con- ware as determined by faculty. Special tain the latest in audiovisual technology to purpose labs are available for use by stu- provide the utmost in interactive educa- dents enrolled in courses in engineering, tion. Smart classrooms are located in biology, chemistry, mathematics, comput- Franz 006, 015, 026, 034, 125, 206, 214, 223, er science, nursing, physics, and foreign and 231; Engineering 109, 216, 313, and languages, and by students with special 314; and Buckley Center Auditorium, 209, needs. In some cases, a computer class- 307, 310, and 314. The smart seminar room will double as a computer lab for cer- rooms are located in Franz 106, 108, 205, tain courses (e.g., music, GIS, and remote and 210, as well as Buckley Center 303 and sensing). 309. Each smart seminar room contains a computer, network and Internet access, VCR/DVD player, video projector, screen, and overhead projector with sound sys- GENERAL INFORMATION 39 Access Computing E-mail There are twenty full-featured kiosk PCs Information services provides a secure, that provide quick-stop access to PilotsUP standards-based messaging and collabora- and the Internet. They are located in the tion system known as Microsoft Exchange. Pilot House, St. Mary’s Student Center The system allows timely, seamless, and lounge, Buckley Center, and Franz Hall. integrated access to information through Additionally, each resident hall has a clus- Microsoft Outlook (PC), Microsoft Entour- ter of PCs available for use by residents age (Mac), Outlook Web Access (OWA), and and staff. PCs are available in the base- Outlook Mobile Access (OMA). Outlook ments of Villa Maria, Mehling, Kenna, Web Access is available within PilotsUP Christie, and Shipstad Halls; in Corrado (pilots.up.edu) or directly at https://web- Hall on the second floor, both wings; and mail.up.edu. Haggerty and Tyson Hall in the University Village lobby. Web Services Information services actively defines and Pilots Wireless Network communicates an integrated strategy for Students, faculty, staff, and members of the development, maintenance, and use of the University community can access the the Web as a strategic tool for the Universi- Pilots wireless network using 802.11b and ty. In addition to content management 802.11g wireless devices such as laptops, support and training, space on supported notebooks, tablets, PDAs, handhelds, web servers and access to specialized web Palms, Pocket PCs, Blackberrys, and cell applications, information services pro- phones in St. Mary’s Student Center vides specialized software and training lounge, the Pilot House, the Clark Memori- through the University Web Management al Library, Shiley (Engineering) Hall, and Center for individuals who manage cam- Shipstad Hall. Meeting rooms with wire- pus websites ranging from the College of less networking include the Murphy con- Arts and Sciences and professional schools ference room and the Seigfried conference to student groups and media organiza- room in Franz Hall, Buckley Center room tions. Contact web and administrative sys- 163, and Waldschmidt Hall room 300. In- tems at (503) 943-7880 or extension 7880 formation services endeavors each year to on campus. add additional classrooms, entire build- ings, and areas of the campus to the Pilots Software wireless network. Twice per year, information services asks faculty to provide their software require- PilotsUP ments for the summer, fall, and spring PilotsUP (pilots.up.edu) is the campus por- computer classroom and lab software tal that serves as a one-stop online source builds. The College of Arts and Sciences for access to e-mail, announcements, Self- and the professional schools are responsi- Serve, campus events, the network folders, ble for funding specialized software. Infor- Learning@UP, and more. PilotsUP re- mation services requires compliance with ceives approximately 13,000 hits per day all software copyright laws and regula- as it responds to the online needs of stu- tions. Deep Freeze software has been in- dents, faculty, and staff. stalled on all computers in classrooms and labs that will bring the computers back to Learning@UP their original state when rebooted. Learning@UP is an online course manage- ment system used by faculty and students Telephone Service to manage class e-mail, announcements, Information services provides telephone assignments, PowerPoint presentations, service (including voicemail) to faculty online quizzes, course links, and discus- and staff, and provides local dial tone to sion boards. Learning@UP is accessible via students in campus residence halls. Con- the PilotsUP portal at pilots.up.edu. tact the help desk in Buckley Center 018 (7000 or [email protected]) to reset voicemail or request telephone service. 40 GENERAL INFORMATION

Network Storage I Peer-to-Peer Policy: articulates the Uni- Information services provides a nine ter- versity’s position involving any peer-to- abyte storage area network. This highly peer application that promotes copyright available storage area network enables in- infringement or the illegal sharing of copy- formation services to distribute and pro- righted files without permission of the tect critical data to support increasing ap- owner or distributor. plication requirements without system downtime. Each faculty or staff member has departmental data storage on the “U” drive and an additional one gigabyte of personal data storage on the “P” drive. Each student receives 500 megabytes of personal data storage on the “P” drive. Files can be accessed off-campus via the PilotsUP portal at pilots.up.edu. Policies The following policies are available on the information services website at www.up.edu/is: I Acceptable Use Policy: reflects the ethi- cal principles of the University communi- ty and indicates, in general, the privileges and responsibilities of those using Univer- sity computing resources. I Backup Policy: articulates information technology best practices which call for daily, weekly, monthly, and yearly system backups. I Data Standards: records University data standards so as to ensure data integrity, consistency, and completeness. I Electronic Letterhead: provides guidance for standardized University electronic let- terhead as well as the template itself. I E-mail Policy: standardizes naming of e-mail accounts and file storage associated with these accounts. I Information Security Policy: articulates the University’s position involving the principles to which students, faculty, staff, and the University community must ad- here when handling information owned by or entrusted to the University of Port- land. I Mass E-mail Policy: articulates the Uni- versity’s position involving mass e-mail (sometimes called “bulk email”) to distrib- ute official and commercial messages to members of the University community. I Password Policy: establishes a standard for the creation of strong passwords. WILSON W. CLARK MEMORIAL LIBRARY 41 Wilson W. Clark Memorial Library

Drew Harrington, M.L.S., University Librarian Faculty: Hinken, Mann, Michel, Parks, Senior, Sotak

ince 1958, the Wilson W. Clark Memorial Library, named for the lumber- man and civic leader whose family generously supports the University, Shas played a central role in campus life as a dynamic teaching and learn- ing library. In addition to its primary teaching mission, the library combines the latest information technology with traditional resources to serve students, faculty and staff seeking information and pursuing knowledge. Visit the library’s home page at http://library.up.edu.

Services Electronic Resources The library staff of seven librarians and and Traditional Collec- nine paraprofessionals provide on-campus and distance education instruction, re- tions search expertise, library collection devel- The library subscribes to an expansive opment, and day-to-day library assistance. collection of electronic resources—subject Reference librarians provide one-on-one research databases, full-text and citation research support and teach course specific e-journals, and e-books. The library faculty information literacy sessions on how to and staff work with students and faculty to find, evaluate, and apply information re- facilitate access to these powerful informa- sources. tion resources. The library’s interlibrary loan/document Traditional print and media collections delivery unit requests and rapidly delivers in the library number more than 200,000 electronic and print materials not held in items, providing a rich and ever-evolving our collections. selection of books, journals, CDs, DVDs, The library's circulation unit manages e-books, videos, slides, and microforms. checkout of library materials and assists These important collections support re- students and faculty with both electronic search, reading, and critical thinking skills and print course reserves. developed through broad exposure to The library media center is available for ideas. the University community to view or lis- The Clark Memorial Library collections, ten to multimedia materials individually built collaboratively by librarians and subject or in groups. A self-service graphics pro- faculty, are mindfully selected to comple- duction lab is available for the creation of ment and enrich the University curriculum. instructional materials including posters, Thousands of electronic, print, and media transparencies, signs, banners, and other resources are added annually to support a graphics. broad range of disciplines and interests, re- The technical services department of the flecting the academic offerings of the Uni- library manages the collections and creates versity. The library also offers curriculum- and maintains the library’s on-line catalog focused special collections in Catholic the- and related access tools. ology and philosophy, and American his- tory. Additionally, the library conserves a collection of over 1,000 rare books and 42 WILSON W. CLARK MEMORIAL LIBRARY manuscripts housed in the library’s Spe- cial Collection room. These materials are available for use through special arrange- ment. University of Portland students, faculty, and staff can tap into more than 26 million additional library resources through the University’s membership in the SUMMIT and Portals consortia, which provide stu- dents either remote or on-site borrowing privileges at all member institutions. SUM- MIT borrowing is available on the Clark Memorial Library web pages, allowing users to search and select resources from the collections of 33 academic libraries in Oregon and Washington. Library Hours and Contact Numbers The library telephone number is (503) 943-7111 or (800) 841-8261 (toll-free). The fax number is (503) 943-7491. Library hours are 7:30 a.m. until midnight, Mon- day through Thursday; 7:30 a.m. until 9 p.m. on Friday; 10 a.m. until 6 p.m. on Saturday; and 10 a.m. until midnight on Sunday. Special hours are posted for the summer session and for times when school is not in session. Archives and Museum These two adjunct collections are located in the basement of Shipstad Hall. The archives houses collections of historical documents, publications, and photographs relating to the history of the University. The archives is open to researchers Mon- day through Friday, from 8 a.m. to 4 p.m. The University archivist may be reached by telephone at (503) 943-7116. The museum houses a display of photos and objects connected with the history and development of the University. Stu- dents and faculty are encouraged to visit the museum, which is open to visitors and researchers Monday through Friday, 8 a.m. to 12 noon, and 1 p.m. to 4 p.m. The Museum director may be reached by tele- phone at (503) 943-8038. COLLEGE OF ARTS AND SCIENCES 43 College of Arts and Sciences

Rev. Stephen C. Rowan, Ph.D., dean Terence G. Favero, Ph.D., associate dean for curriculum James G. Stemler, Ph.D., associate dean he curricula and programs of the College of Arts and Sciences are central to the academic life of the University and to its Catholic character. They Thave been designed to encourage students to formulate and incorporate intellectual, ethical, social, and spiritual values. At the heart of this endeavor is an educational approach that combines excellence in teaching, value-centered instruction, and personal attention to the individual. The faculty, through the curriculum, attempt to order and integrate development of breadth and depth, with keen awareness that education is a question of personal intellectual growth. Close student-faculty relationships ensure that the atmosphere of the college encourages such growth. Learning is a true community effort in which students and faculty actively take part. The college provides the core curriculum for the entire undergraduate student body. Responsibility for the studies abroad, social justice, and integrated writing programs resides in the college. The college offers undergraduate major and minor programs in the humanities, social and natural sciences, as well as interdisciplinary majors and support courses for the professional schools. Graduate programs are offered in communication studies, drama, music, and theology.

College Requirements quirement. CST 101, CST 107, CST 307, ENG 107, and ENG 311 can be used by The undergraduate programs are designed transfer students. to build on the University core curriculum to educate students so that they will make Metaphysics contributions to the world guided by con- Metaphysics is the study of the most basic cerns for issues of justice and ethical be- and general features of reality and our havior. In addition to the University core, conceptions of them. It helps students the college requires courses in communi- learn to use and value the lenses of differ- cation and metaphysics. ent disciplines, and see the connections among them. In these courses, PHL 33x, Effective Communication students critically examine the ideas and All students in the college are required to traditions of western civilization and seek take a 3-credit course designed to help answers to the following questions: Who them develop the foundational knowledge am I? Who am I becoming? Why am I and skills necessary for informed inquiry, here? Who or what is God? How can one decision making, and communication. relate to God? Freshmen take CST 100 to fulfill this re- 44 COLLEGE OF ARTS AND SCIENCES Major Programs may not exceed 25% of the total number of The College of Arts and Sciences awards hours required for the minor. Students both the bachelor of arts (B.A.) and bache- must achieve a minimum average of 2.0 in lor of science (B.S.) degrees. Degree pro- their minor fields. grams are designed in accordance with the Biology principles of the liberal arts to ensure ap- Required: 15 upper-division hours and at propriate breadth and depth. All the pro- least two courses must include a laboratory grams approximate the following component. Prerequisites: BIO 206-207, distribution: BIO 276-277. I 1/3 of the courses are in the major with at least 24 credits of upper division work Catholic Studies in a single discipline. Required: PHL 150 and THE 457 and 12 I 1/3 of the courses are in the University upper-division hours from Catholic Studies core program. Program (PCS) listed courses distributed I 1/3 of the courses are college and degree among three academic disciplines: PCS requirements or electives. 320, PCS 330, PCS 333, PCS 334, PCS 335, A minimum of 120 credits is required for PCS 345, PCS 354, PCS 400, PCS 402, PCS a degree with at least a 2.0 grade point av- 410, PCS 422, PCS 425, PCS 426, PCS 435, erage in the major discipline. At least 48 PCS 438, PCS 442, PCS 453, PCS 456, PCS credits must be upper-division work with 463, PCS 469, PCS 472, PCS 480, PCS 482. at least 75 percent of these credits earned at the University of Portland. Specific re- Chemistry quirements of each program are listed on Required: 15 upper-division hours. All the following pages. prerequisites for these courses must be satisfied. Requirements for the Bachelor of Arts Degree (B.A.) Communication The degree requires 15 credits of upper- Required: 15 upper-division hours. division learning outside the primary Drama major. Nine of these credits must come Prerequisite: DRM 210. Required: 15 from at least three different college disci- upper-division hours to include DRM 321, plines outside the primary major. DRM 350, and DRM 407 or DRM 408. Recognizing that language is the gateway Three of the remaining hours must be a to culture, every student in B.A. degree design practicum elective: DRM 351, DRM programs will demonstrate proficiency 353, DRM 363, or DRM 365. The remain- through the intermediate level of one lan- ing three hours must be a theory elective: guage. This requirement may be satisfied DRM 310, DRM 333, DRM 427, DRM 450, in the following ways. or DRM 471. [1]Four years of high school study of one language with grades of C or above. English [2] Completion of French, German, or Required: 15 upper-division hours with at Spanish 202. least 6 hours taken at the 300 level and at [3] International students whose first lan- least 6 hours taken at the 400 level. Pre- guage is not English. requisite: ENG 112. Environmental Policy Minor Programs Required: 16 upper-division hours. One of Minor programs are offered by most de- the following biology courses with lab: partments in the College of Arts and Sci- Ecology and lab (BIO 442/472), Marine ences. Minors consist of no fewer than 12, Biology of the and lab nor more than 18, credit hours of upper- (BIO 338/368), Freshwater Ecology and division courses, excluding prerequisites. lab (BIO 363/373) (4 hours), or Stream Academic regulations governing courses Ecology and lab (BIO 362/372); one of the applied to major programs also apply to following theology courses: Ecology in minors. Transfer credits applied to a minor Theological Perspective (THE 428) or The- COLLEGE OF ARTS AND SCIENCES 45 ological Environmental Ethics (THE 427) must be taken in the same language. Pre- (3 hours), or Theology in Ecological Per- requisite: 12 lower-division hours or equiv- spective (THEP 482); two courses from the alent. following list: Environmental Policy (ENV 349), States and the Market (POL 378), History Business in a Political World (POL 379), Required: 15 upper-division hours. Prerequi- Public Administration (POL 333), Law and site: One lower-division course (selected the American Judiciary (POL 405), Inter- from HST 210, HST 211, HST 220, HST 221.) national Law and Organization (POL 351), Mathematics Women, Theology, and Globalization Required: 15 upper-division hours (except (THE 458), or American Public Policy MTH 387). (POL 335) (6 hours); and Environmental Economics (ECN 322) (3 hours). Total: 16 Music hours. Required lower-division prerequisites: Environmental Science MUS 001 (2 semesters), MUS 101, MUS Required: 16 upper-division hours com- 103, MUS 105, ensembles (2 semesters), prised of Ecology in Theological Perspective private study (2 semesters). Upper-divi- (THE 428) or Theological Environmental sion requirements: MUS 001 (2 semesters), Ethics (THE 427) (3 hours) or Theology in MUS 301 or MUS 302, MUS 331, ensembles Ecological Perspective (THEP 482); Ecolo- (2 semesters), private study (2 semesters), gy with lab (BIO 442/472) (4 hours); and 9 electives (2). hours from the following list: Animal Be- Philosophy havior (BIO 347), Freshwater Ecology (BIO Required: 15 upper-division hours includ- 363), Freshwater Ecology Lab (BIO 373), ing at least one course from PHL 331-335 Seed Plant Biology (BIO 341), Seed Plant and at least two 400-level PHL courses. Lab (BIO 371), Marine Biology of the Pacific Prerequisites: PHL 150 and PHL 220. Northwest (BIO 338), Marine Biology Lab (BIO 368), Stream Ecology (BIO 391), Physics Stream Ecology Lab (BIO 392), Inverte- Required: 15 upper-division hours; up to brate Zoology (BIO 436), Invertebrate Lab three hours of advanced laboratory credit (BIO 476), Vertebrate Biology (BIO 345), may be included. Prerequisites: PHY 204- Vertebrate Lab (BIO 375), Environmental 205. Geoscience (ENV 383), Remote Sensing and GIS (ENV 384), Environmental Micro- Political Science biology (ENV 385), Environmental Chem- Required: 15 upper-division hours. Prereq- istry (ENV 386), Environmental Lab (ENV uisite: POL 200. 387), Environmental Engineering (CE Psychology 367), Analytical Chemistry (CHM 314), Required: 15 upper-division hours. Prereq- Analytical Labs (CHM 374/379), Advanced uisite: PSY 101. Instrumental Methods (CHM 412), or Ad- vanced Instrumental Techniques (CHM Social Justice 472) (9 hours). Total: 16 hours. Required: SJP 200 and SJP 410 and 12 Fine Arts upper-division hours from Social Justice Program (SJP) listed courses distributed Required: 12 lower-division prerequisites among three academic disciplines. (FA 125, FA 207, and at least three different introductory level studio courses) and 12 Sociology upper- division hours (to include FA 350 Required: 15 upper-division hours. Prereq- and FA 351, and three advanced-level stu- uisite: SOC 101. dio courses). Theology Foreign Languages Required: 15 upper-division hours, select- (Minors are offered in French, German, ed in consultation with the department ad- and Spanish.) Required: 12 upper-division visor, with no more than six hours in any hours. All lower- and upper-division hours one area of specialization. Prerequisites: 46 COLLEGE OF ARTS AND SCIENCES Degrees and Programs Preparation for Careers in Biology and Life Health Science, Biology, and Sciences Environmental Science Programs of coursework to prepare for Katie O’Reilly, Ph.D., chair post-graduate study or employment in Faculty: Ahern-Rindell, Alexander, Brown, many areas of health science, biology, and Favero, Houck, Hunt, Kodadek, Kolmes, environmental studies are offered by the Lafrenz, Moore, O’Reilly, Snow, Stevens, Department of Biology. Students should VanHoomissen consult with their academic advisor or In an increasingly technological world, with the health professions advisors to de- educated citizens need value-based scien- velop a schedule of courses that will meet tific expertise and skills in critical think- individual educational goals. ing. The Department of Biology strives to The Department of Biology oversees a achieve excellence in the teaching of sci- comprehensive undergraduate program ence to all levels of undergraduate stu- for students preparing to enter a variety of dents. Students majoring in biology and health professions, including medicine, life science achieve comprehensive prepa- dentistry, dental hygiene, pharmacy, occu- ration for careers as future scientists, pational therapy, optometry, physical health care practitioners, and technical therapy, podiatry, veterinary medicine, personnel. Students in these majors ac- and biomedical research. The pre-health quire a breadth of knowledge along with professions program at the University of technical and analytical skills, while re- Portland focuses on providing students flecting on ethical values that link science with a solid foundation in the natural sci- and society. Undergraduate research is ences within the context of a broad liberal emphasized throughout the curriculum, arts education. reinforcing independent learning and The University offers courses that satisfy allowing students to develop talents in the admission requirements for all accred- critical thinking and problem solving ited U.S. medical and dental schools, and while refining advanced laboratory or field for most other health professions pro- skills in observation and data collection. grams and graduate programs in the bio- Students in nursing, education, and envi- medical sciences. Most professional and ronmental studies complete biological graduate programs require students to coursework relevant to their professional complete a set of prerequisite science training. A biology major and a life science courses, but students may complete these major are offered; a minor is available in requirements while pursuing a degree in biology. A concentration in biology is of- any academic major. The University en- fered through the environmental studies courages students to pursue a major of program. their choice and take a broad spectrum of coursework, while completing the specific Learning Outcomes requirements for a particular professional Biology majors will be able to: or graduate program. Students interested I Observe and describe nature accurately; in the biological sciences may fulfill these I Obtain, assess, and interpret data from requirements while completing a bache- biological literature; lor’s degree in biology or life science. I Ask questions, design experiments, and The Department of Biology offers sup- interpret results; porting courses in the University’s envi- I Communicate ideas and arguments ef- ronmental studies program. Students fectively, both orally and in writing; interested in entering environmental I Exhibit ethical scientific conduct. careers at the bachelor degree level, or entering graduate programs in the environ- COLLEGE OF ARTS AND SCIENCES 47 mental sciences may obtain a B.S. degree 3 Metaphysics (PHL 33x) in environmental science with a concen- Major Requirements — 44 hours tration in biology. A description of this Hrs. program and its requirements may be 4 BIO 206/276 Organismal and Population found in the environmental studies sec- Biology/Lab tion of this Bulletin (pg. 53). 4 BIO 207/277 Introductory Cell Biology and Genetics/Lab Scholarship Requirements 36 Upper-division hours Science Electives (27 Students majoring in biology or life sci- upper-division hours must be in Biology ence must maintain a G.P.A. of 2.0 in all bi- and at least two courses must include a lab- ology courses required for the major in oratory component) order to be eligible for a degree. Degree Requirements — 40 hours Hrs. Capstone Experience 8 CHM 207-208/— General Chemistry/ It is required that students earning a B.S. 277-279 — Labs degree in biology or life sciences partici- 8 CHM 325-326/— Organic Chemistry/ pate in a biologically-oriented capstone ex- 375-376 — Labs perience sometime during their junior or 8 PHY 201-202/ — General Physics/ 271-272 — Labs senior year. This capstone experience will or provide the student an opportunity to syn- 8 PHY 204-205 —General Physics Lecture thesize their biological course material and Lab into a cohesive and integrated body of 3 MTH 161 — Elementary Statistics knowledge. A capstone experience in the 4 MTH 201 — Calculus I biology discipline can be achieved through 9 Free electives the following options: 48 hrs. upper-division coursework required Hrs. for graduation. 3 BIO 442, Ecology 3 BIO 453, Evolution Total Credit Hours — 120 3 BIO 493, Research 3 BIO 497, Internship Life Science, B.S. 3 BIO 499, Senior or Honors Thesis The life science major is designed to allow 3 ENV 400, Integrating Seminar in Environ- students to combine coursework in biology mental Studies with classes towards a minor in another discipline such as psychology, sociology, Biology, B.S. business, or communication. It is appro- The program in biology is designed to give priate for students preparing for admission students a rigorous and comprehensive back- to doctoral or master’s degree programs in ground in biology, with additional support- physical therapy, hospital administration, ing coursework in the physical sciences and genetic counseling; it can also be used and mathematics. The program is suitable to meet admission requirements for pro- for either a terminal degree or as prepara- grams in occupational therapy, optometry, tion for medical or dental schools or gradu- environmental law, scientific illustration, ate study in the biological sciences. The public health, and science communica- degree program requires 120 credit hours. tion, among many possibilities. This is a University Core Requirements — 30 hours more flexible program than the traditional (see pg. 6-7.) biology major on which it is based. Howev- The two core science and core mathematics re- er, to ensure students meet the graduation quirements are satisfied by: requirement for 48 hrs. of upper-division 3 BIO 206 — Organismal and Popula- course work, a minor in a complementary tion Biology discipline is strongly recommended. The 3 BIO 207 — Introductory Cell Biology and Genetics degree program requires 120 credit hours. 3 MTH 161 — Elementary Statistics University Core Requirements — 30 hours College Requirements, B.S. — 6 hours (see pg. 6-7.) Hrs. The two core science and core mathematics re- 3 Persuasion and Leadership (CST 100) quirements are satisfied by: 48 COLLEGE OF ARTS AND SCIENCES 3 BIO 206 — Organismal and Popula- Learning Outcomes for Chemistry tion Biology Majors 3 BIO 207 — Introductory Cell Biology The American Chemical Society approved and Genetics curriculum at the University of Portland is 3 MTH 161 — Elementary Statistics designed to graduate students who can: Recommend 3xx History course. I Ask questions, design experiments, and College Requirements, B.S. — 6 hours interpret results; Hrs. I Obtain and use data from the chemical 3 Persuasion and Leadership (CST 100) 3 Metaphysics (PHL 33x) literature; I Effectively communicate orally and in Major Requirements — 47 hours writing; Hrs. I Work effectively as a member of a multi- 4 BIO 206/276 —Organismal and Popula- tion Biology/Lab disciplinary team; 4 BIO 207/277 —Introductory Cell Biology I Work safely and with a safety-conscious and Genetics/Lab attitude; 27 Upper-division Biology electives (at least I Exhibit ethical scientific conduct; two courses must include a laboratory com- I Behave and think in patterns leading to ponent) innovation; 12 Science electives (lower-division or upper- I Critically evaluate hypotheses and data division BIO, CHM, CS, EGR, ENV, MTH, against established scientific theory; PHY, SCI) I Demonstrate leadership; Degree Requirements — 37 hours I Become a lifelong learner. Hrs. 8 CHM 207-208/— General Chemistry/ University Core Requirements — 30 hours 277-279 — Labs (see pg. 6-7.) 3 MTH 161 — Elementary Statistics General Chemistry satisfies the science core 26 Free electives requirement. Calculus satisfies the core mathe- matics requirement. Additional core courses in 48 hrs. upper-division coursework required science and math are not required. for graduation. College Requirements, B.S. — 6 hours Total Credit Hours — 120 Hrs. 3 Effective Communication (CST 100) Chemistry, B.S. 3 Metaphysics (PHL 33x) Major Requirements — 39 hours Steven Mayer, Ph.D., chair Hrs. Faculty: Anderssohn, R.R. Bard, R.S. Bard, 8 CHM 207-208/— General Chemistry I-II/ Cantrell, Hoffman, Lincoln, S.G. Mayer, Wood 277-279 — Laboratories There are three options available to stu- 3 CHM 314/379 — Analytical Chemistry/ dents pursuing a bachelor of science in Laboratory 8 CHM 325-326/— Organic Chemistry/ chemistry. Each of the options provides a 375-376 — Laboratories solid preparation for professional practice 4 CHM 331/372 — Physical Chemistry/ in chemistry and a variety of related areas Laboratory and for entrance to graduate school. Each 8 PHY 204-205/ — General Physics/ option requires 120 total credit hours. A or senior capstone experience is required in 8 PHY 201/271, either lecture or laboratory/research. PHY 202/272 — General Physics/Labs Scholarship Requirements 8 MTH 201-202 — Calculus I-II A grade of C- or better in the first semester Option 1 is recommended for continuation to the Requirements for Degree with Ameri- second semester of all sequence science can Chemical Society Certification courses (for example: CHM 207-208). An The department offers a curriculum for average G.P.A. of 2.0 must be maintained majors that is certified by the American in all science, mathematics, and engineer- Chemical Society. Upon notification by ing courses required for the major. the department, the society issues a cer- tificate recognizing the academic achieve- COLLEGE OF ARTS AND SCIENCES 49 ment of the student. In addition to the or a medically related field. It leads to a B.S. above common requirements, the follow- in chemistry (biochemistry) degree. In ad- ing courses are required to earn an Ameri- dition to the core and college, and major re- can Chemical Society approved degree. quirements listed above, the requirements Option 1 Requirements — 45 hours for this option are the following: Hrs. Option 3 Requirements — 45 hours 4 CHM 332/373 — Physical Chemistry/Lab Hrs. 3 CHM 444 — Inorganic Chemistry 4 BIO 206/276 —Organismal and Popula- 1 CHM 473 — Inorganic Synthesis and tion Biology/Lab Characterization 4 BIO 207/277 —Introductory Cell Biology 1 CHM 477 — Digital Data Acquisition and Genetics/Lab and Instrument Control 3 CHM 412/472 — Advanced Instrumental 3 CHM 412/472 — Advanced Instrumental Methods/Advanced In- Methods/Advanced In- strumental Techniques strumental Techniques 7 CHM 453-454/ — Biochemistry I-II/ 4 MTH 301 — Vector Calculus 471 — Laboratory 5 Upper-division science, engineering, or 3 CHM 444 — Inorganic Chemistry mathematics electives (2 hours must be in 4 Upper division biology electives (BIO chemistry) CHM 493, Research, strongly 445/475, Genetics with lab, BIO 454/474, recommended Cell Biology with lab, BIO 359/379, Microbi- 24 General electives: 6 must be upper-division ology with lab, or BIO 460, Immunology are (A minor is strongly encouraged) strongly recommended) Total Credit Hours — 120 5 Upper division science elective, minimum of 1 in chemistry (CHM 493, research, is Option 2 strongly recommended) This curriculum is designed for the stu- 15 Electives (5 must be upper-division) dent who wants to complement an interest Total Credit Hours — 120 in chemistry with an interest in a related field such as engineering, business, com- puter science, education, patent law, sci- Communication ence communication, or any of the liberal arts. Specific course recommendations are Studies available from the department for those Jeffrey Kerssen-Griep, Ph.D., chair related areas. In addition to the core and Faculty: Heath, Kerssen-Griep, Lattin, Mul- college, and major requirements listed crone, Pierce, Rabby, Sawantdesai, Shapiro above, the requirements for this option are: The mission of the Department of Com- Option 2 Requirements — 45 hours munication Studies is to understand how Hrs. people use symbols to construct knowl- 4 CHM 332/373 — Physical Chemistry/Lab edge and exert influence. At the heart of 3 CHM 412/472 — Advanced Instrumental its mission is the fundamental concern Methods/Advanced In- with the processes through which humans strumental Techniques convey messages to audiences and a belief 3 CHM 444 — Inorganic Chemistry that human communication is central in 10 Upper-division science, engineering, or mathematics electives (3 hours must be in creating just societies. The department is upper-division chemistry) dedicated to educating students in the lib- 25 Electives : 7 must be upper-division (A minor eral arts tradition to produce knowledge- is strongly recommended) able, responsible, and skilled professional Total Credit Hours — 120 communicators that understand how to communicate effectively and ethically in Option 3 all human arenas. Biochemistry* Learning Goals of the Communication This curriculum is recommended for stu- Studies Major dents who are interested in the molecular Students who successfully complete all basis of biological problems and plan on the requirements for a degree in the pursuing advanced study in biochemistry Department of Communication Studies

*For the ACS certified biochemistry program, students must also take CHM 332. 50 COLLEGE OF ARTS AND SCIENCES should be able to: Communication, B.A. [1] Demonstrate knowledge of the com- munication process in its ethical, social, The bachelor of arts in communication legal, relational, and cultural dimensions. has two emphasis areas from which to [2] Demonstrate knowledge of the com- choose—journalism or media studies—and munication theories relevant to her/his broadly focuses on the role that mediated specialty within the discipline. messages play in shaping societal atti- [3] Demonstrate knowledge of communi- tudes, values, or beliefs. cation technology and its impact on The journalism emphasis area engages human communication practices. students in the kind of writing professional [4] Demonstrate skills expected of a fu- journalists need. Students take a variety of ture professional in the field, including writing courses, such as public affairs re- abilities to: porting, as well as participate in a practicum course. These students can elect to take I Interpret and conduct communication- related research; feature writing, opinion writing, and an in- ternship course as part of their nine cred- I Apply human communication theory in experiential settings from interpersonal to its of electives. Graduates with a journalism organizational and public; emphasis area will find jobs in newspapers, television studios, and corporations focus- I Write well for both academic and profes- sional audiences; ing on journalistic and technical writing. Students pursuing the media studies em- I Speak well in a variety of situations and for various audiences; phasis area are involved in critically as- sessing the social, political, cultural, and I Influence and be influenced appropriate- ly via communication. economic aspects of mass media. These [5] Demonstrate values central to the dis- students take courses such as broadcast cipline: criticism,cinema and society, advertising, and visual communication. Students grad- I Incorporate ethical communication into his or her life; uating with a media studies emphasis will find professional careers in advertising, I Respect and not fear diverse human soci- ety; public relations, sales, management, etc. Students in both areas of emphasis can I Participate in the civic life of their com- munities; take an academic internship that will help them explore various career options. I Encourage freedom of expression and defend its centrality to democratic prac- University Core Requirements — 39 hours tice. (See pg. 6-7.) The department offers courses in com- College Requirements, B.A. — 18-30 hours munication and organizational communi- Hrs. cation. The bachelor of arts degree is 3 Metaphysics (PHL 33x) granted in communication, as is the degree 15 Credits of upper-division courses outside master of arts. The bachelor of science the primary major, 9 of which must come degree is awarded in organizational com- from 3 different disciplines in the College of Arts and Sciences. This requirement is not munication, in cooperation with the Dr. fulfilled by the University core. Robert B. Pamplin, Jr. School of Business 0-12Intermediate level of one language (pg. 44) Administration. The master of science degree is granted in management commu- Communication Core Requirements — 24 hours nication, also in cooperation with the Hrs. Pamplin School of Business Administration. 3 CST 101 — Introduction to Communi- Requirements cation Studies Students must earn an overall G.P.A. in the 3 CST 107 — Effective Public Speaking major of 2.0 or higher. Each senior is re- 3 CST 225 — Fundamentals of Interper- quired to complete a capstone project in sonal Communication order to graduate. 3 CST 300 — Communication Research 3 CST 301 — Media and Society 3 CST 320 — Rhetorical Theory and Criticism COLLEGE OF ARTS AND SCIENCES 51 3 CST 332 — Small Group Communica- division communication courses) tion 9 Electives in or outside the major 3 CST 352 — Writing and Reporting Human Resource Track Media Studies Track — 9 hours Major Requirements (Business Courses) — 3 CST 440 — Broadcast Criticism 12 hours 3 CST 445 — Cinema and Society Hrs. 3 CST 470 — Communication History 3 BUS 200 — Entrepreneurial Marketing 3 BUS 442 — Cross Cultural Manage- Journalism Track — 9 hours ment 3 CST 363 — Journalism Writing 3 BUS 360 — Organizational Behavior Practicum or 3 CST 403 — Communication Law 3 BUS 364 — Managing Innovation and 3 CST 452 — Public Affairs Reporting Change or 9 Communication electives 3 BUS 380 — Family Business and General Electives — 9-21 hours Small Business Manage- Total Credit Hours — 120 ment 3 BUS 462 — Human Resource Manage- Organizational ment Public Relations/Advertising Track Communication, B.S. Major Requirements (Business Courses) — The bachelor of science program in orga- 12 hours nizational communication educates stu- Hrs. dents to communicate effectively and 3 BUS 200 — Entrepreneurial Marketing ethically in modern organizations. Students 3 BUS 370 — Marketing Research complete communication and business 3 BUS 371 — Consumer Behavior courses that provide insights into the con- 3 BUS 443 — International Marketing Management cepts and practices that underlie human and or technical organizational communication 3 BUS 471 — Integrated Marketing systems. This major can prepare students Communications for graduate study in organizational com- Total Credit Hours — 120 munication or for professional careers in fields such as corporate communication, public relations, or personnel management. English University Core Requirements — 39 hours Herman Asarnow, Ph.D., chair (See pg. 6-7.) Faculty: Asarnow, Brassard, Buck-Perry, College Requirements, B.S. — 18 hours Grossboetzl, Hersh, Hiro, Larson, Masson, Hrs. McDonald, Olivares, Orr, Rowan, Sherrer, 3 Metaphysics (PHL 33x) Walterskirchen 15 Credits of electives The mission of the English program at the Major Requirements (Communication University of Portland is to guide practice Courses) — 51 hours in critical reading and competent writing Hrs. for all levels of University students. In the 3 CST 101 — Introduction to Communi- courses provided for the University’s liber- cation Studies 3 CST 107 — Effective Public Speaking al arts core, as well as in those of its own 3 CST 225 — Fundamentals of Interper- major and minor, the English program in- sonal Communication creases the breadth and depth of each stu- 3 CST 300 — Communication Research dent’s literary experience, the development 3 CST 301 — Media and Society of appropriate reading and writing skills, 3 CST 320 — Rhetorical Theory and the understanding of the humane values Criticism at the center of literary study, and the 3 CST 332 — Small Group Communica- appreciation of the power and pleasure of tion literature. 3 CST 433 — Organizational Communi- cation Theory English faculty members engage the in- 3 CST 352 — Writing and Reporting tellects and imaginations of their students 15 Major electives (15 hours of selected upper- through careful attention to the reading 52 COLLEGE OF ARTS AND SCIENCES and writing of literature, its context, and genres, literary history, and problems of its art. In addition to their classroom teach- canonicity. ing, faculty strive to model the personal [2] Read texts closely and think critically, and ethical qualities inherent in the Uni- with openness, confidence, and acuity— versity’s mission, including the discipline understanding that literary texts are com- and commitment necessary for scholarly plex and resist simple interpretation. research and creative expression. They are [3] Write with clarity and compose well- committed to student-centered instruction, argued essays. which develops the skills and confidence [4] Know how to conduct productive re- English majors need to be successful in search in literary studies, equipped with a graduate programs, as well as in a variety basic understanding of the major ap- of careers, including teaching, law, pub- proaches of literary criticism. lishing, and business. [5] Experience literature as a powerful The department offers an English major way of knowing about cultures and the and minor. The English program offers lived life. courses in British, American, and world University Core Requirements — 39 hours literature, and in academic and creative (See pg. 6-7.) writing. Prospective English majors and College Requirements, B.A. — 21-33 hours minors should consult with the depart- Hrs. ment chair about designing their programs 3 Effective Communication (CST 100) of study. 3 Metaphysics (PHL 33x) 15 Credits of upper-division courses outside English, B.A. the primary major, 9 of which must come The English program provides students from 3 different disciplines in the College of with courses of study that will develop Arts and Sciences. This requirement is not fulfilled by the University core. both academic and creative writing, an un- 0-12Intermediate level of one language (pg. 44) derstanding of language, and a critical en- gagement with literature. To achieve these Major Requirements — 31 hours objectives, English majors are expected to Hrs. 3 ENG 225 — Introduction to Literary develop and refine their writing abilities Studies and critical understanding of language and One of the following courses: literature through extensive reading and 3 ENG 320 — Anglo-Saxon and Medieval discussion. Literature All students who desire to major in Eng- 3 ENG 324 — Renaissance British Litera- lish will be required to complete 28 upper- ture division credit hours of English courses 3 ENG 325 — Eighteenth-Century approved by the department chair and British Literature demonstrate satisfactorily their possession 3 ENG 344 — Romantic Literature 3 ENG 345 — Victorian Literature of the basic skills of literary criticism and 3 ENG 355 — Nineteenth-Century research through completion of ENG 225. American Literature After being accepted as English majors the Two courses chosen from the above list or below: students will, in consultation with their ad- 3 ENG 346 — British Literature:1900- visers, decide upon a program of studies 1945 best suited to their needs and interests, 3 ENG 356 — American Modernism(s) whether in preparation for teaching, ad- 3 ENG 447 — British Literature: 1945- vanced study, professional writing, or Present other vocations in which their liberal edu- 3 ENG 457 — Contemporary American Literature cation may prove an asset. In their senior 6 400-level English electives year, all English majors write a senior 12 English Electives paper as a capstone experience. 1 ENG 499 — Senior Thesis Expected learning outcomes for English General Electives — 17-29 hours majors: Total Credit Hours — 120 [1] Possess a coherent overview of litera- ture in English, including familiarity with COLLEGE OF ARTS AND SCIENCES 53 physics, mathematics, and computer sci- Environmental ence, along with a strong foundation in the social sciences and humanities. Within Studies this integrative framework, students will Steven A. Kolmes, Ph.D., program director select an upper-level concentration in and B.S. track director biology, chemistry, or physics. Russell Butkus, Ph.D., associate program The B.A. track leads to a degree in envi- director and B.A. track director ronmental ethics and policy, which com- Alexander, Anderssohn, Butler, Barnes, bines a background in science with a Butkus, Cantrell, Hill, Houck, Kodadek, discourse that centers on philosophy, theol- O’Reilly, Martin, Schouten, Snow, Wasowski ogy, ethics, political science, and other The purpose of the environmental studies fields. One of the critical aims of this degree program is to critically examine the broad track is to cultivate critical intelligence and scope of the current environmental crisis. consciousness within students regarding This crisis is scientific, sociopolitical, and the multifaceted nature of environmental ethical in nature. In light of this crisis, the ethics and environmental policy. environmental studies program offers a B.A. and B.S. students in environmental bachelor of arts degree in environmental studies are brought together several times ethics and policy and a bachelor of science in the course of their undergraduate work: degree in environmental science. The pro- in the University’s core curriculum courses, gram is designed to give all program in environmental studies courses, labora- majors, regardless of the track they pursue, tories, and field trips, and in a senior cap- an understanding of the scientific implica- stone seminar which involves case studies tions of environmental study, and the the- and team-approach problem-solving in re- ological, philosophical, economic, and gional environmental issues. political issues at the heart of this chal- Minors are available in environmental lenge. In addition to its interdisciplinary science and in environmental policy. nature in the College of Arts and Sciences, the program is also dedicated to creative Environmental Studies interaction with other schools of the Uni- Learning Outcomes versity, such as the environmental engi- These programs are designed to graduate neering track in the civil engineering students who have: degree program, and the sustainable entre- I An understanding of the scientific impli- preneurship offerings in the Pamplin cations of environmental study, and the School of Business Administration. Taken theological, philosophical, economic, and together, this encourages a rich and con- political issues at the heart of this chal- structive conversation on our campus that lenge; centers on the place of humankind and I Gained enough insight into the present human activities in an environmentally environmental situation, and the intercon- sustainable future. nected elements involved in any solution, The goal of the environmental studies to provide leadership as environmental program is to graduate students who have professionals; gained enough insight into the present en- I Cultivated critical intelligence and con- vironmental situation, and the intercon- sciousness regarding the multifaceted na- nected elements involved in any solution, ture of environmental ethics and to provide leadership as environmental environmental policy; professionals. As Oregon’s Catholic Univer- I Learned to use a team approach in sity, the University of Portland is perfectly problem-solving regional environmental situated as a place where the discussion of issues. moral and ethical dimensions of environ- mental decisions is part of normal discourse. The B.S. track leads to a degree in environ- mental science, a broadly conceived course of study that involves biology, chemistry, 54 COLLEGE OF ARTS AND SCIENCES or Environmental Ethics 3 PHL 433 — Heidegger and Ecological and Policy, B.A. Ethics The University’s bachelor of arts in envi- or ronmental ethics and policy is an interdis- 3 PHL 437 — The Sublime in Nature 3 SCI 110 — Earth Systems Science ciplinary degree track designed to provide or students with a firm foundation in envir- 3 SCI 111 — Natural Hazards in the onmental science and ecology and the in- Pacific Northwest fluence these sciences have on the or development of political policy, environ- 3 SCI 162 — Introduction to Marine mental ethics, and recent theological refor- Science mulation within the Judeo-Christian 3 SCI 182 — Environmental Science tradition. The program culminates in a 21 credits from below: capstone experience designed to challenge 3 ENV 349 — Environmental Policy students to apply their area of study to specific 3 ENV 493 — Environmental Research issues germane to the Pacific Northwest. 1-6 ENV 497 — Environmental Internship 3 HST 357 — Technology, Resources, University Core Requirements — 39 hours and Environment in (See pg. 6-7.) World History College Requirements, B.A. — 6-18 hours 3 PHL 434 — Environmental Ethics Hrs. 3 POL 320 — United States Urban Poli- 3 Persuasion and Leadership (CST 100) tics 3 Metaphysics (PHL 33x) 3 † POL 333 — Public Administration 0-12 Intermediate level of one language (pg. 44) 3 POL 335 —American Public Policy 3 POL 351 — International Law and Major Requirements — 59 hours Organization Hrs. 3 POL 356 — Building World Peace 29 credits from below: 3 POL 378 — States and the Market 4 * BIO 338/368 — Marine Biology of the 3 POL 379 — Business in a Political Pacific Northwest/Lab World or 3 POL 405 — Law and the American 4 * BIO 363/373 — Introduction to Fresh- Judiciary water Ecology/Lab 3 SOC 466 — Violence, Poverty, and the or Environment 4 * BIO 391/392 — Stream Ecology/Lab 3 THE 402 — Prophets, Divas, and 3 † THE 423 — Christian Social Ethics Divines or 3 THE 458 — Women, Theology, and 3 † THE 422 — Modern Catholic Ethics Globalization or 3 THE 427 — Theological Environmen- Major Electives — 9 hours tal Ethics Courses selected from the following: 3 THE 428 — Ecology in Theological Hrs. Perspective 3 CST 401 — Rhetoric and Politics or 3 ENG 363 — The Literature of Nature 3 THEP 482 — Theology in Ecological and the Out-of-Doors Perspective 3 ENG 430 — The International Litera- or ture of Peace and Justice 3 THE 453 — Religion and Science 3 ENG 461 — Oregon and Northwest 3 ECN 322 — Environmental Writers Economics 3 ENV 383 — Environmental Geo- 3 ENV 400 — Integrating Seminar in science Environmental Studies 3 ENV 384 — Remote Sensing and GIS 3 PHL 412/ 3 ENV 385 — Environmental Microbiol- SJP 412 — Philosophy of Law ogy or 3 ENV 386 — Environmental Chemistry 3 PHL 422 — Philosophy of Science 1 ENV 387 — Environmental Laboratory

* Students may substitute BIO 442/472 Ecology and lab for the 8 credits taken from BIO 338/388 or BIO 362/372 or BIO 363/373 if they have taken BIO 206. †THE 422 or 424 may be substituted for THE 428 or 453 with the director’s/associate director’s approval. COLLEGE OF ARTS AND SCIENCES 55 3 ENV 493 — Environmental Research Major Requirements — 28 hours 1-6 ENV 497 — Environmental Internship Hrs. 3 HST 314 — American Frontier 4 BIO 206/276 —Organismal and Popula- 3 HST 359 — The Modern City tion Biology/Lab 3 PHL 412 — Philosophy of Law 4 BIO 207/277 —Introductory Cell Biology 3 PHL 413/ and Genetics/Lab SJP 413 — Socio-Political Philosophy 8 CHM 207-208/— General Chemistry/ 3 PHL 414/ 277-279 — Laboratories SJP 414 — Philosophy and Feminism 3 ENV 383 — Environmental Geo- 3 PHL 422 — Philosophy of Science science 3 PHL 433 — Heidegger and Ecological 3 ENV 400 — Integrating Seminar in Ethics Environmental Studies 3 PHL 437 — The Sublime in Nature 3 POL 200 — Introduction to U.S. 3 POL 320 — United States Urban Poli- Politics tics 3 THE 453, Religion and Science, or THE 3 POL 333 — Public Administration 427, Theological Environmental Ethics, or 3 POL 356 — Building World Peace THE 428, Ecology in Theological Perspec- 3 POL 378 — States and the Market tive, or THEP 482, Theology in Ecological 3 POL 379 — Business in a Political Perspective. World 3 SOC 434 — Urban Society Concentration Options 3 SOC 466 — Violence, Poverty, and the Biology Concentration Requirements — 36 Environment hours 3 THE 445 — Human Development in Hrs. Theological Perspective 4 BIO 442/472 — Ecology/Lab 3 THE 454 — God and the Theological 8 Major Electives (Selected from: BIO Imagination 341/371, Seed Plant Biology/Lab; BIO 3 THE 458 — Women, Theology, and 345/375, Vertebrate Biology/Lab; BIO 347, Globalization Animal Behavior; BIO 363/373, Freshwater Ecology/Lab; BIO 338/368, Marine Biology/ General Electives — 4-16 hours Lab; BIO 391/392, Stream Ecology/Lab; BIO Total Credit Hours — 120 (48 hrs. must be 436/476, Invertebrate Zoology/Lab; ENV upper-division) 384, Remote Sensing and GIS; ENV 385, En- vironmental Microbiology; ENV 387, Envi- Environmental Science, ronmental Laboratory; CE 367, B.S. Environmental Engineering; CS 203/273, Computer Science/Lab; ENV 493, Research; The major fields of study that are described ENV 497, Environmental Internship.) as environmental science B.S. majors with 8 CHM 325-326 — Organic Chemistry/ concentrations in biology, chemistry, and 375-376 — Laboratories physics are designed to let students of 3 CHM 314 — Analytical Chemistry/ varying interests develop both breadth and 379 — Lab depth in their training as environmental 4 MTH 201 — Calculus scientists. Students in all of these concen- 8 PHY 201-202 — General Physics/ trations will take 48 semester hours of core 271-272 — Labs courses and 36 semester hours in the sci- General Electives — 17 hours ences in common, along with their varied Total Credit Hours — 120 (48 hrs. must be advanced scientific courses. upper-division) University Core Requirements — 33 hours Chemistry Concentration Requirements — (see pg. 6-7.) 38 hours The science and mathematics requirements are Hrs. satisfied by the program. 4 BIO 363/373 — Introduction to Fresh- water Ecology/Lab College Requirements, B.S. — 6 hours or Hrs. 4 BIO 341/371 — Seed Plant Biology/Lab 3 Persuasion and Leadership (CST 100) or 3 Metaphysics (PHL 33x) 4 BIO 338/368 — Marine Biology of the Pacific Northwest/Lab or 4 BIO 345/375 — Vertebrate Biology/Lab 56 COLLEGE OF ARTS AND SCIENCES or 3 MTH 321 — Differential Equations I: 4 BIO 391/392 — Stream Ecology/Lab Ordinary Differential or Equations 4 BIO 436/476 — Invertebrate Zoology/Lab 8 PHY 204-205 — General Physics/ or 274-275 — Labs 4 BIO 442/472 — Ecology/Lab 3 PHY 306 — Modern Physics 3 CHM 314/ — Analytical Chemistry/ 1 PHY 376 — Modern Physics Lab 379 — Lab 4 PHY 371/ 8 CHM 325-326/— Organic Chemistry/ 471 or 472 — Analog and Digital Elec- 375-376 — Laboratories tronics 4 CHM 331/372 — Physical Chemistry/Lab — Advanced Laboratory or 6 credit hours of the following courses: 4 CHM 353/371 — Biochemistry/Lab 3 PHY 312 — Mechanics or 3 PHY 321 — Electrodynamics 4 ENV 386/387 — Environmental Chem- 3 PHY 322 — Optics istry/Lab 3 CE 367 — Environmental Engineering or 3 ENV 384 — Remote Sensing and GIS 4 CE 367 — Environmental Engineer- 3 ENV 493 — Environmental Research ing 4 CS 203/273 — Computer Science/Lab and 3 ENV 497 — Environmental Internship 1 CE 376 — Environmental Engineer- General Electives — 12 hours ing Lab Total Credit Hours — 120 (48 hrs. must be or upper-division) 1 ENV 387 — Environmental Lab or 4 ENV 493 — Environmental Research Foreign Languages or 4 CS 203/233 — Computer Science I/Lab Kathleen Regan, Ph.D., chair or Faculty: Booth, Echenique, Looney, McLary, 4 ENV 497 — Environmental Internship Regan, Warshawsky 3 CHM 412/472 — Advanced Instrumental The mission of the foreign languages pro- Methods/Techniques gram (Spanish, German, and French) at 8 MTH 201-202 — Calculus I-II 8 PHY 201-202 — General Physics/ the University of Portland is to prepare 271-272 — General Physics Labs and motivate students to understand, live, study, and work in international commu- General Electives — 15 hours nities at home and abroad. In the foreign Total Credit Hours — 120 (48 hrs. must be upper-division) language courses required of all B.A. stu- dents, as well as in those of its major, mi- Physics Concentration Requirements — nors, and certificates, the program: 41 hours [1] Builds proficiency in speaking, listening, Hrs. 4 BIO 338/368 — Marine Biology of the reading, and writing the target language; Pacific Northwest/Lab [2] Fosters appreciation for other cultures or and the international global community; 4 BIO 341/371 — Seed Plant Biology/Lab [3] Develops the critical thinking skills or and humane values inherent in the Uni- 4 BIO 345/375 — Vertebrate Biology/Lab versity’s liberal arts tradition. or Foreign language faculty members guide 4 BIO 363/373 — Introduction to Fresh- and inspire students to experience other water Ecology/Lab cultures through the study of language and or 4 BIO 391/392 — Stream Ecology/Lab literature, and through periods of total im- or mersion abroad. In their teaching and in 4 BIO 436/476 — Invertebrate Zoology/Lab their research, faculty are dedicated to the or study of language and literature for its own 4 BIO 442/472 — Ecology/Lab power and pleasure, and as a means of 8 MTH 201-202 — Calculus I/II promoting understanding and enjoyment 4 MTH 301 — Vector Calculus of cultural differences. They are commit- ted to student-centered instruction, which COLLEGE OF ARTS AND SCIENCES 57 develops the foreign language proficiency from other disciplines, the content of and confidence majors and certificates which directly relates to France and need to be successful in graduate programs, French-speaking countries. as well as in a wide range of careers, such The program is designed to offer its ma- as business, government, education, social jors the opportunity to achieve proficiency work, and health care. in writing, speaking, comprehending, and The Department of Foreign Languages reading the French language, while at the offers a German studies major, a Spanish same time broadening and deepening major, a French studies major, a certificate their knowledge, understanding, and ap- in Spanish, and minors in French, Ger- preciation of the cultures of France and man, and Spanish. The foreign languages the francophone world. program offers courses in French, Ger- Since the goal of the French studies man, and Spanish language and literature. major is to focus on the acquisition of lan- Students interested in a foreign language guage proficiency and to incorporate con- major, certificate, or minor should consult tributions from more than one field of with the department chair. study, it prepares students for careers in international law, teaching, government Learning Outcomes for services, foreign missions, translating, the Foreign Languages non-profit sector, and for positions in busi- ness that require a knowledge of the Students who successfully complete all re- French language and culture. quirements toward a B.A. in French studies, Students pursuing a B.A. degree in German studies, or Spanish, including course- French studies are required to complete 18 work in a foreign studies program, will: upper-division credit hours of French I Speak, write, listen to, and read the tar- courses and 9 upper-division credit hours get language at the intermediate-high to from at least two of the following disci- advanced proficiency level (based on the plines: history, philosophy, fine arts, and ACTFL Proficiency Guidelines*); political science. Students pursuing a B.A. I Demonstrate a high degree of cultural lit- degree in French studies also must spend eracy by living, studying, and/or working a minimum of six weeks studying French in the target culture with relative ease and in France or a francophone country. Study sensitivity to cultural differences; abroad opportunities include IES pro- I Demonstrate sensitivity to cultural diver- grams in Paris (summer or semester), sity by examining critically their native Nantes, and Dijon (semester only). language and culture vis-a-vis the target If a student studies in France for six weeks culture. in the summer, he or she may earn up to All students beginning their study of six credits towards the French Studies French, German, or Spanish at the Univer- major. If a student studies abroad for one sity of Portland are encouraged to take a semester, he or she may earn up to 15 free online placement test. After taking credits towards the major. the test, the student will receive informa- tion indicating which course will provide University Core Requirements — 39 hours the best fit for the student’s level of profi- (see pg. 6-7.) College Requirements, B.A. — 21-33 hours ciency. Contact the chair of the foreign Hrs. languages department for information on 3 Effective Communication (CST 100) how to access the exam. 3 Metaphysics (PHL 33x) 15 Credits of upper division courses outside French Studies, B.A. the primary major, 9 of which must come The French studies major is an inter- from 3 different disciplines in the College of disciplinary major which combines courses Arts and Sciences. This requirement is not fulfilled by the University core. from the department of French with those 0-12 Intermediate level of one language (pg. 44)

*The proficiency goals are based on the ACTFL Proficiency Guidelines published by the American Council on the Teaching of Foreign Languages. See http://www.actfl.org/i4a/pages/index.cfm?pageid=4236 and Alice Omaggio Hadley, Teaching Language in Context, Boston, MA: Heinle & Heinle Publishers, 1993. 58 COLLEGE OF ARTS AND SCIENCES Major Requirements — 27 hours also in the world at large. By becoming It is possible to begin studying French as a knowledgeable in global political and first-year student and still complete all re- social processes through German studies, quirements for the French studies major. students will learn to understand complex Hrs. international relationships and gain an 18 upper division credits in French (FRN 301 appreciation for different cultures. The and above). German studies major supports students Three courses outside the French program in their developing roles as leaders in their from at least two different disciplines chosen from the following list: community and the world. 3 HST 347 —History of Modern France All students pursuing a major in German 3 HST 333 —Medieval Europe studies must complete 18 upper-division 3 HST 343 —Age of Dictatorship credit hours of German courses and 9 3 HST 342 —Age of Nationalism upper-division credit hours from at least 3 POL 358 —Politics of the European two of the following disciplines: philosophy, Union history, political science, fine arts, and the- 3 POL 372 —Politics of Modern Europe ology. Students are also required to spend 3 POL 453 —Great Powers and their at least six weeks studying German in a Foreign Policies 3 PHL 414 —Philosophy and Feminism German-speaking country. Options for 3 PHL 469 —Great Philosophers (when study abroad include the University’s year- focusing on a French long program in Salzburg, Austria; German- philosopher) immersion courses in Salzburg during a 3 PHL 479 —Existentialism summer session; and IES programs in 3 PHL 476 —Contemporary Continental Freiburg, Vienna, and Berlin. Philosophy University Core Requirements — 39 hours Study Abroad — 6 hours (See pg. 6-7.) General Electives —15-27 hours Total Credit Hours—120 College Requirements, B.A. — 21-33 hours Students may also take courses containing Hrs. significant content relating to francophone 3 Effective Communication (CST 100) countries offered on a one-time basis or subse- 3 Metaphysics (PHL 33x) quently added to permanent course offerings. 15 Credits of upper-division courses outside Students must seek the approval of the French the primary major, 9 of which must come studies advisor before counting such courses from 3 different disciplines in the College of toward the French studies major. Arts and Sciences. This requirement is not fulfilled by the University core. German Studies, B.A. 0-12 Intermediate level of one language (pg. 44) The German studies major provides stu- Major Requirements — 27 hours Hrs. dents with the opportunity to become 18 upper-division credits in German (GRM 301 proficient in German language while also and above) becoming knowledgeable about social, Three courses outside the German program historical, and political factors that shape from at least two different disciplines, chosen and define German-speaking cultures. By from the following list: nature the German studies major is inter- 3 PHL 474 — Hegel and 19th-Century disciplinary, and it creates connections Philosophy among a number of disciplines which are 3 PHL 475 — Contemporary Analytical cornerstones of the liberal arts tradition. Philosophy 3 PHL 476 — Contemporary Continen- The combination of these courses under a tal Philosophy cohesive curriculum allows students to 3 THE 433 — Theological Implications gain proficiency in German language of the Holocaust (Salzburg while also learning to think and reason only) across disciplinary boundaries. Additionally, 3 POL 358 — Politics of the European the current trend toward globalization Union means that students must become not 3 HST 370 — Early Modern Europe only informed citizens and leaders within 3 POL 372 — Politics of Modern Europe their own community and country but 3 HST 342 — Age of Nationalism 3 HST 343 — Age of Dictatorship COLLEGE OF ARTS AND SCIENCES 59 3 HST 346 — History of Modern Germany tive indicator of a student’s overall compe- 3 FA 304 — Development of the Fine Arts tency in the language. in Europe (Salzburg only) Students may also take courses containing sig- University Core Requirements — 39 hours nificant content relating to German-speaking (See pg. 6-7.) countries offered on a one-time basis or subse- College Requirements, B.A. — 21-33 hours quently added to permanent course offerings. Hrs. Students must seek the approval of the German 3 Effective Communication (CST 100) studies advisor before counting such courses to- 3 Metaphysics (PHL 33x) ward the German studies major. 15 Credits of upper-division courses outside Study Abroad — 6 hours the primary major, 9 of which must come General Electives — 15-27 hours from 3 different disciplines in the College of Total Credit Hours — 120 Arts and Sciences. This requirement is not fulfilled by the University core. Spanish, B.A. 0-12Intermediate level of one language (pg. 44) The Spanish program seeks to prepare Major Requirements — 27 hours students for living and working with individ- Hrs. uals from Spanish-speaking countries either 3 SPN 301 — Advanced Spanish Con- overseas or within the borders of the United versation and Composition States. The program includes courses which 3 SPN 302 — Advanced Spanish Con- versation and Culture develop language proficiency in listening 3 Culture/Literature of Spain (SPN 304, 407, comprehension, speaking, writing, and read- 408, 410, 412, 422, 480, 482, or 484) ing. Courses focus on pertinent cultural 3 Culture/Literature of Latin America (SPN issues, literary analysis and history, and pro- 315, 416, 421, 422, 424, or 430) fessional terminology. This major will pre- 15 Major electives pare students for careers in education, social Study Abroad — 6 hours services, business, and medicine. General Electives — 15-27 hours The Spanish major requires that the stu- Total Credit Hours — 120 dent complete 27 credit hours which must include SPN 301, SPN 302, one survey of Spanish literature class, and one Latin General Studies, American literature course. The Spanish B.A., B.S. major requires one semester abroad in a Spanish-speaking country or participation Though most students will develop a in the University’s summer program in depth of knowledge in their upper-division Morelia, Mexico or Segovia, Spain.* work through concentrated study in a sin- In addition to any certificate or degree a gle area, the college recognizes that some student may earn from the University of students may better attain their personal Portland, it is recommended that all candi- objectives through a broader program of dates take both oral and written proficien- studies. Such students may opt to follow cy tests in Spanish in their senior year or the General Studies Program which re- the spring of their fifth year immediately quires 24 semester hours of upper-division after graduation. These tests are adminis- work in two areas within the College of tered by outside certified proficiency ex- Arts and Sciences. All other requirements aminers for a fee. (The American Council for the B.A. or B.S. degree must be fulfilled. of Teachers of Foreign Languages (ACTFL) General studies majors are under the guid- and the federal government offer oral/ ance of the dean or associate deans. aural proficiency testing.) The testing of the students’ competency will give the stu- dents national certification of their actual skill levels; such certification of both oral and written skills should provide students and employers with an accurate compara-

*Spanish majors may earn three credit hours towards the major for a course taught in English related to Spain or Latin America subject to approval by the department chair. 60 COLLEGE OF ARTS AND SCIENCES applied to the study of history. History, B.A. [5] Develop the foundational knowledge Mark Eifler, Ph.D., chair and skills necessary for informed inquiry, Faculty: Connelly, Covert (emeritus), Eifler, decision-making, and communication. Els, Hancock, Moentmann, Wheeler, Wolf, University Core Requirements — 39 hours Zimmerman (emerita) (See pg. 6-7.) The history program offers all the Univer- College Requirements, B.A. — 21-33 hours sity’s undergraduates the opportunity to Hrs. acquire a working familiarity with the 3 Effective Communication (CST 100) history of Western civilization, the United 3 Metaphysics (PHL 33x) States, and other areas of the world, together 15 Credits of upper-division courses outside with the institutions and structures of or- the primary major, 9 of which must come ganized society. Its curriculum is designed from 3 different disciplines in the College of Arts and Sciences. This requirement is not to inculcate a familiarity with particular fulfilled by the University core. periods and issues in the past, with the 0-12Intermediate level of one language (pg. 44) discipline of history, and with the use of historical inquiry for analysis of contem- Major Requirements — 36 hours (33 be- yond University core requirement) porary self and society. Hrs. Beyond the history major, the program 9 Lower-division history (HST 220 and 221 re- meets such goals as a part of both the Uni- quired, plus any other 200-level history versity core as well as the general educa- course) tion requirements for the bachelor of arts 3 HST 400 — History and Historians majors. Furthermore, the program in- 3 HST 401 — Senior Seminar cludes courses which provide vital knowl- 15 Upper-division history courses (must in- edge for students in other majors, clude at least one course each in American, including secondary education, political European, and non-Western history at 300- level) science, foreign languages, theology, and 6 400-level seminars (must be two different environmental studies. courses, excluding 400, 401; i.e. 420, 430, or The curriculum is specifically designed 450) to provide the following learning goals and General Electives — 12-24 hours outcomes. Students will: Total Credit Hours — 120 [1] Gain an understanding of the historical facts and trends that have brought about the civilizations of the world in general Mathematics and an understanding of our own in partic- Lewis Lum, Ph.D., chair ular. Faculty: Akerman, Hallstrom, Hill, Kroon, [2] Critically examine the ideas and tradi- Lum, Niederhausen, Nordstrom, Salomone, tions of societies in history, and particular- Wootton ly their interactions with other societies Mathematics, an ancient discipline, is both and nations in a diverse and interdepen- an art and a science. As a basic discipline dent world. in the liberal arts, the mathematics program [3] Gain familiarity with the disciplines of strives to teach problem solving, logical history, including: analysis, and abstraction. Through its cur- a. use of primary sources; riculum it fosters the development of un- b. the evaluation of secondary sources; derstanding and mathematical skills. It c. the varying approaches to historical in- provides the opportunity for students to terpretation; experience the connections that exist among d. the tools and methods of historical re- other disciplines, and opens students to the search; ideas and visions they might never have e. the writing of history; considered otherwise. Very practically, f. the use of historical inquiry for analy- mathematics provides students with the sis of contemporary self and society. foundational skills to become effective [4] Develop an ability to use and value the leaders in a wide variety of other disciplines methodologies of different disciplines, as as ethical and professional individuals. COLLEGE OF ARTS AND SCIENCES 61 The Department of Mathematics offers Major Requirements (Mathematics programs leading to the bachelor of science Courses) — 45 hours and the bachelor of arts degrees. We have Hrs. made it easy to combine a major or minor 8 MTH 201-202 — Calculus I-II in mathematics with a major or minor in 4 MTH 301 — Vector Calculus 3 MTH 311 — Discrete Structures computer science or physics. Students in 3 MTH 321 — Ordinary Differential mathematics can prepare themselves for Equations graduate work or for careers in teaching, 3 MTH 341 — Linear Algebra business, industry, or government. 6 MTH 401-402 — Real Analysis I-II 3 MTH 404 — Complex Variables Learning Outcomes 6 MTH 441-442 — Modern Algebra I-II The following learning outcomes are 9 Major electives (CS 411, CS 451, PHY 321, drawn from the Mathematical Association PHY 356, PHY 411, PHY 412, PHY 441 may of America’s Committee on the Under- count here. 3 hours must be in an upper graduate Program in Mathematics “Guide- division mathematics course. MTH 431, lines for Assessment of Student Learning” Geometry; MTH 461, Probability and Statis- tics I, and MTH 345, Number Theory, are (August 2005). Students should: recommended for prospective high school [1] Learn to apply precise, logical reason- teachers.) ing to problem solving; [2] Develop persistence and skill in explo- Major Requirements (Science Courses) — 24 hours ration, conjecture, and generalization; Hrs. [3] Be able to read and communicate math- 4 CS 203/273 — Computer Science I/Lab ematics with understanding and clarity; 12 PHY 204-205, [4] Possess an understanding of the 306/376 — General Physics I-II, Mod- breadth of the mathematical sciences and ern Physics/Lab their deep interconnecting principles; 8 CHM 207-208/— General Chemistry I-II/ [5] Be able to apply mathematics to a 277-278 — Labs broad spectrum of complex problems; or [6] Understand theory and applications of 8 Two approved computer science courses with laboratories. calculus and the basic techniques of dis- crete mathematics and abstract algebra; General Electives — 15 hours [7] Gain experience in problem-solving, Total Credit Hours — 120 mathematical reasoning, communication, scientific computing, and mathematical Mathematics, B.A. modeling. The Department of Mathematics offers a program leading to the bachelor of arts de- Mathematics, B.S. gree in mathematics. This program is suit- The Department of Mathematics offers a ed especially for students who are also program leading to the bachelor of science interested in humanities (such as philoso- degree in mathematics. The program is phy, history, language, or theology). constructed for the general mathematics University Core Requirements — 30 hours student; however, it is particularly appro- (See pg. 6-7.) priate for students who are also interested General Physics and Calculus fulfill the core in physical science or computer science. science and mathematics requirements. University Core Requirements — 30 hours College Requirements, B.A. — 21-33 hours (See pg. 6-7.) Hrs. General Physics and Calculus fulfill the core sci- 3 Effective Communication (CST 100) ence and mathematics requirements. 3 Metaphysics (PHL 33x) 15 Credits of upper-division courses outside College Requirements, B.S. — 6 hours the primary major, 9 of which must come Hrs. from 3 different disciplines in the College of 3 Effective Communication (CST 100) Arts and Sciences. This requirement is not 3 Metaphysics (PHL 33x) fulfilled by the University core. 0-12Intermediate level of one language (pg. 44) 62 COLLEGE OF ARTS AND SCIENCES Major Requirements (Mathematics member of the National Association of Courses) — 42 hours Schools of Music (NASM) and the National Hrs. Association of Schools of Theatre (NAST). 8 MTH 201-202 — Calculus I-II Although the degree programs are sepa- 4 MTH 301 — Vector Calculus rate, there is considerable flexibility be- 3 MTH 311 — Discrete Structures 3 MTH 341 — Linear Algebra tween them, allowing the possibility for 6 MTH 401-402 — Real Analysis I-II students in one degree program to take 3 MTH 404 — Complex Analysis courses in the other. 6 MTH 441-442 — Modern Algebra I-II Graduate programs leading toward the 9 Major electives (CS 411, CS 451, PHY 321, M.F.A. in directing and the M.A. in music PHY 356, 411, 412, 441 may count here. 3 are available. (See Graduate School section.) hours must be in an upper-division mathe- matics course. MTH 431, Geometry; MTH 461, Probability and Statistics I; MTH 345, Drama, B.A. Number Theory recommended for prospec- The drama program at the University of tive high school teachers) Portland is dedicated to providing a broad- based generalist foundation for undergrad- Major Requirements (Science Courses) — 12 hours uate students with the knowledge, skills, Hrs. and opportunities necessary for establish- 4 CS 203/273 — Computer Science I/Lab ing a life-long association with the theatre. 8 PHY 204-205 — General Physics I-II Furthermore, its aim is to demonstrate a or strong commitment to teaching and learn- 8 CHM 207-208/— General Chemistry I-II/ ing in a personal, energetic, interactive, 277-278 — Labs liberal arts environment. This is done by General Electives — 3-15 hours offering a broad-based curriculum of the- Total Credit Hours — 120 atre courses that provides a common knowledge base and skill level. Beyond Performing and that, the program provides advanced course work in areas of specialization that Fine Arts prepare students for a myriad of career and educational options. Finally, the pro- Michael Connolly, D.M.A., chair gram provides a variety of production Faculty: Abbott , Ashton, Bartos, Boelling, opportunities open to the entire campus Bognar, Bowen, Bower, Briare, Connolly, student community. Students are encour- Conkle, Cox, Culver, Dailing, Doyle, Edelblut, aged, mentored, and supervised in these Edson, Follett, Ghyselinck, Golla, Hoddick, productions, where they are challenged to Homan, Horning, Iimori, Kerns, Kleszynski, use their academic background and tech- Larsen, Leroi- Nickel, Lindner, M. Logan, H. nical training in the real laboratory of the Logan, Martin, Mitchell, Montgomery, Neuman, live theatre. D. Parker, W. Parker, Paul, Pirruccello, Poris, Powell-Ascroft, Pynes, Ratzlaf, Richards, School- Learning Outcomes: Drama er, Sessa, Shakhman, Soltero, Trigg, Wilson Program The Department of Performing and Fine Students who successfully complete the Arts (PFA) is dedicated to fostering an ap- B.A. in drama should be able to: preciation of the best of human creative I Know the individuals who have influ- expression. Its major programs in music enced contemporary world theatre and and drama, along with its enrichment of- understand and articulate the fundamen- ferings in dance and the visual arts, are in- tal theories and conventions that helped tegral to the University’s commitment to shape it; the liberal arts. Each area in the department I Demonstrate the basic skills and tech- extends an open invitation to all University niques required of a modern theatre prac- students to participate and does so in an at- titioner; mosphere that is personal and supportive. I Demonstrate the general skills and tech- Within the department, majors are of- niques associated with stage performance; fered in drama and music. The depart- I Work in an environment of collaboration ment is an accredited institutional in a variety of production experiences; COLLEGE OF ARTS AND SCIENCES 63

I Apply critical and analytical skills to dra- Production Management Emphasis — 15 matic literature, performance, and produc- hours tion. Hrs. 3 DRM 333 — Directing for the Theatre University Core Requirements — 39 hours 3 DRM 351 — Stage Light and Sound (See pg. 6-7.) 3 DRM 450 — Production Management College Requirements, B.A. — 21-33 hours 3 DRM 471 — Principles of Theatre Man- Hrs. agement 3 Effective Communication (CST 100) 3 DRM 472 — Management Internship 3 Metaphysics (PHL 33x) Basic Drama Endorsement for Education 15 Credits of upper-division courses outside Certificate — 21 hours the primary major, 9 of which must come Hrs. from 3 different disciplines in the College of 3 DRM 210 — Introduction to Theatre Arts and Sciences. This requirement is not 3 DRM 321 — Acting Workshop I fulfilled by the University core. 3 DRM 333 — Directing for the Theatre 0-12Intermediate level of one language (pg. 44) 3 DRM 350 — Theatre Crafts Major Common Requirements — 23 hours 3 DRM 351 — Light and Sound Design Hrs. 3 DRM 407 — Theatre History I 3 DRM 210 — Introduction to Theatre or 1 DRM 272 — Performance Practicum I 3 DRM 408 — Theatre History II 3 DRM 310 — Modern Production Theory One advanced design elective selected from: 3 DRM 321 — Acting Workshop I 3 DRM 353 — Stage Design 3 DRM 350 — Theatre Crafts 3 DRM 363 — Costume Design 1 DRM 372/373 — Production Practicum II 3 DRM 365 — Theatrical Makeup 3 DRM 407 — Survey of Theatre History I General Electives — 10-22 hours 3 DRM 408 — Survey of Theatre History II Total Credit Hours — 120 3 DRM 498 — Senior Capstone Music, B.A. Emphasis Options Performance Emphasis — 15 hours (For B.M.Ed. see School of Education, Hrs. pg. 91.) 3 DRM 322 — Acting Workshop II The music program strives to advance the 3 DRM 335 — Voice for the Stage comprehensive formation of musicians 3 DRM 422 — Advanced Acting who can perform music, organize music 3 DRM 437 — Audition Workshop (composition, improvisation), and analyze One design elective selected from: music (theory, history). The program ac- 3 DRM 351 — Stage Light and Sound complishes this aim through a wide range 3 DRM 353 — Stage Design of teaching and performance situations, 3 DRM 363 — Costume Design 3 DRM 365 — Theatrical Makeup including private lessons, traditional class- room environments, and large group re- Design/Technical Emphasis — 15 hours hearsals. These opportunities are offered Hrs. to the entire University. 3 DRM 351 — Stage Lighting and Sound 3 DRM 353 — Stage Design As a nationally accredited unit of the Col- 3 DRM 363 — Costume Design lege of Arts and Sciences, the music pro- One production elective selected from: gram is committed to its role within the 3 DRM 365 — Theatrical Makeup University mission (especially the devel- 3 DRM 450 — Production Management opment of the whole person), compliance 3 DRM 456 — Decorative Arts with the standards of the National Associa- 3 DRM 467 — Costume Construction tion of Schools of Music, and ongoing eval- 3 DRM 471 — Theatre Management uation of the program in all its aspects. One advanced design elective selected from: There are two degree programs for music 3 DRM 451 — Advanced Lighting and Sound majors at the University. The bachelor of 3 DRM 453 — Advanced Stage Design arts degree in music provides students the 3 DRM 463 — Advanced Costume widest possible education in the sciences Design and the humanities as they give particular emphasis to the comprehensive study of music. The School of Education, in cooper- 64 COLLEGE OF ARTS AND SCIENCES ation with the music faculty, offers profes- Learning Outcomes: Music Program sional instruction leading to the bachelor The music program at the University of of music education degree for students Portland is designed to form musicians in who plan to teach in elementary or sec- three areas: performance, organization of ondary schools. the sounds of music, and analysis of New students, including transfer stu- music. Students who successfully com- dents, will be accepted as music majors on plete the B.A. in music or B.M.Ed. should a probationary status until they present a be able to: satisfactory audition at one of the follow- I Perform capably as a soloist or within an ing: 1) scholarship audition; 2) the perfor- ensemble; mance final examination at the end of the I Organize the sounds of music through first semester; or 3) by special arrange- basic composition and improvisation; ment with the faculty. I Understand the structure and style of A variety of large and chamber ensem- compositions, as performers and listeners; bles are open to all University students I (For the B.MEd.) Apply sound principles with prior musical experience. These en- of teaching music in the classroom. sembles, which perform music of all types University Core Requirements — 39 hours and styles, include the University Singers, (See pg. 6-7.) University Concert Band, University Choral Union, University Community Orchestra, College Requirements, B.A. — 21-24 hours Hrs. Jazz Ensemble, Guitar Ensemble, Cham- 3 Effective Communication (CST 100) ber Ensemble, and Chapel Music Ensem- 3 Metaphysics (PHL 33x) ble. Each presents a series of performances 15 Credits of upper-division courses outside throughout the academic year. the primary major, 9 of which must come All music majors, before completion of from 3 different disciplines in the College of their degree program, must demonstrate Arts and Sciences. This requirement is not an acceptable proficiency in keyboard, fulfilled by the University core. aural, and sightsinging skills. Specific de- 0-12Intermediate level of one language (pg. 44) tails about these requirements are con- Typical B.A. Program tained in the Music Study Handbook. Major Requirements — 59 hours The Music Study Handbook also contains 0 MUS 001 — Performance Attendance details about the requirements for MUS (every semester) 001 (Performance Attendance); and MUS 3 MUS 101 — Music Theory I 186, MUS 286, MUS 386, and MUS 486 (Pri- 3 MUS 102 — Music Theory II vate lessons), and necessary information 1 MUS 103 — Aural Skills Development about the senior presentation. The hand- Laboratory I 1 MUS 104 — Aural Skills Development book is presented to all music majors at Laboratory II the beginning of each year. It is considered 3 MUS 105 — The Joy of Music—Listen- an addendum to the University Bulletin. ing with Understanding Opportunities for individual performance 3 MUS 106 — Music of the Non-Western are available through regularly scheduled World student recitals. They are included as a 8 MUS 186-486 — Private Lessons (every se- part of Music at Midweek, a weekly series mester) of professional and non-professional per- 8 MUS 242-243 — Ensembles (every semes- formances. Attendance at these and other ter) 3 MUS 201 — Music Theory III designated campus performances is re- 3 MUS 202 — Music Theory IV quired of all music students. (See MUS 001). 1 MUS 230 — Introduction to the Piano Unsatisfactory attention to this require- 3 MUS 231 — Keyboard Lab ment can delay or deny graduation. Stu- 3 MUS 301 — History of Musical Styles I dents choosing to work toward the bachelor 3 MUS 302 — History of Musical Styles of arts in music will complete their studies II with a senior presentation supervised by a 3 MUS 305 — Analytical Techniques faculty member. The selection of a topic 3 MUS 331 — Conducting and work toward that completion will 1 MUS 498/499 — Senior Project 6 Upper-division music electives begin during the junior year. COLLEGE OF ARTS AND SCIENCES 65 General Electives—3-9 hours tent of the discipline; 131 Total credit hours [2] Engage in the art of dialogue; SPECIAL MUSIC FEES [3] Write technically competent philo- * Private Lessons (MUS 186/286/386/ sophical essays; 486/586): $240 per semester hour. [4] Integrate diverse views in developing Practice room use limited to students their positions on an issue; enrolled in music courses. Refundable key [5] Demonstrate proficiency in the basic deposit $25. concepts of logic. University Core Requirements — 39 hours Philosophy (See pg. 6-7.) Norah Martin, Ph.D., chair College Requirements, B.A. — 21-33 hours Hrs. Faculty: Askay, Baillie, Evangelist, Faller, 3 Effective Communication (CST 100) Gauthier, Hogan, Martin, Santana, Trout 3 Metaphysics (one course from PHL 331 Philosophy plays a central role in Catholic through 335) liberal arts education as the primary inte- 15 Credits of upper-division courses outside grating discipline across the curriculum. the primary major, 9 of which must come Training in philosophy develops the from 3 different disciplines in the College of Arts and Sciences. This requirement is not student’s ability to explore and critically fulfilled by the University core. reflect upon the most fundamental ques- 0-12Intermediate level of one language (pg. 44) tions about human beings and society, the universe, and God. By focusing on its own Philosophy Major Option 1 history, philosophy acquaints students This curriculum features a strong empha- with the intellectual foundations of West- sis on the history of philosophy and is de- ern civilization. By enabling students to signed for students planning to go on to become reflective, critical, and articulate graduate work in philosophy, or whose about their own beliefs and values, philos- primary interest is in the history of philos- ophy makes an essential contribution to ophy. the education of individuals, whatever Option 1 Requirements — 25 hours beyond their vocational plans, and to the develop- core and college requirements ment of the community. Hrs. 3 PHL 421 — Logic 3 PHL 471 — Ancient Philosophy Philosophy, B.A. 3 PHL 472 — Medieval Philosophy The major in philosophy is intended to 3 PHL 473 — Modern Philosophy meet the needs of various types of stu- 3 PHL 474 — Hegel and 19th Century dents, including those who plan to do grad- Philosophy 9 Electives uate work in philosophy; those who plan 1 PHL 499 — Capstone to do graduate work in other fields like law, medicine, business, journalism, min- General Electives — 23-35 hours istry, or any of the liberal arts; those who Total Credit Hours — 120 wish to pursue a double major in philoso- Philosophy Major Option 2 phy and some other discipline of the hu- This curriculum is designed for students manities, sciences, or professional areas; who desire to complement an interest in and those who wish to get a solid liberal philosophy with an interest in a related education. Philosophy may also be taken field such as business, education, or any of as a minor, as part of an interdisciplinary the liberal arts. Students choosing this op- major, or within other programs such as tion should consult with their advisor for the social justice program. specific course recommendations to com- plement their interests in related fields of Learning Outcomes of Philoso- study. phy Major Philosophy graduates of the University of Portland should be able to: [1] Demonstrate proficiency in the con- 66 COLLEGE OF ARTS AND SCIENCES Option 2 Requirements — 25 hours beyond Political Thought. core and college requirements Total Credit Hours — 126 Hrs. 3 Logic — PHL 421 6 History — PHL 471, 472, 473, or 474 Physics, B.S. 3 Metaphysics or Mark Utlaut, Ph.D., chair Epistemology — PHL 331, 332, 333, 334, 335, Faculty: Bonfim, Breen, Butler, S.K. Mayer, 422, 452, 472, 473, or 479 More, Utlaut, Wasowski 9 Electives How does the world work? How do we 1 Capstone — PHL 499 know? What is the evidence and why do General Electives — 23-35 hours we accept it? Physics is the science that Total Credit Hours — 120 seeks to understand natural phenomena Philosophy Major Option 3: Philosophy, as simply as possible and so provide the Politics, and Policy foundation for the other sciences and engi- This curriculum is designed for students neering. Whatever questions they ask, with an interest in philosophy and politi- physicists have discovered that the an- cal science with an emphasis on public swers ultimately involve the same elegant policy. Students choosing this option will general principles, such as symmetry, en- have a double major in philosophy and po- ergy and momentum, mass and charge. litical science. Rather than simply describe one observa- Option 3 Requirements — 66 hours beyond tion, a physicist seeks to connect that ob- core and college requirements servation with many others and apply or Hrs. extend comprehensive theories. Physicists 3 PHL 413 — Socio-Political Philosophy look for and study patterns among natural 3 PHL 421 — Logic phenomena, including those that are read- 3 PHL 471 — Ancient Philosophy ily apparent (like the orbits of planets) and 3 PHL 473 — Modern Philosophy those that are apparent only to deep analy- 3 ECN 120 — Introduction to Macroeco- sis and careful observation (like the quan- nomics 3 ECN 121 — Introduction to Microeco- tum transitions of atoms). nomics A physics major provides a rigorous 3 POL 200 — Introduction to United grounding in the scientific process and a States Politics firm scientific understanding of the world. 3 POL 201 — Introduction to Interna- It fosters critical thinking and quantitative tional Relations problem solving skills and provides broad 3 POL 202 — Modern Foreign Govern- practical training in science and technolo- ments gy. It can lead to graduate study and basic 3 POL 300 — Political Inquiry and research (in a variety of disciplines), to Analysis 3 Either POL 305 (Ancient and Medieval stimulating jobs in industry, or to chal- Political Thought), POL 306 (Modern Politi- lenging and rewarding careers in teaching. cal Thought), or POL 307 (Contemporary Our faculty members are engaged in Political Theory) original research and physics majors are 3 Either POL 335 (American Public Policy) or drawn early into collaborative research POL 413 (Ethics and Public Policy) projects with the faculty. Students learn to 3 PHL/POL 490 — Directed study, junior year think as physicists, not just work physics 3 PHL/POL 499 — Senior thesis problems, and faculty welcome students' 21 Electives—choose from the following 3 curiosity, questioning, and new perspec- credit courses (at least 12 credits must be from political science, with 6 being 400 level, and 9 tives. credits must be from philosophy): PHL 412, Phi- A physics major is essential for students losophy of Law; PHL 414, Philosophy and Femi- planning to pursue a graduate degree in nism; PHL 422, Philosophy of Science; PHL physics. A physics major also provides a 430, Advanced Ethics; PHL 431, Ethic and solid foundation for students who antici- Peace; PHL 434, Environmental Ethics; PHL pate a career in secondary education, engi- 435, Bioethics; PHL 472, Medieval Philosophy; neering, or medical research. Students PHL 474, Hegel and 19th Century Philosophy; looking for a broad scientific grounding as PHL 470, Existentialism; POL 314, American COLLEGE OF ARTS AND SCIENCES 67 part of their liberal arts education are also 4 Two of the following advanced labs: PHY well served by the physics major. 372, 470, 471, 472 The curriculum is specifically designed 24 Additional courses in science, math or engi- to help students reach the following learn- neering, of which 15 hours must be in ing goals. Students will: physics [1] Understand the general principles of General Electives — 9 hours symmetry, energy, force, momentum, Total Credit Hours — 120 mass and charge as underlying founda- tions for other sciences and engineering; Political Science, [2] Be able to recognize patterns among natural phenomena, including those that B.A. are readily apparent (like the orbits of Gary Malecha, Ph.D., chair planets) and those that are apparent only Faculty: Curtis, Frederking, Malecha, Pomer- to deep analysis and careful observation leau, Stabrowski (like the quantum transitions of atoms); [3] Develop a rigorous grounding in the The mission of the political science program scientific process and a firm scientific un- is to prepare students to become engaged derstanding of the world; citizens and leaders in political societies. It [4] Gain critical thinking and quantitative provides students with the necessary tools problem solving skills in addition to broad for understanding a complex world and for practical training in science and technology; active civic involvement. Political science [5] Learn to work effectively as a member provides this by offering introductory of a team; courses to all students and by preparing [6] Exhibit ethical scientific conduct. majors to enter careers in business, jour- nalism, religious organizations, and for University Core Requirements — 30 hours local, national, and international service. (See pg. 6-7.) Majors are prepared to enter graduate General Physics (PHY 204-205) satisfies the science requirement. The core re- studies in political science, law, and other quirement for mathematics is satisfied by professional disciplines in top graduate Calculus (MTH 201-202). schools worldwide. The department also houses the University’s social justice pro- College Requirements, B.S. — 6 hours Hrs. gram, in which students select a series of 3 CST 100 — Effective Communication complementary courses designated as so- 4 PHL 33x — Metaphysics cial justice to attain a certificate. The program in political science is de- Major Requirements — 75 hours Hrs. signed to provide an understanding of the 8 MTH 201-202 — Calculus I-II discipline centered around a set of specific 4 MTH 301 — Vector Calculus strategies for gathering and analyzing in- 3 MTH 321 — Differential Equations: formation about political life. These strate- Ordinary Differential gies—conceptual, historical, structural, Equations institutional, and behavioral—are explored 3 MTH 341 — Introduction to Linear in the light of their respective theoretical Algebra materials. 4 CS 203/273 — Computer Science I/Lab The curriculum is specifically designed 4 PHY 204 or 208 — General Physics/Lab 4 PHY 205 or 209 — General Physics/Lab to do the following: 8 CHM 207-208 — General Chemistry I-II [1] Provide students with a foundation in CHM 277-278 — Laboratory normative political inquiry and analysis; 37 upper division science, math or engineer- [2] Introduce students to the methodology ing credit hours with a minimum of 28 of social science; hours in physics, including: [3] Provide students with the knowledge 3 PHY 306 — Modern Physics and skills necessary to engage in compara- 3 PHY 356 — Mathematical Methods for tive analysis of political systems; Physicists [4] Provide students with the knowledge 1 PHY 376 — Modern Physics Lab 2 PHY 371 — Analog and Digital Elec- and skills necessary to understand politi- tronics cal events within the context of the inter- 68 COLLEGE OF ARTS AND SCIENCES national system; provide students with the basic conceptual, [5] Provide students with the knowledge methodological, and applied tools of con- and skills necessary to understand and an- temporary psychology. The major pre- alyze the American political system; pares students to apply psychological [6] Provide students an opportunity to ex- principles in the field and provides a thor- perience practical application of the disci- ough background for graduate or profes- pline through internships. sional study. Understanding methods and University Core Requirements — 39 hours principles of the social sciences, as well as (See pg. 6-7.) those of psychology, are emphasized. Psy- chology majors leave with a variety of ca- College Requirements, B.A. — 21-33 hours pacities that are valuable in today’s world, Hrs. 3 Effective Communication (CST 100) including: 3 Metaphysics (PHL 33x) [1] A sophisticated understanding of be- 15 Credits of upper-division courses outside havior, thought, and emotion; the primary major, 9 of which must come [2] The capacity to think critically about from 3 different disciplines in the College of behavior, to question assumptions, and to Arts and Sciences. This requirement is not consider alternatives; fulfilled by the University core. [3] The ability to understand, interpret, 0-12Intermediate level of one language (pg. 44) and design psychological research; Major Requirements — 36 hours [4] The capacity to express themselves Hrs. both orally and in writing. 3 POL 200 — Introduction to United States Politics University Core Requirements — 39 hours 3 POL 201 — Introduction to (See pg. 6-7.) International Relations College Requirements, B.A. — 21-33 hours 3 POL 202 — Modern Foreign Govern- Hrs. ment 3 Effective Communication (CST 100) 3 POL 300 — Political Inquiry and 3 Metaphysics (PHL 33x) Analysis 15 Credits of upper-division courses in the Col- 3 POL 305 — Ancient Medieval Political lege of Arts and Sciences outside the prima- Thought ry major, 9 of which must come from 3 or different disciplines.This requirement is 3 POL 306 — Modern Political Thought not fulfilled by the University core. or 0-12Intermediate level of one language (pg. 44) 3 POL 307 — Contemporary Political Theory Major Requirements — 30 hours 21 Major electives (must include at least one Hrs. course each in American Politics, Interna- 3 PSY 214 — Research Methods: Design tional Relations, and Comparative Politics, 3 PSY 215 — Research Methods: one of which must be at the 400 level.) Analysis 3 PSY 498 — Senior Seminar General Electives — 12-24 hours Students must take PSY 101 as one of their core Total Credit Hours — 120 social science courses. Students may substitute PSY 499, Thesis, for PSY 498, Senior Seminar. Philosophy, Politics, and Psychology-sociology double majors may do a combined thesis with joint supervision in place Policy, B.A. of PSY 498. Students interested in a philosophy/politi- 21 Upper-division psychology electives , in- cal science double major with a policy em- cluding 6 credits from Group 1: phasis should consult the chairs of the PSY 310, Behavioral Neuroscience; PSY 320, philosophy and political science programs. Learning; PSY 330, Cognition; PSY 340, Sen- sation and Perception; and 6 credits from Group 2: PSY 350, Social Psychology; PSY Psychology, B.A. 360, Life Span Development; PSY 370, Per- sonality; PSY 380, Abnormal Psychology. Robert Duff, Ph.D., chair A maximum of six non-classroom hours may be Faculty: Baillet, Downs, Guest, Julka, Lies, used for completion of the major. Smith General Electives — 18-30 hours The psychology curriculum is designed to Total Credit Hours — 120 COLLEGE OF ARTS AND SCIENCES 69 Goal I: The preparation of students for Social Sciences generalist practice in entry-level positions is the primary function of the program. Social Work, B.A. Objective: To provide students with the Robert Duff, Ph.D., chair knowledge, skill, and values necessary to Faculty: Gallegos, Rogers enable practice on an entry-level with in- dividuals, families, groups, organizations, The social work program defines general- and communities in a variety of practice ist social work practice as a service profes- settings and with a focus upon social jus- sion based upon an eclectic knowledge tice. base used to enable professional engage- Goal II: The preparation of students for ment in a problem-solving process on be- advanced graduate study in social work. half of social systems within a context of Objective: To provide students with the ed- value-based interventions. This definition ucational foundation necessary for ad- emanates from a number of sources. The vanced graduate study in social work program is named after Dorothy Day, who through a curriculum that enables stu- was a Catholic social activist in the best dents to consider personal and profession- tradition of social work. al options regarding specialization and Additionally, this definition incorporates graduate education. the importance of ethics and values in the Goal III: The encouragement and enabling practice of social work drawn from the so- of student to assume leadership roles in cial teachings of the Catholic Church. meeting the social service needs of vulner- These qualities provide a framework for able populations. Objective: To enable stu- the program mission; to prepare students dent to incorporate leadership concepts to assume leadership roles in global soli- and principles into their personal and pro- darity and community within an increas- fessional lives through critical thinking ingly diverse society through cultural and ethical behavior aimed at the genera- competence and commitment to social tion of solutions to social problems. In justice. pursuit of this end, students are encour- The social work program incorporates a aged to participate in student organizations, systems perspective that provides a way to the National Association of Social Workers, organize conceptualizations about theories local, national, and international boards, and methods of social work practice. Social committees, and conferences as possible. workers apply theories and knowledge The social work program was awarded from the liberal arts to understand biologi- accreditation status in October, 2006. Ac- cal, social, cultural, psychological, and creditation status makes graduates from spiritual development. this program eligible for advanced stand- Cultural competence and a dedication to ing in most master’s of social work pro- social justice for vulnerable populations grams across the country. Graduates are through global and local solidarity are sig- therefore eligible to receive an MSW in nature aspects of the Dorothy Day Social one year instead of two. While most of our Work Program at the University of Port- graduates go on to graduate school, many land. The objectives of transferring the distinguish themselves in national and in- values, skills, and knowledge inherent in ternational service beforehand. this goal are embedded throughout the program through courses, sponsored re- University Core Requirements — 39 hours search, and community service in local (See pg. 6-7.) and international settings. Students are College Requirements, B.A. — 21-33 hours taught to support and enhance efforts at all Hrs. levels of society to uphold human rights 3 Effective Communication (CST 100) and dignity; to assure fair access to re- 3 Metaphysics (PHL 33x) sources; and to influence social, economic, 15 Credits of upper-division courses in the Col- lege of Arts and Sciences outside the prima- and political systems so that they become ry major, 9 of which must come from 3 more just and equitable. different disciplines. This requirement is The primary goals of the program are: not fulfilled by the University core. 70 COLLEGE OF ARTS AND SCIENCES 0-12Intermediate level of one language (pg. 44) [6] An understanding of culture and the Major Requirements — 42 hours way it shapes our perception of the world. Hrs. University Core Requirements — 39 hours 3 SW 305 — Social Work: Service and (See pg. 6-7.) Social Justice 3 SW 313 — Social Welfare Policy College Requirements, B.A. — 21-33 hours 3 SW 214 — Research Methods: Design Hrs. 3 SW 325 — Cultural Diversity and 3 Effective Communication (CST 100) Cultural Competence 3 Metaphysics (PHL 33x) 3 SW 343 — Human Behavior and the 15 Credits of upper-division courses in the Col- Social Environment lege of Arts and Sciences outside the prima- 3 SW 387 — Interviewing/Counseling ry major, 9 of which must come from 3 3 SW 480 — Theory and Practice of SW different disciplines. This requirement is Intervention I not fulfilled by the University core. 3 SW 481 — Theory and Practice of SW 0-12Intermediate level of one language (pg. 44) Intervention II Major Requirements — 30 hours 6 SW 482 — Social Work Practicum I Hrs. 6 SW 483 — Social Work Practicum II 3 SOC 214 — Research Methods: Design Students must take PSY 101 and SOC 101 as 3 SOC 215 — Research Methods: Analysis their core social science courses. 3 SOC 380 — Sociological Theory 6 Major electives 3 SOC 498 — Senior Project Seminar General Electives — 6-18 hours Students must take SOC 101 as one of their core Total Credit Hours — 120 social science courses. Students may substitute SOC 499, Thesis, for SOC 498, Senior Project Seminar. Psychology-sociology double majors Sociology, B.A. may do a combined thesis with joint supervi- Robert Duff, Ph.D., chair sion in place of SOC 498. Faculty: Duff, Laundra, Monto, McRee 18 Upper-division sociology electives (A maxi- The sociology curriculum is designed to mum of 6 non-classroom hours may be used for the completion of the major) impart to students an understanding of so- ciety and culture as it is organized in vari- General Electives — 18-30 hours ous social institutions. The major provides Total Credit Hours — 120 training in the methods of social research Criminal Justice Track and familiarity with the various theories of This is an interdisciplinary track of the so- social organization and social change. ciology major that encourages a critical ex- The variety of topic areas offered for ploration of criminal behavior and the students in this major include marriage criminal justice system. The program, and family, criminology, urban society, which includes a year-long educationally gerontology, minority relations, social psy- directed field experience in the senior chology, gender, social inequality, and the year, is particularly appropriate for stu- study of culture. dents interested in law enforcement work Sociology majors graduate with a variety or corrections. of capacities that are valuable in today’s Students in the criminal justice track world, including: graduate with: [1] The ability to see larger social process- [1] An understanding of the operation of es and be aware of social change; the criminal justice system, and the inter- [2] The ability to think critically about so- relationships between the components of cial life, to question assumptions, and to the system and the community; consider alternatives; [2] A supervised experience observing [3] An understanding of the social forces and working with a particular department that shape individuals and the way that or agency of the justice system; these forces limit or enable us; [3] The capacity to interact effectively [4] The ability to understand, interpret, with persons of diverse backgrounds; and design social research; [4] The capacity to understand the social [5] The ability to express themselves and psychological causes of criminal through the written and spoken word; activity; COLLEGE OF ARTS AND SCIENCES 71 [5] The capacity to think and communi- churches. cate effectively through writing; The Department of Theology is one of [6] An understanding of the ways that so- the most direct and visible ways in which cial class, race, ethnicity, gender, and sexu- the University promotes its mission as an al orientation will influence and independently governed Catholic universi- complicate the performances of their roles. ty, fulfilling its commitment to the central Major and Track Requirements — 39 hours tenets of faith and service. By providing for- Hrs. mative training in the content and meth- Students must take PSY 101 and SOC 101 as ods of Catholic/Christian theology, the their core social science courses. department, in the spirit of Ex Corde Eccle- 3 SOC 214 — Research Methods: Design siae (1990), contributes to the manner in 3 SOC 305 — Introduction to Criminal which service to God and humanity is val- Justice ued and personified in our graduates. 3 SOC 325 — Cultural Diversity: Cultur- The Department of Theology seeks to al Competence 3 SOC 325 — Cultural Diversity and fulfill its own mission and the stated objec- Cultural Competence tives of the University by providing, as or part of the core curriculum, a theology SOC 436 — Race and Ethnic Relations core program consisting of 9 credit hours. 3 SOC 360 — Criminology As part of the theology core program, all 3 SOC 380 — Sociological Theory students are required to take three theolo- 6 SOC 446-447 — Criminal Justice gy courses. The first, THE 101, introduces Practicum I & II students to the nature of religion, the great 3 SOC 498 —Senior Project Seminar world religions, and the discipline of theol- Students may substitute SOC 499, Thesis, for SOC 498, Senior Project Seminar. Psychology- ogy. The second, THE 205, surveys bibli- sociology double majors may do a combined cal tradition and culture. The third course thesis with joint supervision in place of SOC must be taken from a range of 400-level 498. courses, which provides students with ad- 3 Elective (POL 344, Civil Liberties; POL 345, vanced study of a more focused topic with- Constitutional Law; POL 405, Law in the Po- in Christian theology, possibly one related litical Arena; or course in criminal law) to the student’s major or one of personal 9 Upper-division Psychology or Sociology interest. electives, at least one of which must include THE 101 and 205 are prerequisites for all SOC 408, Juvenile Delinquency; SOC 410, Corrections; or SOC 444, Deviant Behavior. upper-division theology courses. The Department of Theology offers a General Electives — 9-21 hours program of courses leading to the bachelor Total Credit Hours — 120 of arts degree with a major in theology, a theology minor (described on pg. 45), a Theology Catholic studies minor (described on Matthew J. Baasten, Ph.D., chair pages 10 and 44) and a master’s degree in Faculty: Baasten, Butkus, Cameron, Dem- pastoral ministry (described on pg. 135). ing, Dempsey, Gordon, Hosinski, LaBarre, McManus, McNamara, Rutherford Theology, B.A. Students desiring to orient themselves Theological studies have a prominent role more thoroughly in the study of religious in the University and College of Arts and values and influences choose theology as a Sciences core curricula. The Department valuable integrating major in the College of Theology is the academic unit of the of Arts and Sciences. Some declare theol- College of Arts and Sciences whose pur- ogy as a second major or interdisciplinary pose is to offer quality theological educa- area with communication, drama, educa- tion. Within a Catholic context and in an tion, philosophy, psychology, and social ecumenical perspective it provides a foun- service, to mention the most frequent dation for: a) critical, spiritual, and ethical combinations. Majors may qualify for en- reflection, and its expression; b) nurturing rollment in the national honor society for theological scholarship and dialogue; and religious studies and theology (Theta c) pastoral service on campus and in local 72 COLLEGE OF ARTS AND SCIENCES Alpha Kappa). ogy, their content, and their respective In addition to THE 101 and 205, theology methodologies; majors take 27 hours of upper-division [2] Develop an ability to use and value the courses. Of these 27 hours, 3 are allotted to lenses of different disciplines, and seek biblical studies, 3 to the history of Chris- connections among them; tianity, 3 to systematic theology, 3 to theo- [3] Gain an understanding of how a histor- logical ethics, 3 to Christian worship, and 3 ically conscious study of theology shapes a to spirituality. The remaining 9 hours are spiritual outlook and practices in life; allotted to upper-division theology elec- [4] Examine faith, its place in one’s own tives, three hours of which may be satis- life, and in the lives of others; fied by taking a THEP course. [5] Develop the foundational knowledge In their senior year, students must com- and skills necessary for informed inquiry, plete the Capstone Experience, a culmi- decision making, and communication: nating event for the theology major. In a. Be able to read scholarly literature and consultation with his or her advisor during primary texts in a critical manner; the junior year, the theology major choos- b. Be able to write in a reflective and crit- es from among the following year’s offer- ical manner; ings (ordinarily for the fall semester) an c. Develop critical thinking skills. upper-division course that relates to a par- [6] Develop the knowledge, skills, and ticular area of interest, e.g. bible, ethics, commitment for ethical awareness and so- systematics, etc. With the direction of the cial responsibility in a global context; course professor the student writes a for- [7] Gain an appreciation for the role of mal paper of substantive length, usually at theological reflection in the communal least twenty (20) pages. The paper may be quest for personal identity and meaning; interdisciplinary, i.e., written in conversa- [8] Gain an appreciation for the impor- tion with other theology faculty and/or with tance of learning and reflection through- faculty outside the theology department. out one’s life. The public presentation of the theology University Core Requirements — 39 hours capstone paper occurs in two parts. In part (See pg. 6-7.) one, the department schedules a theology College Requirements, B.A. — 21-33 hours colloquium. There the student presents Hrs. the paper publicly to theology majors and 3 Effective Communication (CST 100) minors, department faculty, and any inter- 3 Metaphysics (PHL 33x) ested faculty and students from the Uni- 15 Credits of upper-division courses outside versity community. The colloquium aims the primary major, 9 of which must come to both feature a student’s work in a formal from 3 different disciplines in the College of setting and to engage the University Arts and Sciences. This requirement is not community in a scholarly conversation fulfilled by the University core. and inquiry. The theology department 0-12Intermediate level of one language (pg. 44) encourages creation of a format that in- Major requirements — 27 hours (24 beyond cludes student responses from inside or University core requirements) outside the discipline. Part two is a presen- Biblical Studies — 3 hours tation of the work to a wider, non-theologi- History of Christianity — 3 hours cal audience at the University’s Founders Day in early April. Systematic Theology — 3 hours The theology capstone is recommended Theological Ethics — 3 hours for current theology majors. It is mandato- Christian Worship — 3 hours ry for all theology majors entering in the fall 2005 semester (Class of 2010). Spirituality — 3 hours The curriculum for the theology major is Theology Upper-Division Electives — 9 specifically designed to provide the follow- hours ing learning goals and outcomes. Students General Electives — 21-33 hours will: Total Credit Hours — 120 [1] Gain an understanding of the major sub-disciplines of Christian/Catholic theol- PAMPLIN SCHOOL OF BUSINESS ADMINISTRATION 73 Dr.Robert B.Pamplin, Jr. School of Business Administration

Robin D. Anderson, Ed.D., dean Bruce H. Drake, Ph.D., associate dean Howard D. Feldman, Ph.D., associate dean Lisa J. Reed, J.D., assistant dean Faculty: Adams, Adrangi, Allender, Anderson, Barnes, Beauchamp, Bernard, Chatrath, DeHoratius, Drake, Eaton, Easton, Eom, Feldman, Gritta, Jurinski, Kondrasuk, Lewis, Li, Lin, Lippman, Martin, Mitchell, Meckler, Reed, Schouten, Seal, Stephens he Dr. Robert B. Pamplin, Jr. School of Business Administration was founded in 1939, and it is one of the few schools of business in Oregon Taccredited by the Association for the Advancement of Collegiate Schools of Business (AACSB). The school offers the bachelor of business administration (B.B.A.) degree and the bachelor of arts in economics (B.A.) degree at the un- dergraduate level and the master of business administration (M.B.A.) degree at the graduate level. The Pamplin School of Business Administration’s innovative curriculum is an outgrowth of its mission statement. This mission is to create a collaborative learning environment that develops our students' knowledge of effective busi- ness practices, enhances their analytic and interpersonal skills, and enables them to be successful and ethical leaders in their communities and the chang- ing world. This mission challenges the Pamplin School of Business Administration to provide students with: I The opportunity to obtain a comprehensive understanding of business and sustainable business practices; I The leadership skills needed to manage organizations - communication, prob- lem-solving, teamwork, and the utilization of technology; I A series of professional development activities throughout the four years to provide self-insight and assessment of career expectations and opportunities; I State-of-the-art curricula taught by highly motivated and concerned faculty on the leading edge of their disciplines; and I An entrepreneurial mindset to recognize and seize opportunities.

Degrees and Programs cation component based on the University The undergraduate program in the school core curriculum. This is followed by other of Business Administration includes six foundation and major courses depending majors leading to a B.B.A. degree and one upon the specific major. Minors are of- major in economics leading to a B.A. de- fered in business administration, econom- gree. Both degrees include a general edu- ics, and entrepreneurship. 74 PAMPLIN SCHOOL OF BUSINESS ADMINISTRATION The General Education Component systems, as well as broader perspectives on The general education component of the marketing, and the legal and social respon- program is driven by the philosophy in the sibilities of business. BUS 100, Introduction University’s common curriculum where to Leadership, must be completed in the three interrelated educational goals are es- student’s first two semesters. Students who tablished: transfer into the program after the fresh- I Discovering and acquiring knowledge of man year are also required to complete the world and the place of the individual this course. in it; Upper-division foundation courses fur- I Identifying and developing personal and ther develop business skills in finance, de- social values and goals; cision modeling, organizational behavior, I Developing and refining skills, abilities, and operations and technology manage- and ways of knowing. ment. A final course involves integrating Students are required to take the follow- these various foundational skills in manag- ing courses to meet these goals. ing overall company policy and operations. University Core Requirements — 39 hours Prior to entering upper-division business Hrs. courses, students must complete the math 3 ENG 112 — Introduction to Literature sequence (MTH121, MTH 141) and busi- 3 FA 207 — Fine Arts ness statistics (ECN 220) and earn a mini- 3 MTH 121 — Calculus for Business and mum grade of C in each course. Some Social Science approved higher level math courses can be 6 Science Electives substituted for these courses. All students 3 History (Any 200 or 300-level course) must enroll in a math course every semes- 6 Social science (Courses chosen from two ter until the math requirements are com- different disciplines: POL 200, Introduction to United States Politics; POL 201, Introduc- pleted. tion to International Relations; POL 202, In- Students must complete all of the lower- troduction to Comparative Politics; PSY 101, division the business foundation courses General Psychology; SOC 101, Introductory with a combined GPA of 2.0 before declar- Sociology; CST 225, Fundamentals of Inter- ing their major and taking upper-division personal Communication) business courses. 6 Philosophy (PHL 150, Introductory Philosophy; PHL 220, Ethics) B.B.A. Degree Requirements 9 Theology (THE 101, Introduction to Religion and Theology; THE 205, Biblical Tradition Non-Business Courses — 12 hours and Culture; upper-division theology elective) Hrs. 3 CST 107 — Effective Public Speaking Common Business Requirements 3 ENG 107 — College Writing 3 MTH 141 — Finite Mathematics for B.B.A. degrees — 57 hours 3 Upper-division non-business elective In conjunction with the University core re- quirements, all business students in the six Business Foundation — 45 hours B.B.A. majors take a common business cur- Lower Division riculum composed of 57 hours in non-busi- 3 BUS 100 — Introduction to Leader- ship ness and business foundation courses. 1 BUS 101 — Software Applications The non-business courses (12 hours) are Workshop taken in the College of Arts and Sciences. 2 BUS 102 — Professional Development These courses assist in developing essen- 3 ECN 120 — Principles of Macroeco- tial skills in mathematics, speaking, and nomics writing, and provide an additional upper- 3 ECN 121 — Principles of Microeco- division non-business elective. nomics The business foundation (45 hours) is 3 ECN 220 — Statistics for Business composed of lower and upper-division 3 BUS 200 — Entrepreneurial Market- ing courses. Lower- division courses are se- 3 BUS 209 — Financial Accounting quenced to provide students foundational 3 BUS 210 — Managerial Accounting skills in leadership, software, economics, 3 BUS 250 — Legal & Social Responsi- accounting, and management information bilities in Business PAMPLIN SCHOOL OF BUSINESS ADMINISTRATION 75 3 BUS 255 — Management Information Systems Degree Programs Upper Division B.B.A. with a Major in Accounting 3 BUS 305 — Business Finance The accounting program is structured to 3 BUS 355 — Decision Modeling meet the needs of students pursuing ei- 3 BUS 360 — Organizational Behavior ther a four or five-year program. 3 BUS 361 — Technology & Operations Management The four-year program is appropriate for: 3 BUS 400 — Management Decisions & [1] Students who wish to pursue profes- Policy sional certification such as a certified man- agement accountant (CMA), certified Business Majors Component of internal auditor (CIA), certified financial B.B.A. Degree planner (CFP), etc., where a four-year de- There are six majors within the Pamplin gree is appropriate; School of Business Administration. The [2] Students who may pursue certified majors in economics, finance, marketing public accountant (CPA) certification in and management, and operations and the future but intend to work for a period technology management require 24 credit of time before returning to complete the hours including a set of three to four cours- necessary education; es specific to the major and two to five [3] Students who wish to pursue a career elective courses. Accounting majors take a in accounting or a related field that does 30 hour program. Global business majors not require certification. take 6-12 credit hours in a foreign language The five-year program is most appropri- so their program includes 24 to 30 credit ate for students who intend to pursue CPA hours. A separate B.A. degree in econom- certification. Candidates writing the CPA ics is also offered. Students should check exam in Oregon (and most other states) the specific requirements and options must have earned at least 150 semester within each major. credit hours. Twenty-four additional hours (beyond the 126 required for accounting Professional Development students) will allow students to meet the Students in the Pamplin School of Busi- minimum requirements of most states. ness will be engaged in a series of profes- Specific requirements on course work vary sional development activities throughout by state, so students should review their their four years in the program. This will state’s requirements. It is strongly recom- include skills assessment and resume mended that students choose among the building activities in the freshman year in following options: BUS 100 and be followed by researching [1] The B.B.A./M.B.A. with a major in ac- career options, job shadowing, interview- counting on page 83; ing skills, and related career development [2] A double major, for example, account- activities in the sophomore through senior ing and finance; years in BUS 102. [3] A major in accounting with one or more minors which enhance the student’s Honors Pledge skill set or match the student’s interests, The faculty of the Pamplin School of Busi- such as economics, psychology, fine arts, ness encourages students to acknowledge or a foreign language. the ethical component of teaching and University Core Requirements — 39 hours learning that is an essential factor in fulfill- Hrs. ing the University’s mission in the class- 3 ENG 112 — Introduction to Literature room. Students are asked to reflect upon 3 FA 207 — Fine Arts the core value of academic integrity and 3 MTH 121 — Calculus for Business and make this an integral part of their work at Social Science the University. Students are asked to sign 6 Science electives 3 History (Any 200 or 300-level course) an honors pledge and attach it to all sub- 6 Social Science (Courses chosen from two mitted course work to affirm the integrity different disciplines: POL 200, Introduction of their scholarship to all concerned. to United States Politics; POL 201, Introduc- tion to International Relations; POL 202, In- 76 PAMPLIN SCHOOL OF BUSINESS ADMINISTRATION troduction to Comparative Politics; PSY 101, B.B.A. with a Major in Finance General Psychology; SOC 101, Introductory The finance program has four required Sociology; CST 225, Fundamentals of Inter- courses, including International Finance, personal Communication) which provides a global perspective. In ad- 6 Philosophy (PHL 150, Introductory Philoso- phy; PHL 220, Ethics) dition, students take 12 hours of elective 9 Theology (THE 101, Introduction to Reli- courses that advance their understanding gion and Theology: THE 205, Biblical Tra- of the complementary areas of economics, dition and Culture; upper-division theology accounting, and/or marketing. elective) University Core Requirements — 39 hours Common Business Requirements — 57 hours Hrs. In conjunction with the general education 3 ENG 112 — Introduction to Literature requirements, all business students re- 3 FA 207 — Fine Arts gardless of major take the common busi- 3 MTH 121 — Calculus for Business and ness requirements. Social Science 6 Science Electives 3 CST 107 — Effective Public Speaking I 3 History (Any 200 or 300-level course) 3 ENG 107 — College Writing 6 Social science (Courses chosen from two 3 MTH 141 — Finite Mathematics different disciplines: POL 200, Introduction 3 Upper-division, non-business elective to United States Politics; POL 201, Introduc- 3 BUS 100 — Introduction to Leader- tion to International Relations; POL 202, In- ship troduction to Comparative Politics; PSY 101, 1 BUS 101 — Software Applications General Psychology; SOC 101, Introductory Workshop Sociology; CST 225, Fundamentals of Inter- 2 BUS 102 — Professional Development personal Communication) 3 ECN 120 — Principles of Macroeco- 6 Philosophy (PHL 150, Introductory Philoso- nomics phy; PHL 220, Ethics) 3 ECN 121 — Principles of Microeco- 9 Theology (THE 101, Introduction to Religion nomics and Theology; THE 205, Biblical Tradition 3 ECN 220 — Statistics for Business and Culture; upper-division theology 3 BUS 200 — Entrepreneurial Market- elective) ing Common Business Requirements — 57 hours 3 BUS 209 — Financial Accounting In conjunction with the general education re- 3 BUS 210 — Managerial Accounting quirements, all business students regardless of 3 BUS 250 — Legal and Social Responsi- major take the common business requirements. bilities in Business 3 CST 107 — Effective Public Speaking I 3 BUS 255 — Management Information 3 ENG 107 — College Writing Systems 3 MTH 141 — Finite Mathematics 3 BUS 305 — Business Finance 3 Upper-division, non-business elective 3 BUS 355 — Decision Modeling 3 BUS 100 — Introduction to Leadership 3 BUS 360 — Organizational Behavior 1 BUS 101 — Software Applications 3 BUS 361 — Technology and Opera- Workshop tions Management 2 BUS 102 — Professional Development 3 BUS 400 — Management Decisions & 3 ECN 120 — Principles of Macro- Policy economics Major Requirements — 30 hours 3 ECN 121 — Principles of Micro- 3 BUS 310 — Intermediate Accounting I economics 3 BUS 311 — Intermediate Accounting II 3 ECN 220 — Statistics for Business 3 BUS 312 — Cost Accounting 3 BUS 200 — Entrepreneurial Market- 3 BUS 365 — Accounting Information ing Systems 3 BUS 209 — Financial Accounting 3 BUS 411 — Advanced Accounting 3 BUS 210 — Managerial Accounting 3 BUS 450 — Advanced Business Law 3 BUS 250 — Legal and Social Responsi- 3 BUS 464 — Business Taxation bilities in Business 3 BUS 465 — Auditing 3 BUS 255 — Management Information 3 BUS 466 — Not for Profit and Interna- Systems tional Accounting 3 BUS 305 — Business Finance 3 BUS 467 — Personal Taxation 3 BUS 355 — Decision Modeling Total Credit Hours — 126 3 BUS 360 — Organizational Behavior 3 BUS 361 — Technology and Opera- tions Management PAMPLIN SCHOOL OF BUSINESS ADMINISTRATION 77 3 BUS 400 — Management Decisions & personal Communication) Policy 6 Philosophy (PHL 150, Introductory Major Requirements — 24 hours Philosophy; PHL 220, Ethics) Hrs. 9 Theology (THE 101, Introduction to Religion 3 BUS 330 — Managerial Finance and Theology; THE 205, Biblical Tradition and 3 BUS 430 — Investments Culture; upper-division theology elective) 3 BUS 431 — Financial Markets and In- Common Business Requirements — 57 hours stitutions In conjunction with the general education re- 3 BUS 441 — International Finance quirements, all business students regardless of Four of the following electives: major take the common business requirements. 3 BUS 310 — Intermediate Accounting I 3 CST 107 — Effective Public Speaking I 3 BUS 311 — Intermediate Accounting II 3 ENG 107 — College Writing 3 BUS 312 — Cost Accounting 3 MTH 141 — Finite Mathematics 3 BUS 365 — Accounting Information 3 Upper-division, non-business elective Systems 3 BUS 100 — Introduction to Leadership 3 BUS 371 — Consumer Behavior 1 BUS 101 — Software Applications 3 BUS 401 — Business Internship Workshop 3 BUS 411 — Advanced Accounting 2 BUS 102 — Professional Development 3 BUS 432 — Personal Financial Plan- 3 ECN 120 — Principles of Macroeco- ning nomics 3 BUS 450 — Advanced Business Law 3 ECN 121 — Principles of Microeco- 3 BUS 464 — Business Taxation nomics 3 BUS 467 — Personal Taxation 3 ECN 220 — Statistics for Business 3 BUS 472 — Personal Selling 3 BUS 200 — Entrepreneurial Marketing 3 * BUS 480 — Creating a World-Class 3 BUS 209 — Financial Accounting Venture 3 BUS 210 — Managerial Accounting 3 BUS 485 — Entrepreneurial Ventures 3 BUS 250 — Legal and Social Responsi- 3 Choice of one upper-division Economics bilities in Business course 3 BUS 255 — Management Information Total Credit Hours — 120 Systems 3 BUS 305 — Business Finance B.B.A. with a Major in Marketing 3 BUS 355 — Decision Modeling and Management 3 BUS 360 — Organizational Behavior 3 BUS 361 — Technology and Opera- The required courses in the marketing and tions Management management program include two essential 3 BUS 400 — Management Decisions marketing offerings, the human resource and Policy management course, and a management Major Requirements — 24 hours class focused on organizational change Hrs. and innovation. Business electives provide 3 BUS 364 — Managing Innovation and additional background in these fields Change along with a required international course. 3 BUS 370 — Marketing Research University Core Requirements — 39 hours 3 BUS 371 — Consumer Behavior Hrs. 3 BUS 462 — Human Resource Manage- 3 ENG 112 — Introduction to Literature ment 3 FA 207 — Fine Arts †One of the following international courses: 3 MTH 121 — Calculus for Business and 3 BUS 442 — Cross-Cultural Manage- Social Science ment 6 Science Electives 3 BUS 443 — International Marketing 3 History (Any 200 or 300-level course) Management 6 Social science (Courses chosen from two Three of the following electives: different disciplines: POL 200, Introduction 3 BUS 452 — Project Management to United States Politics; POL 201, Introduc- 3 BUS 453 — Supply Chain Manage- tion to International Relations; POL 202, In- ment troduction to Comparative Politics; PSY 101, 3 BUS 471 — Integrated Marketing General Psychology; SOC 101, Introductory Communications Sociology; CST 225, Fundamentals of Inter- 3 BUS 472 — Personal Selling 3 BUS 485 — Entrepreneurial Ventures *BUS 480 is open only for students in the Entrepreneur Scholars program. See page 82. †Students may choose to take the remaining international course as one of their business electives. 78 PAMPLIN SCHOOL OF BUSINESS ADMINISTRATION 3 Choice of one upper-division Business, Eco- 3 BUS 255 — Management Information nomics, or Communication Studies elective. Systems Total Credit Hours — 120 3 BUS 305 — Business Finance 3 BUS 355 — Decision Modeling B.B.A. with a Major in Operations 3 BUS 360 — Organizational Behavior and Technology Management 3 BUS 361 — Technology and Opera- tions Management The operations and technology manage- 3 BUS 400 — Management Decisions ment program includes four required and Policy courses covering managerial finance, managing innovation and change, project Major Requirements — 24 hours Hrs management, and supply chain manage- 3 BUS 330 — Managerial Finance ment. In addition students take 12 credit 3 BUS 364 — Managing Innovation and hours of electives. Change University Core Requirements — 39 hours 3 BUS 452 — Project Management 3 ENG 112 — Introduction to Literature 3 BUS 453 — Supply Chain Manage- 3 FA 207 — Fine Arts ment 3 MTH 121 — Calculus for Business and Four of the following electives–two of the first Social Science four are required: 6 Science Electives 3 BUS 356 — Database Management 3 History (Any 200 or 300-level course) 3 BUS 456 —Systems Analysis and De- 6 Social science (Courses chosen from two sign different disciplines: POL 200, Introduction 3 BUS 457 —Inventory Management to United States Politics; POL 201, Introduc- 3 BUS 458 —Service Operations tion to International Relations; POL 202, In- 3 BUS 312 —Cost Accounting troduction to Comparative Politics; PSY 101, 3 ECN 319 —Intermediate Microeco- General Psychology; SOC 101, Introductory nomics Sociology; CST 225, Fundamentals of Inter- 3 BUS 401 —Business Administration personal Communication) Internship 6 Philosophy (PHL 150, Introductory 3 BUS 440 —International Economics Philosophy; PHL 220, Ethics) 3 BUS 441 —International Finance 9 Theology (THE 101, Introduction to Religion 3 BUS 442 —Cross-Cultural Manage- and Theology; THE 205, Biblical Tradition ment and Culture; upper-division theology elective) Total Credit Hours — 120 Common Business Requirements — 57 hours In conjunction with the general education re- B.B.A. with a Major in Global quirements, all business students regardless of Business major take the common business requirements. As with the other business programs, global 3 CST 107 — Effective Public Speaking I 3 ENG 107 — College Writing business has a foundation of four required 3 MTH 141 — Finite Mathematics courses that cover different but interrelat- 3 Upper-division, non-business elective ed business disciplines. However, the busi- 3 BUS 100 — Introduction to Leader- ness electives are reduced to six credit ship hours to allow for a language requirement 1 BUS 101 — Software Applications of up to twelve credit hours (i.e., all stu- Workshop dents must complete a foreign language at 2 BUS 102 — Professional Development the intermediate level as a minimum). 3 ECN 120 — Principles of Macro- Completion of an appropriate language economics 3 ECN 121 — Principles of Micro- course will fulfill the upper-division non- economics business elective requirement. Students 3 ECN 220 — Statistics for Business who place into 300-level language when 3 BUS 200 — Entrepreneurial Market- they enter the program can complete a ing language minor in the 12 hours of the cur- 3 BUS 209 — Financial Accounting riculum allotted for language courses. 3 BUS 210 — Managerial Accounting Finally, the cultural immersion require- 3 BUS 250 — Legal and Social Responsi- ment can be met through study abroad bilities in Business programs sponsored by the University in *BUS 480 is part of the Entrepreneur Scholars program. See page 80. PAMPLIN SCHOOL OF BUSINESS ADMINISTRATION 79 Austria, Australia, England, Germany, Major Requirements — 18 hours Japan, Mexico, and Spain, or by participat- 3 ECN 440 — International Economics ing in programs offered through the Insti- 3 BUS 441 — International Finance tute for the International Education of 3 BUS 442 — Cross Cultural Manage- Students (IES). Students are strongly ad- ment 3 BUS 443 — International Marketing vised to study in a country that will help Management them further their language proficiency. The two global business major electives University Core Requirements — 39 hours must be chosen from one of the five areas Hrs. below: 3 ENG 112 — Introduction to Literature 3 FA 207 — Fine Arts Accounting: Choose two of the three account- 3 MTH 121 — Calculus for Business and ing classes: Social Science 3 BUS 310 — Intermediate Accounting I 6 Science Electives 3 BUS 311 — Intermediate Accounting II 3 History (Any 200 or 300-level course) 3 BUS 312 — Cost Accounting 6 Social science (Courses chosen from two Finance: Choose two of the three finance class- different disciplines: POL 200, Introduction es: to United States Politics; POL 201, Introduc- 3 BUS 330 — Managerial Finance tion to International Relations; POL 202, In- 3 BUS 430 — Investments troduction to Comparative Politics; PSY 101, 3 BUS 431 — Financial Markets and General Psychology; SOC 101, Introductory Institutions Sociology; CST 225, Fundamentals of Inter- Economics: Choose two of the three econom- personal Communication) ics courses: 6 Philosophy (PHL 150, Introductory 3 ECN 310 — Econometrics Philosophy; PHL 220, Ethics) 3 ECN 319 — Intermediate Microeco- 9 Theology (THE 101, Introduction to Religion nomics and Theology; THE 205, Biblical Tradition 3 ECN 320 — Intermediate Macroeco- and Culture; upper-division theology elective) nomics Common Business Requirements — 57 hours Marketing & Management: Choose two of the In conjunction with the general education re- four marketing/management classes: quirements, all business students regardless of 3 BUS 364 — Managing Innovation & major take the common business requirements. Change 3 CST 107 — Effective Public Speaking I 3 BUS 370 — Marketing Research 3 ENG 107 — College Writing 3 BUS 371 — Consumer Behavior 3 MTH 141 — Finite Mathematics 3 BUS 462 — Human Resources Man- 3 Upper-division, non-business elective agement 3 BUS 100 — Introduction to Leadership 1 BUS 101 — Software Applications Operations and Technology Management: Workshop Choose two of the four operations and technolo- 2 BUS 102 — Professional Development gy management courses: 3 ECN 120 — Principles of Macro- 3 BUS 330 — Managerial Finance economics 3 BUS 364 — Managing Innovation and 3 ECN 121 — Principles of Micro- Change economics 3 BUS 452 — Project Management 3 ECN 220 — Statistics for Business 3 BUS 453 — Supply Chain Manage- 3 BUS 200 — Entrepreneurial Marketing ment 3 BUS 209 — Financial Accounting Language Requirement — 6 to 12 cr. hrs. 3 BUS 210 — Managerial Accounting Each student must demonstrate proficiency 3 BUS 250 — Legal and Social Responsi- through the intermediate level of one language bilities in Business (other than their native language) as deter- 3 BUS 255 — Management Information mined by the foreign languages department. If Systems proficiency is attained in less than six hours, 3 BUS 305 — Business Finance students must take two additional electives to 3 BUS 355 — Decision Modeling meet the six hour minimum for language. 3 BUS 360 — Organizational Behavior Courses with an international flavor, including 3 BUS 361 — Technology and Opera- additional language classes, are particularly en- tions Management couraged. 3 BUS 400 — Management Decisions and Policy Total Credit Hours — 120 80 PAMPLIN SCHOOL OF BUSINESS ADMINISTRATION Global Business: Study Abroad B.B.A. with a Major in Economics Requirement The economics program includes three re- Global business majors are required to quired courses covering econometrics, in- study abroad in a summer, semester, or termediate microeconomics, and year-long program. The University does intermediate macroeconomics. In addi- not guarantee that the students who wish tion, students take 15 credit hours of eco- to major in global business will be chosen nomics electives. to participate in a program abroad. The se- University Core Requirements — 39 hours lection process is competitive and is based Hrs. on factors which include, but are not limit- 3 ENG 112 — Introduction to Literature ed to, academic performance, disciplinary 3 FA 207 — Fine Arts record, maturity, flexibility, and potential 3 MTH 121 — Calculus for Business and for success in the environment abroad as Social Science judged by faculty, staff, and others who 6 Science Electives have come into contact with the applicant. 3 History (Any 200 or 300-level course) 6 Social science (Courses chosen from two Global business majors are responsible for different disciplines: POL 200, Introduction maintaining strong academic credentials, to United States Politics; POL 201, Introduc- as well as a positive profile in the other tion to International Relations; POL 202, In- areas, to position themselves to be selected troduction to Comparative Politics; PSY 101, for a study abroad program. Ultimately, it General Psychology; SOC 101, Introductory is solely the student’s responsibility to ful- Sociology; CST 225, Fundamentals of Inter- fill this requirement. personal Communication) During the sophomore year, the dean’s 6 Philosophy (PHL 150, Introductory office will use the aforementioned factors Philosophy; PHL 220, Ethics) 9 Theology (THE 101, Introduction to Religion to evaluate students intending to major in and Theology; THE 205, Biblical Tradition global business. During this process, stu- and Culture; upper-division theology elective) dents may be called in to discuss these fac- tors and their plans for study abroad. Common Business Requirements — 57 hours In conjunction with the general education re- Students who do not meet the require- quirements, all business students regardless of ments to be selected for a study abroad pro- major take the common business requirements. gram will not be allowed to graduate with a 3 CST 107 — Effective Public Speaking I global business major. Students who apply 3 ENG 107 — College Writing to transfer into the Pamplin School of Busi- 3 MTH 141 — Finite Mathematics ness Administration, either from within or 3 Upper-division, non-business elective outside the University, may undergo this 3 BUS 100 — Introduction to Leadership evaluation immediately upon their request 1 BUS 101 — Software Applications to transfer, depending on the percentage of Workshop 2 BUS 102 — Professional Development curriculum they have already completed. 3 ECN 120 — Principles of Macro- Finally, students who intend to study economics abroad are encouraged to begin research- 3 ECN 121 — Principles of Micro- ing programs and planning ahead during economics their freshman year. Application deadlines 3 ECN 220 — Statistics for Business fall well in advance of most programs’ start 3 BUS 200 — Entrepreneurial Marketing dates, and students who plan ahead usual- 3 BUS 209 — Financial Accounting ly can integrate overseas study into their 3 BUS 210 — Managerial Accounting four-year plan without delaying their grad- 3 BUS 250 — Legal and Social Responsi- bilities in Business uation. After narrowing down their choic- 3 BUS 255 — Management Information es, students should meet with business Systems school staff to plan their remaining course 3 BUS 305 — Business Finance schedules so as to avoid duplication of 3 BUS 355 — Decision Modeling courses offered abroad and to assess any 3 BUS 360 — Organizational Behavior additional ramifications (for example, the 3 BUS 361 — Technology and Opera- need for summer school). tions Management *All internships for credit must be preapproved by the director of the internship program within the Pam- plin School of Business. PAMPLIN SCHOOL OF BUSINESS ADMINISTRATION 81 3 BUS 400 — Management Decisions Major Requirements — 34 hours and Policy Prerequisite courses Major Requirements — 24 hours 3 BUS 101 — Software Applications Hrs. Workshop 3 ECN 310 — Econometrics 3 ECN 120 — Principles of Macroeco- 3 ECN 319 — Intermediate Microeco- nomics nomics 3 ECN 121 — Principles of Microeco- 3 ECN 320 — Intermediate Macroeco- nomics nomics 3 ECN 220 — Business Statistics Five of the following electives: Required courses 3 ECN 322 — Environmental Econom- 3 ECN 310 — Econometrics ics 3 ECN 319 — Intermediate Microeco- 3 ECN 420 — Industrial Organization nomics 3 ECN 424 — Income Inequality 3 ECN 320 — Intermediate Macroeco- 3 ECN 426 — Comparative Economics nomics 3 ECN 427 — Sports Economics Five of the following electives: 3 ECN 428 — Public Finance 3 ECN 322 — Environmental Econom- 3 ECN 429 — Development Economics ics 3 ECN 431/ 3 ECN 420 — Industrial Organization BUS 431 — Financial Markets and In- 3 ECN 424 — Income Inequality stitutions 3 ECN 426 — Comparative Economics 3 ECN 440 — International Economics 3 ECN 427 — Sports Economics Total Credit Hours — 120 3 ECN 428 — Public Finance 3 ECN 429 — Development Economics B.A. in Economics 3 ECN 431/ A second economics major is offered in BUS 431 — Financial Markets and In- the School of Business based on a founda- stitutions 3 ECN 440 — International Economics tion of courses in Arts and Sciences rather Electives: 2-24 hours than the business foundation of the B.B.A. major. Students in the B.A. degree take Total Credit Hours — 120 three prerequisite economics and statistics courses, followed by three required and Double Majors five elective courses in economics. Students who want to major in two areas of business must complete the majority of University Core Requirements — 39 hours these programs through separate electives. (See pg. 6-7.) Only two upper-division electives may be Mathematics requirement is met by MTH cross counted for double majors. 121, Calculus for Business and Social Sci- ence. Minors College of Arts & Sciences Requirements — To be awarded a minor at graduation, stu- 33-45 hours dents must achieve an average G.P.A. of 3 CST 100 — Persuasion and Leader- 2.50 or better in their minor classes. Only ship one upper-division elective can be cross 3 ENG 107 — College Writing 3 MTH 141 — Finite Mathematics counted for a minor. 12 Twelve credit concentration in one of the following: Mathematics, Philosophy, Politi- Business Administration Minor cal Science, Psychology, or Sociology. The business administration minor is 12 Credits of upper-division CAS courses, 9 of open to students outside the Pamplin which must come from 3 different disci- School of Business Administration. Stu- plines. dents desiring to minor in business must 0-12 *Language competency at the intermediate declare this intent with the Pamplin level. School of Business Administration by the beginning of their junior year. Minor Prerequisites — 6 hours 3 BUS 200 — Entrepreneurial Marketing *See language requirements for the bachelor of arts degree on page 44. 82 PAMPLIN SCHOOL OF BUSINESS ADMINISTRATION 3 BUS 209 — Financial Accounting 3 ECN 429 — Development Economics Students should take ECN 120 as one of their so- 3 ECN 431/ cial science requirements. MTH 161, MTH 461 BUS 431 — Financial Markets and or EGR 360 and BUS 209 should be taken before Institutions BUS 305. 3 ECN 440 — International Economics Minor Requirements — 15 hours Entrepreneurship Minor 3 BUS 305 — Business Finance The entrepreneurship minor is open to all 3 BUS 360 —Organizational Behavior 9 Three upper-division business electives. students on campus and is interdiscipli- This may include one upper-division eco- nary in nature. The program consists of nomics elective, and one Entrepreneur Scholars two required courses and three electives Program elective. for a total of 15 credit hours. The required courses include one of three courses de- Economics Minor pending on the student’s major and BUS An economy is a system that produces 485, which is required of all students. Be- output and distributes it among members fore taking BUS 485, students must take of a society. Economics studies show that the prerequisite of BUS 200, Entrepreneur- system functions and how it can be im- ial Marketing. The electives are selected proved. For a student majoring in another from the College of Arts and Sciences, social science, the study of economics is a School of Engineering, and the Pamplin way to broaden their analysis of society. School of Business Administration. For a student majoring in business, the Minor Requirements — 15 hours study of economics will expand their un- Required courses include the following 6 credit derstanding of the business environment. hours. Chose one of the following depending on The minor in economics is open to stu- your major and BUS 485: dents both inside and outside the Pamplin 3 BUS 305 — Business Finance (re- School of Business. It requires completing quired for business ma- two lower-division and five upper-division jors) elective courses, listed below. Only one 3 BUS 380 — Family Business and upper-division economics course can be Small Business Manage- ment (required for non- cross-counted in both the minor and an- business majors) other major. Business students who minor 3 BUS 480 — Creating A World-Class in economics may use two economics Venture (required for En- courses both for the minor and for their trepreneur Scholars only) upper division non-business electives. and Minor Prerequisites — 6 hours 3 BUS 485 — Entrepreneurial Ventures 3 ECN 120 — Principles of Macroeco- (Prerequisite: BUS 200) nomics Choose three electives from the following: 3 ECN 121 — Principles of Microeco- 3 BUS 364 — Managing Innovation and nomics Change *3 BUS 401 — Business Administration Minor Requirements — 15 hours Internship (permission of Upper-division elective courses—five courses instructor required*) At least one of the following: 3 BUS 471 — Integrated Marketing 3 ECN 319 — Intermediate Microeco- Communications nomics 3 BUS 472 — Personal Selling 3 ECN 320 — Intermediate Macroeco- 3 BUS 481 — Entrepreneur Apprentice- nomics ship (Entrepreneur Schol- Choose four of the following: ars only) 3 ECN 310 — Econometrics 3 BUS 482 — Global Entrepreneurship 3 ECN 322 — Environmental Economics (Entrepreneur Scholars 3 ECN 420 — Industrial Organization only) 3 ECN 424 — Income Inequality 3 CST 333 — Organizational Communi- 3 ECN 426 — Comparative Economics cation Skills 3 ECN 427 — Sports Economics 3 CST 481/581 — Advanced Business Com- 3 ECN 428 — Public Finance munication *All internships for credit must be preapproved by the director of the internship program within the Pam- plin School of Business. PAMPLIN SCHOOL OF BUSINESS ADMINISTRATION 83 3 DRM 471 — Principles of Theatre Man- M.B.A. Program Requirements — 30 hours agement Integration Courses — 6 hours 2 EGR 481 — Capstone Project Hrs. 2 EGR 482 — Capstone Project 3 BUS 512 — Leadership and Higher 3 ENG 311 — Advanced Writing Level Management 3 ENV 400 — Integrating Seminar in 3 BUS 513 — Social Responsibility Environmental Studies Advanced Core — 15 hours Entrepreneur Scholars Program 3 BUS 520 — Applied Marketing Strate- Application to this competitive program is gies open to all University of Portland students 3 BUS 530 — Applied Financial Analy- sis and consists of: 3 BUS 540 — Cross Cultural Management 3 BUS 480 — Creating a World-Class 3 BUS 580 — Strategic Issues and Appli- Venture cations in Management 3 BUS 481 — Entrepreneur Apprentice- 3 International — Course chosen from: BUS ship 531, International Finance; BUS 535, Inter- 3 BUS 482 — Global Entrepreneurship national Economics; BUS 525, Sales and the The program matches each student with Global Market; BUS 582, Global Business an entrepreneurial mentor and provides Law the opportunity for domestic and interna- Electives — 9 hours tional travel to meet with business leaders Any three graduate business courses beyond and practice global business. Business stu- the advanced core courses. However, students dents who are selected for this program who did not take BUS 255 Management Infor- can participate in their junior or senior mation Systems are required to take BUS 516 year after they have completed their math Management Information Systems. Students and lower division business core require- who did not take BUS 365 Accounting Informa- ments. For business students, with the ex- tion Systems will need to take the equivalent at ception of accounting and global business, the graduate level. It is recommended that stu- three credits of this nine-credit program dents seek advice from members of the ac- counting faculty regarding course selection. count toward their major. B.B.A./M.B.A. Program For Eligibility To be eligible for the five-year B.B.A./ Accounting Majors M.B.A. program with the abbreviated Candidates who plan to sit for the CPA M.B.A. requirement of 30 semester credit exam in Oregon (and most other states) hours, students must do the following: must have completed 150 semester credit [1] Complete a B.B.A. at the University of hours before taking the test. To provide Portland with a major in accounting and these students with the necessary hours, earn at least a B in each of the following: the Pamplin School of Business Adminis- 3 ECN 120 — Macroeconomics tration has developed a separate five-year 3 ECN 121 — Microeconomics B.B.A./M.B.A. program that allows stu- 3 ECN 220 — Statistics for Business dents to complete both degrees (126 se- 3 BUS 200 — Entrepreneurial Market- mester credit hour B.B.A. and 30 semester ing credit hour M.B.A.) in five years. This ab- 3 BUS 209 — Financial Accounting breviated M.B.A. program is intended only 3 BUS 210 — Managerial Accounting for students who will be completing their 3 BUS 305 — Business Finance 3 BUS 361 — Technology and Opera- undergraduate accounting degree includ- tions Management ing BUS 465 and BUS 466. The latter are [2] Earn a cumulative G.P.A. of at least cross listed as graduate courses, thus mak- 3.00 through fall semester of senior year. ing the program the equivalent of 36 hours. [3] Earn at least 500 on the Graduate Man- Because specific requirements for CPA li- agement Admissions Test (GMAT). An ad- censing vary by state, students should re- missions index score is calculated as 200 view their state’s CPA requirements. times the applicant’s undergraduate G.P.A. plus the GMAT test score. An index of 1100 is required for admission. [4] Formally apply to the M.B.A. program 84 PAMPLIN SCHOOL OF BUSINESS ADMINISTRATION through the graduate school by April 15 of the senior year. Students must have been accepted into the M.B.A. program prior to enrolling in any courses at the graduate level. Students should note that admission to the M.B.A. program is based on the en- tire application, not merely quantitative factors. Application requirements may be subject to change. [5] Enter the M.B.A. program within two semesters after the completion of their B.B.A. requirements at the University of Portland. Students who choose the B.B.A./M.B.A. option are strongly encouraged to com- plete an accounting internship before graduating. Students should note that the B.B.A./M.B.A. is composed of two separate programs. Un- dergraduate financial aid and scholarships do not continue in the M.B.A. program. However, financial aid is available in the graduate program. SCHOOL OF EDUCATION 85 School of Education

Sr. Maria J. Ciriello, O.P., Ph.D., dean Faculty: Ackley, Anctil, Arwood, Carroll, Christen, Ciriello, Eifler, Greene, Grote, Hood, Linden, Merk, Moore, Morrell, Owens, Thacker, Waggoner, Wall, Weitzel

uided by the University vision of learning as a preparation for community service and leadership, the mission of the School of Education is to de- Gvelop exceptional professional educators whose practices are informed by current research and who respond effectively to the personal, professional, and ethical challenges educators face in dynamic and diverse communities. The purpose of the School of Education is to prepare individuals in various stages of their careers to teach and lead in public and private schools. Such edu- cators, the School of Education believes, demonstrate a range of knowledge, skills, and dispositions. They are life-long learners who are empathetic and re- spectful of others. They are exceptional communicators and can work effective- ly with others. Knowledgeable of both theory and practice, they have a broad and deep knowledge about students, the curriculum, and learning, and the con- comitant skills to organize classrooms, schools, and districts and employ in- structional strategies to meet the diverse needs of learners. The degree programs offer the opportunity for initial and continuing teacher licensure at one of four levels: early childhood (age 3 through grade 4); elemen- tary (grades 3 through 8), associated with the degree in elementary education; middle (grades 5 through 10); and high school (grades 7 through 12), associated with the degree in secondary education. The curriculum is based on a well-re- searched knowledge base including effective teaching practice, reflective teach- ing, and leadership of the teacher in the classroom, in the school, and in the community. Embedded in a broad liberal arts tradition, the program integrates liberal studies, content, professional, and pedagogical knowledge with planned field experiences. The curriculum develops professionals with pedagogical compe- tencies and personal attributes characteristic of exceptional educational leaders. The School of Education is accredited through the National Council for Accreditation of Teacher Education and its programs are approved by the Ore- gon Teacher Standards and Practices Commission. The school receives further recognition by the University of Portland’s accreditation from the Northwest Association of Schools and Colleges. The school is a member of the American Association of Colleges for Teacher Education, the Association of Teacher Edu- cators, and the Association of Independent Liberal Arts Colleges of Teacher Education. Federal law requires that all schools of education report required teacher licensure exams and the percentage of graduates from their programs passing those exams. All candidates within our programs must receive passing scores on the California Basic Educational Skills Test or the PRAXIS I: Pre-Professional Skills Test and the Multiple Subjects Assessment for Teachers. Middle and high school authorized teachers must receive passing scores on the PRAXIS II tests 86 SCHOOL OF EDUCATION in their specific licensure content area. with fall semester field placement includ- Since passing scores are required on all ing concurrent professional education licensure exams as a program completion coursework. The spring semester com- requirement, all candidates who complete pletes the professional coursework and University of Portland School of Education culminates with full-time student teaching programs have received passing scores on responsibilities in a classroom. each licensure exam. Ordinarily, elementary and secondary The programs of the University of Port- undergraduate majors must take a mini- land School of Education have been ap- mum of 12 semester hours in education proved with no unmet standards by the courses at the University of Portland in Oregon Teacher Standards and Practices order to enter the professional year. In ad- Commission through 2012. dition, secondary candidates must take and successfully complete 75 percent of Admission the courses required in the endorsement The undergraduate teacher education pro- area at the University of Portland. The per- gram has two strategic points during the mission of the associate dean must be ob- four-year program, namely (1) admission tained for an exception. to the School of Education, and (2) ad- Candidates may not advance to the pro- vancement to the professional year. fessional year until all appropriate classes Admission to the School of Education, required in the endorsement area and all Freshmen: Because teachers work closely content courses required by TSPC have with minors, admission to the School of been completed. Should it be necessary, a Education requires all candidates to have clear plan for completing these require- recent fingerprinting clearance. Thus all ments by the summer before the beginning freshman and transfer candidates must be of the professional year must be filed be- cleared before participating in any PK-12 fore application to the University Teacher field based experiences. Education Committee (UTEC) is made. Admission of freshman candidates is The school will advance to student teach- based upon a derived matrix score which ing only those candidates who satisfy the includes a combination of predictors of requirements for scholarship and personal probable success: SAT scores (or equiva- qualification suitable for teaching. Candi- lent basic skills test scores approved by the dates must successfully meet the require- associate dean), academic records (includ- ments of all course work while demon- ing grade point average), essay sample, strating academic integrity. In addition, and a personal recommendation. The ma- ethical, competent behavior is required trix components are reviewed annually by during all field experiences and practica. the School of Education faculty. Music ed- The process of advancement to the pro- ucation candidates must apply concur- fessional year entails review by the School rently to the music education program. of Education associate dean and approval Transfer Candidates: Admission of trans- by the University Teacher Education Com- fer candidates is determined on the evalu- mittee (UTEC). ation of college transcripts (high school Ordinarily, placements occur only in dis- transcripts if fewer than 26 semester or 39 tricts where professional year candidates quarter hours of college work have been do not have personal relationships with completed), essays, a personal recommen- employees of the district. dation, and passage of CBEST (passing Prerequisites apply to all candidates de- scores are set by TSPC); scores must be sirous of advancing to the professional year: submitted as a prerequisite for admission. [1] Passage of CBEST test and ORELA sub- Music education applicants must obtain tests 1 and 2 for all levels of authorization. approval from the director of music educa- Passage of subject area Praxis II tests for tion to be admitted to the program. the middle school and high school levels of Advancement to the Professional Year: authorization (TSPC determines passing The professional year is a two-semester scores); student teaching experience, beginning [2] Minimum of 2.50 cumulative G.P.A. for all academic work at the University of SCHOOL OF EDUCATION 87 Portland; agencies. The specific program objectives [3] A minimum cumulative G.P.A. of 2.70 are identified in the handbooks related to in all education courses; the degree. Candidates are responsible to [4] A grade of C or better in all education secure a copy of the handbook for their re- courses (Candidates who receive a grade lated degree and acquaint themselves with of C- or lower in any education course its contents. must repeat the course); The School of Education faculty involve [5] Minimum 2.70 G.P.A. in the teaching the candidates in continuous assessment specialty (secondary/endorsement) area, of their progress in attaining the program with a minimum grade of C in all endorse- objectives and retains only those candi- ment courses; dates who satisfy the requirements of [6] Passage of ENG 107 and CST 107 or scholarship, health, and personal suitabili- equivalent course with a grade of B- or better; ty. Candidates must fulfill the require- [7] Satisfactory completion of all field ex- ments for the theoretical and field periences prior to the professional year; components of the major. [7a] Music education candidates must Elementary Education The bachelor of pass all performance assessments; arts in education degree leads to recom- [8] Recommendations from two Univer- mendation for Oregon licensure. To quali- sity of Portland School of Education faculty fy for the degree and recommendation for for elementary education candidates. For Oregon licensure, the following require- secondary education candidates, an addi- ments must be met: tional recommendation from a faculty [1] Passage of CBEST and ORELA subtests member in the endorsement area is re- 1 and 2 (TSPC determines passing scores); quired; [2] Completion of a minimum of 120 [9] All paperwork and approvals neces- semester hours of study; sary for student teaching must be complet- [3] Successful completion of all course- ed by June 1 prior to fall semester for site work with a minimum cumulative G.P.A. placement in the professional year. of 2.50; Requisites of the Professional Year: [4] A minimum cumulative G.P.A. of 2.70 [1] Candidates must enroll in designated in all education classes; program of study courses; [5] A grade of C or better in all education [2] Courses outside the designated pro- courses (Candidates who receive a grade gram of study may be taken only with of C- or lower in any education course written permission of the associate dean; must repeat the course); [3] Candidates must continue to maintain [6] Successful completion of student a C or better in all fall semester education teaching to include two work samples, one or endorsement courses. at each authorization level; Multiple Endorsements A candidate [7] Recommendation for licensure from may earn more than one subject area en- the associate dean; dorsement when the prescribed program [8] Passage of PRAXIS tests (TSPC deter- of study has been completed, related tests mines passing scores); are passed, and a practicum including [9] Subject to approval by the dean, candi- work samples are completed. Permission dates who are not able to complete student of the associate dean is required to enroll teaching and student teaching seminar in the related practicum. and/or other licensure requirements may be recommended for graduation without Degree Requirements licensure by substituting upper-division The School of Education offers three un- coursework which meets University re- dergraduate degrees: elementary educa- quirements for a degree. tion, secondary education, and music Secondary Education The bachelor of education. Each degree has special re- science in secondary education leads to quirements, but all degrees lead to compe- recommendation for Oregon licensure tence in a composite of objectives from with endorsements available in biology, relevant learned societies and licensing chemistry, French, German, language arts, advanced mathematics, music, 88 SCHOOL OF EDUCATION physics, social studies, and Spanish. [3] Successful completion of all course- To qualify for the degree and recommen- work with a minimum cumulative G.P.A. dation for Oregon licensure, the following of 2.50; requirements must be met: [4] A minimum cumulative G.P.A. of 2.70 [1] Passage of CBEST and ORELA subtests in all education classes; 1 and 2 (TSPC determines passing scores); [5] A grade of C or better in all education [2] Completion of a minimum of 120 courses (Candidates who receive a grade semester hours of study; of C- or lower in any education course [3] Successful completion of all course- must repeat the course); work with a minimum cumulative G.P.A. [6] Completion of a teaching endorsement of 2.50; (major) in at least one of the secondary en- [4] A minimum cumulative G.P.A. of 2.70 dorsement areas with a cumulative G.P.A. in all education classes; of at least 2.70 in that area, and a grade of [5] A grade of C or better in all education C in all endorsement classes. Ordinarily, a courses (Candidates who receive a grade minimum of 75 percent of the credits in of C- or lower in any education course an endorsement area of the secondary must repeat the course); specialty area must be taken at the Univer- [6] Completion of a teaching endorsement sity of Portland for a secondary undergrad- (major) in at least one of the secondary en- uate major to student teach in that area. dorsement areas with a cumulative G.P.A. The permission of the associate dean must of at least 2.70 in that area, and a grade of be obtained for an exception; C in all endorsement classes. Ordinarily, a [7] Candidates in the music education minimum of 75 percent of the credits in degree must pass their senior recital; an endorsement area of the secondary [8] Passage of PRAXIS tests (TSPC deter- specialty area must be taken at the Univer- mines passing scores); sity of Portland for a secondary undergrad- [9] Successful completion of student uate major to student teach in that area. teaching to include two work samples; The permission of the associate dean must [10] Recommendation for licensure from be obtained for an exception; the associate dean; [7] Passage of PRAXIS tests (TSPC deter- [11] Subject to approval by the dean, can- mines passing scores); didates who are not able to complete stu- [8] Successful completion of student teach- dent teaching and student teaching seminar ing to include two work samples; and/or other licensure requirements may [9] Recommendation for licensure from the be recommended for graduation without associate dean; licensure by substituting upper-division [10] Subject to approval by the dean, candi- educational coursework which meets Uni- dates who are not able to complete student versity requirements for a degree. teaching and student teaching seminar and/or other licensure requirements may Degrees and Programs be recommended for graduation without licensure by substituting upper-division Elementary Education, educational coursework which meets B.A.Ed. University requirements for a degree. University Core Requirements — 39 hours Music Education The bachelor of music Hrs. education leads to recommendation for 3 Fine Arts (FA 207) Oregon licensure. To qualify for the degree 3 History (HST 210 or HST 211) and recommendation for Oregon licen- 3 Literature (ENG 212) 3 Mathematics (MTH 161) sure, the following requirements must be 6 Philosophy (PHL 150 and PHL 220) met: 6 Science (SCI 109 and SCI 110) [1] Passage of CBEST rest and ORELA sub- 6 Social Science electives tests 1 and 2 (TSPC determines passing 9 Theology (THE 101, THE 205, plus scores); upper-division theology elective) [2] Completion of a minimum of 120- semester hours of study, and all require- ments of the music education degree; SCHOOL OF EDUCATION 89 Major Requirements — 78 hours Hrs. Spring Semester Hrs. 3 ED 230 — ECE/ELEM Human Devel- 3 ED 150 — Introduction to Education opment 3 ED 230 — ECE/ELEM Human Devel- 3 CST 107 — Effective Public Speaking I opment 3 MTH 106 — Mathematics for Elemen- 3 ED 300 — ECE/ELEM Psychology of tary Teachers II Learning 3 SCI 109 — Powerful Ideas in Physics 3 ED 320 — Foundations of Education 3 THE 101 — An Introduction to 3 ED 330 — Policies and Practices for Theology and Religion Diverse Learners 15 Total 3 ED 400 — ECE/ELEM Curriculum and Instruction Sophomore Year 3 ED 411 — Assessment Hrs. Fall Semester 3 ED 414 — Children’s and Adolescent 3 ED 330 — Policies and Practices for Literature and Library Diverse Learners 3 ED 426 — ECE/ELEM Classroom Re- 3 HPE 340 — ECE/ELEM Physical Edu- lationships and Manage- cation ment 3 ENG 112 — Introduction to Literature 3 ED 442 — ECE/ELEM School Read- 3 PHL 220 — Ethics ing and Language Arts 3 SCI 103 — Human Biology Methods 3 GEO 301 — Cultural Geography 3 ED 445 — ECE/ELEM Math and Sci- 18 Total ence Methods Hrs. Spring Semester 3 ED 447 — ECE/ELEM Art, Music, 3 ED 320 — Foundations of Education and P.E. Methods 3 ED 300 — ECE/ELEM Psychology of 3 ED 470 — ECE/ELEM Student Learning Teaching 3 FA 207 — Fine Arts 3 ED 472 — ECE/ELEM Student 3 THE 205 — Judeo-Christian Culture Teaching 3 MTH 161 — Elementary Statistics 3 ED 476 — ECE/ELEM Student 18 Total Teaching - Advanced 3 ED 487 — ECE/ELEM Seminar for Junior Year Student Teachers Hrs. Fall Semester 3 ENG 107 — College Writing 3 ED 400 — ECE/ELEM Curriculum 3 GEO 301 — Cultural Geography and Instruction 3 HPE 340 — ECE/ELEM Physical Educa- 3 ED 414 — Children’s and Adolescent tion Literature and Library 3 MTH 105 — Mathematics for Elemen- 3 SCI 110 — Earth Science tary Teachers I 3 Social science elective 3 MTH 106 — Mathematics for Elemen- 3 Elective tary Teachers II 15 Total 3 CST 107 — Effective Public Speaking I Hrs. Spring Semester 3 SCI 103 — Human Biology 3 ED 426 — ECE/ELEM Classroom Re- 9 Electives lationships and Manage- Total — 120 hours ment 3 ED 442 — ECE/ELEM School Reading Sample Program and Language Arts Methods Freshman Year 3 Theology elective Hrs. Fall Semester 3 Social Science elective 3 ED 150 — Introduction to Education 3 Elective 3 ENG 107 — College Writing 15 Total 3 MTH 105 — Mathematics for Elemen- tary Teachers I Professional Year 3 HST 210 — History of the United Hrs. Fall Semester States: Early America 3 ED 411 — Assessment or 3 ED 445 — ECE/ELEM Math and 3 HST 211 — History of the United Science Methods States: Modern America 3 ED 470 — ECE/ELEM Student 3 PHL 150 — Introductory Philosophy Teaching 15 Total 3 Elective 12 Total 90 SCHOOL OF EDUCATION Hrs. Spring Semester 3 ENG 107 — College Writing 3 ED 447 — ECE/ELEM Art, Music, 3 CST 107 — Effective Public Speaking I and P.E. Methods 6 Electives 3 ED 472 — ECE/ELEM Student 30 Endorsement courses Teaching Total — 120 hours 3 ED 476 — ECE/ELEM Student Teaching - Advanced Sample Program 3 ED 487 — ECE/ELEM Seminar for Freshman Year Student Teachers Hrs. Fall Semester 12 Total 3 ED 150 — Introduction to Education 120 Total for four years 3 HST 210 — History of the United States: Early America Secondary Education, B.S.S.E. or University Core Requirements — 39 hours HST 211 — History of the United Hrs. States: Modern America 3 Fine Arts (FA 207) 3 ENG 107 — College Writing 3 History (HST 210 or HST 211) 3 PHL 150 — Introductory Philosophy 3 Literature (ENG 212) 3 Endorsement course 3 Mathematics (MTH 161) 15 Total 6 Philosophy (PHL 150 and PHL 220) Hrs. Spring Semester 6 Science (SCI 182 and any other science 3 ED 231 — MS/HS Human Develop- course) ment 6 Social Science electives 3 CST 107 — Effective Public Speaking I 9 Theology (THE 101, THE 205, plus 3 MTH 161 — Elementary Statistics upper-division theology elective) 3 THE 101 — An Introduction to Major Requirements — 81 hours Theology and Religion Hrs. 3 Endorsement course 3 ED 150 — Introduction to Education 15 Total 3 ED 231 — MS/HS Human Develop- ment Sophomore Year 3 ED 301 — MS/HS Psychology of Hrs. Fall Semester Learning 3 ED 301 — MS/HS Psychology of 3 ED 320 — Foundations of Education Learning 3 ED 330 — Policies and Practices for 3 ED 330 — Policies and Practices for Diverse Learners Diverse Learners 3 ED 411 — Assessment 3 ENG 112 — Introduction to Literature 3 ED 427 — MS/HS Classroom Rela- 3 PHL 220 — Ethics tionships and Management 3 Endorsement course 3 ED 450 — Models of Teaching and 3 Endorsement course Literacy Development 18 Total 3 ED 452 — MS/HS Content Methods: Hrs. Spring Semester Language Arts 3 ED 320 — Foundations of Education or 3 FA 207 — Fine Arts 3 ED 453 — MS/HS Content Methods: 3 SCI 182 — Environmental Science Math 3 THE 205 — Judeo-Christian Culture or 3 Endorsement course 3 ED 454 — MS/HS Content Methods: 3 Endorsement course World Language 18 Total or 3 ED 456 — MS/HS Content Methods: Junior Year Social Studies Hrs. Fall Semester or 3 ED 427 — MS/HS Classroom Rela- 3 ED 457 — MS/HS Content Methods: tionships and Management Science 3 Endorsement course 3 ED 471 — MS/HS Student Teaching 3 Endorsement course 3 ED 473 — MS/HS Student Teaching 3 Theology elective 3 ED 475 — MS/HS Student Teaching: 3 Science elective Advanced 15 Total 3 ED 486 — MS/HS Seminar for Stu- dent Teachers SCHOOL OF EDUCATION 91 Hrs. Spring Semester 2 MUS 103- 3 ED 450 — Models of Teaching and 6 MUS 104 — Aural Skills Development Literacy Development Laboratory I and II 3 Endorsement course 3 MUS 105 — The Joy of Music - Listen- 3 Endorsement course ing With Understanding 6 Social science elective 6 MUS 201- 15 Total 6 MUS 202 — Theoretical Foundations of Music III and IV Professional Year 1 MUS 230 — Introduction to the Piano Hrs. Fall Semester 3 MUS 231 — Keyboard Lab 3 ED 452 — MS/HS Content Methods: 1 MUS 232 — The Basics of Playing Brass Language Arts and Percussion Instru- or ments 3 ED 453 — MS/HS Content Methods: 1 MUS 233 — The Basics of Playing Math Woodwind Instruments or 1 MUS 234 — The Basics of Playing 3 ED 454 — MS/HS Content Methods: Stringed Instruments World Language 1 MUS 235 — The Basics of Singing or 1 MUS 236 — Beginning Guitar 3 ED 456 — MS/HS Content Methods: 7 MUS 186/ — Private Lessons Social Studies 286/386/486 or 6 MUS 301-2 — History of Musical Styles I 3 ED 457 — MS/HS Content Methods: and II Science 3 MUS 307 — Scoring and Arranging 3 ED 471 — MS/HS Student Teaching 3 MUS 310 — Fundamentals of Music 3 Elective Technology 3 Endorsement course 3 MUS 331 — Conducting Techniques 12 Total 2 MUS 338 — Teaching Elementary Hrs. Spring Semester School Music 3 ED 411 — Assessment 2 MUS 339 — Teaching Middle School 3 ED 473 — MS/HS Student Teaching Music 3 ED 475 — MS/HS Student Teaching: 2 MUS 340 — Teaching Secondary Advanced School Music 3 ED 486 — MS/HS Seminar for Stu- 7 Ensembles (one per semester), to be dent Teachers chosen from: 12 Total MUS 2/443— University Concert Band 120 Total for four years MUS 2/444— University Singers MUS 2/445— University Community Basic Program in Music Orchestra Education (K-12), B.M.Ed. MUS 2/452— University Choral Union University Core Requirements — 39 hours MUS 2/453— University Jazz Ensemble Hrs. 1 MUS 498 — Senior Recital 3 Fine Arts (FA 207) Major Requirements — 39 hours 3 History (HST 210 or HST 211) Hrs. 3 Literature (ENG 212) 3 ED 150 — Introduction to Education 3 Mathematics (MTH 161) 3 ED 231 — MS/HS Human Develop- 6 Philosophy (PHL 150 and PHL 220) ment 6 Science (SCI 182 and any other science 3 ED 301 — MS/HS Psychology of course) Learning 6 Social Science electives 3 ED 320 — Foundations of Education 9 Theology (THE 101, THE 205, plus 3 ED 330 — Policies and Practices for upper-division theology elective) Diverse Learners Major Requirements (Music Courses) — 62 3 ED 411 — Assessment hours 3 ED 427 — MS/HS Classroom Rela- Hrs. tionships and Management 0 MUS 001 — Performance Attendance 3 ED 471 — MS/HS Student Teaching (per semester, no credit) 3 ED 473 — MS/HS Student Teaching 6 MUS 101- 3 ED 475 — MS/HS Student Teaching: 6 MUS 102 — Theoretical Foundations of Advanced Music I and II 92 SCHOOL OF EDUCATION 3 ED 486 — MS/HS Seminar for Stu- 3 MUS 202 — Theory IV dent Teachers 1 MUS 231 — Keyboard Lab 3 ENG 107 — College Writing 1 MUS 286 — Private Lesson 3 CST 107 — Effective Public Speaking I 1 Lower division ensemble elective Total — 140 1 MUS 232 — Basics of Playing Brass and Music Percussion Sample Program 1 MUS 235 — Basics of Singing Freshman Year 20 Total Hrs. Fall Semester 3 ED 150 — Introduction to Education Junior Year 3 ENG 107 — College Writing Hrs. Fall Semester 3 PHL 150 — Introduction to Philosophy 3 ED 427 — MS/HS Classroom Rela- 0 MUS 001 — Performance Attendance tionships and Management 3 MUS 101 — Theory I 3 Social Science elective 1 MUS 103 — Aural Skills Lab I 0 MUS 001 — Performance Attendance 3 MUS 105 — Joy of Music Listening 3 MUS 301 — History of Musical Styles I 1 MUS 230 — Introduction to the Piano 3 MUS 331 — Conducting 1 MUS 186 — Private Lessons or 1 Lower division ensemble elective 3 MUS 307 — Scoring & Arranging 19 Total 1 MUS 386 — Private Lesson Hrs. Spring Semester 1 Upper division ensemble elective 3 ED 301 — Psychology of Learning 2 MUS 338 — Teaching Elementary 3 CST 107 — Effective Public Speaking I School Music 3 MTH 161 — Elementary Statistics 16 Total 3 THE 101 — Introduction to Theology Hrs. Spring Semester and Religion 3 FA 207 — Fine Arts 0 MUS 001 — Performance Attendance 3 Science elective 3 MUS 102 — Theory II 3 Theology elective 1 MUS 104 — Aural Skills Lab II 0 MUS 001 — Performance Attendance 1 MUS 231 — Keyboard Lab 3 MUS 302 — History of Musical Styles II 1 MUS 186 — Private Lesson 3 MUS 310 — Fundamentals of Music 1 Lower-division ensemble elective Technology 1 MUS 236 — Beginning Guitar 1 MUS 386 — Private Lesson 20 Total 1 Upper division ensemble elective 2 MUS 339 — Teaching Middle School Sophomore Year Music Hrs. Fall Semester 19 Total 3 ED 231 — MS/HS Human Develop- ment Professional Year 3 ED 320 — Foundations of Education Hrs. Fall Semester 3 ENG 112 — Introduction to Literature 3 ED 471 — MS/HS Student Teaching 3 PHL 220 — Ethics 3 Social science elective 0 MUS 001 — Performance Attendance 0 MUS 001 — Performance Attendance 3 MUS 201 — Theory III 3 MUS 331 — Conducting 1 MUS 231 — Keyboard Lab or 1 MUS 286 — Private Lesson 3 MUS 307 — Scoring and Arranging 1 Lower division ensemble elective 1 MUS 486 — Private Lesson 1 MUS 233 — Basics of Playing Woodwinds 1 Upper-division ensemble elective 1 MUS 234 — Basics of Playing Strings 1 MUS 498 — Senior Recital 20 Total 2 MUS 340 — Teaching Secondary Hrs. Spring Semester School Music 3 ED 330 — Policies and Practices for 14 Total Diverse Learners Hrs. Spring Semester 3` HST 210 — History of the United 3 ED 411 — Assessment States: Early America 3 ED 473 — MS/HS Student Teaching or 3 ED 475 — MS/HS Student Teaching: 3 HST 211 — History of the United Advanced States : Modern America 3 ED 486 — Student Teaching Seminar: 3 SCI 182 — Environmental Science MS/HS 3 THE 205 — Judeo-Christian Culture 12 Total 0 MUS 001 — Performance Attendance 140 Total for four years SCHOOL OF EDUCATION 93 Education Minor— General 2 HPE 210 — Lifetime Health and The education minor is for candidates in- Fitness terested in general educational studies and 4 BIO 307/377 — Human Anatomy with Lab those preparing for advanced study in edu- 3 HPE 405 — Kinesiology for Physical cation related areas such as law, social Educators work, and politics. 4 BIO 308/378 — Human Physiology with Minor Requirements — 18 hours Lab 3 ED 230 or 231 — Human Development 3 HPE 406 — Medical Aspects of 3 ED 320 — Foundations of Education Athletic Injury 3 ED 330 — Policies and Practices for 3 HPE 408 — Exercise Physiology for Diverse Learners Physical Educators 9 Upper-division education electives Candidates interested in this minor should Field experience is required in some declare intent with the School of Education. courses. Candidates interested in this minor should declare intent with the Optional Endorsements School of Education. Candidates may add any of the following special endorsements to initial licenses at Education Minor (Preparation for 5th Year any authorization level: basic mathemat- MAT) — 18 hours ics, English for speakers of other lan- This minor is for candidates who wish to guages, reading, special educator, or major in a content area while preparing to speech. Details on requirements may be enter an augmented Master of Arts in obtained through the School of Education Teaching program (MAT) after graduation. at (503) 943-7135. Hrs. 3 ED 230/231 — Human Development The Reading Endorsement advances 3 ED 300/301 — Psychology of Learning teachers’ abilities to provide reading in- 3 ED 320 — Foundations of Education struction and to diagnose and remediate 3 ED 330 — Policies and Practices for reading problems in diverse instructional Diverse Learners settings. Coursework leads to reading en- 3 ED 426/427 — Classroom Management dorsement. 3 ED 442 — ECE/ELEM Reading and Language Arts Methods Reading Endorsement Requirements —18 or hours 3 ED 450 — Models of Teaching and Hrs. Literacy Development 3 ED 464 — Reading Practicum PK-12 Field experience is required in some 3 ED 480 — Elements of Reading 3 ED 481 — Reading, Language, and courses. Candidates interested in this Cultural Diversity in minor must declare intent with the School Schools of Education. Candidate must comply with 3 ED 482 — Content Area Literacy specific G.P.A. and testing requirements in 3 ED 483 — Diagnosis and Instruction order to qualify for the MAT program. of Learning Problems Re- lated to Reading and Lan- Health and Physical Education guage Differences PK-12 Minor in Sport Exercise 3 ED 584 — Administration and Evalu- and Fitness ation of Reading This minor is for those interested in as- The Special Educator Endorsement pects of physical education beyond partici- advances teachers’ abilities to assess pation in sports and those interested in special needs children and develop and meeting graduate school requirements in design appropriate instruction support for athletic training programs. these children. Coursework leads to a special education endorsement. candi- Minor Requirements — 28 hours dates must complete ED 330 before begin- 3 SCI 103 — Human Biology (or equiv- ning special educator endorsement alent) 3 NRS 202 — Nutrition courses. 3 HPE 204 — Introduction to Athletic Training 94 SCHOOL OF EDUCATION Special Educator Endorsement Require- ments — 18 hours Hrs. 3 ED 403 — Language and Communi- cation: Supports and Strategies 3 ED 404 — School, Parent, and Com- munity Relations 3 ED 405 — Behavior Support: Consul- tative and Collaborative 3 ED 406 — Assessment, Evaluation, and Diagnosis of Excep- tional Learners and Eng- lish Language Learners 3 ED 408 — Methods and Materials for Teaching Diverse Learners 3 ED 468 — Special Educator Practicum: PK-12 The English for Speakers of Other Lan- guages (ESOL) Endorsement advances teachers’ abilities to provide assessment, instruction, and evaluation of English lan- guage learners. Coursework leads to an English for speakers of other languages en- dorsement. Linguistics is a co-requisite course. English for Speakers of Other Languages Endorsement Requirements — 18 hours Hrs. 3 ED 403 — Language and Communi- cation: Supports and Strategies 3 ED 404 — School, Parent, and Com- munity Relations 3 ED 406 — Assessment, Evaluation, and Diagnosis of Excep- tional Learners and Eng- lish Language Learners 3 ED 409 — Methods and Materials for Teaching ESOL Students 3 ED 481 — Reading, Language,and Cultural Diversity in Schools 3 ED 469 — ESOL Practicum PK-12 SCHOOL OF ENGINEERING 95 School of Engineering

Zia A. Yamayee, Ph.D., P.E., dean Khalid H. Khan, Ph.D., associate dean Faculty: Albright, Crenshaw, Doughty, Hoffbeck, A. Inan, M. Inan, Kennedy, Khan, Kuhn, Lu, Lulay, Male, Murty, Osterberg, Schenberger, Takallou,Van De Grift, Vegdahl,Ward, Yamayee

ngineering is a dynamic and creative profession dedicated to achieving the technological aims of society and helping humankind progress to a Ebetter standard of living and well-being. It is a profession in which the knowledge of natural sciences and mathematics is applied with judgement to develop ways to utilize, economically and with concern for the environment and society, the materials and forces of nature for the benefit of humankind. Engineers enjoy a unique professional satisfaction. They can usually point to tangible evidence of their efforts. For example, every skyscraper, bridge, televi- sion set, VCR, computer, robot, airplane, or automobile is a lasting testimonial to the engineers responsible for its design and creation. Mission: The School of Engineering continues its progress within the frame- work of the University of Portland mission statement, which appears on page 3 of this Bulletin. The School of Engineering is committed to providing the best possible engi- neering education to its students, thus enabling the students to become compe- tent practicing engineers and computer scientists. The programs also provide a base for both graduate study and lifelong learning in support of evolving career objectives. These objectives include being informed, effective, and responsible participants in the engineering profession and society. The school endeavors to develop qualities that are essential for the practice of engineering and benefi- cial service to the community. These qualities include a knowledge of engineer- ing principles, the ability to apply those principles to solve problems, and the development of professional, personal, and social values. The school provides a personalized and caring learning environment for its students, enhanced by high quality faculty, staff, facilities, and equipment. The environment includes exceptional instruction; frequent opportunities for rele- vant laboratory experience; practice of communication and teamwork skills; the challenge of undertaking realistic engineering projects; and the personal attention, guidance, and example of faculty and administrators. This environ- ment is also enhanced by students who have an aptitude and motivation for engineering study, as well as general intellectual curiosity. 96 SCHOOL OF ENGINEERING Educational Objectives Society of Automotive Engineers (SAE) Society of Women Engineers (SWE) The primary goal of the School of All students are encouraged to join Engineering is to provide an excellent en- organizations of interest to them. gineering and computer science education The University of Portland Oregon consistent with the mission, goals, and ob- Gamma Chapter of Tau Beta Pi, the nation- jectives of the University of Portland as al engineering honor society, offers admis- articulated in the University Bulletin. To sion to the top upper-division engineering achieve this goal, the School has estab- students. lished the following program educational objectives: [1] Prepare students for entry-level posi- Community College tions and graduate school. Transfers [2] Prepare graduates who have a broad Transfers from community colleges are background in fundamentals and the accepted regardless of whether they have ability to solve problems. completed a course of study or not. [3] Prepare graduates who possess techni- Students from engineering transfer pro- cal proficiency and sound judgement. grams can generally complete the B.S. [4] Prepare graduates who are competent degree requirements with no loss of time. in written and oral communication, and Students who are interested in transfer- computer proficiency. ring to the University are encouraged to [5] Prepare graduates who have an under- seek individual counseling both at their standing of professional issues such as eco- community college and at the University. nomics, ethics, teamwork, and leadership. Discussions at the University can be used [6] Provide a stimulating environment both to develop a suitable academic plan and promote lifelong learning. and to develop a suitable financial plan. The School of Engineering offers both Prospective transfer students are strong- undergraduate and graduate degree pro- ly urged to counsel at the University at grams. In the undergraduate studies, the least one semester before they plan to curriculum progresses from mathematics transfer. In this way potential deficiencies and science courses in the first year to en- can be spotted. Deficiencies can cause gineering science topics in the sophomore sequencing problems and delay gradua- year. Junior and senior year studies con- tion. In some cases students can save a full centrate more on the analysis, design, and semester by taking a key course in the synthesis aspects of the topics learned in summer preceding planned entry. the first two years. This process of synthesis culminates in the capstone design projects in the senior year. Here, students embark Degrees on an in-depth study of a particular device, and Programs structure, or system and design it from the ground up using the knowledge they have The School of Engineering offers four-year gained in previous years. bachelor of science degrees in civil engi- neering (B.S.C.E.), electrical engineering Professional Societies (B.S.E.E.), and mechanical engineering (B.S.M.E.), as well as engineering manage- Student chapters of the following profes- ment (B.S.E.M.). In addition, a bachelor of sional societies currently are active on science degree in computer science campus: (B.S.C.S.) is offered in the Department of American Society of Civil Engineers (ASCE) Electrical Engineering and Computer Sci- American Society of Mechanical ence. This department also offers a “comput- Engineers (ASME) er track” under its degree programs. Simi- Association for Computing Machinery larly, the Department of Civil Engineering (ACM) offers an “environmental track.” Institute of Electrical and Electronics Because the University believes in a Engineers (IEEE) broad education for all students, the engi- SCHOOL OF ENGINEERING 97 neering program includes studies in history, the objectives of the School of Engineering fine arts, literature, social sciences, as well as those set in the mission of the theology, and philosophy. University. The faculty has established the A master of engineering degree is offered following program educational objectives: in the School of Engineering. It combines [1] Prepare students for entry-level posi- courses from engineering, business, and tions and graduate school. communication studies. Details of this de- [2] Prepare graduates who have a broad gree program are given in the graduate background in fundamentals and the section of this bulletin on page 127. ability to solve problems. [3] Prepare graduates who possess techni- Undergraduate cal proficiency and sound judgement. Curriculum [4] Prepare graduates who are competent in written and oral communication, and The first semester of the freshman year is computer proficiency. common to all engineering curricula. [5] Prepare graduates who have an under- During the freshman year the student lays standing of professional issues such as eco- the foundation for later engineering stud- nomics, ethics, teamwork, and leadership. ies. This foundation consists of courses in [6] Provide a stimulating environment mathematics, science, introduction to en- and promote life long learning. gineering, and core curriculum. During The civil engineering program offers two the second year the study of mathematics optional paths of study: the civil engi- and science continues, and courses in neering track and the environmental basic engineering theory and application engineering track, both leading to a are introduced. With careful planning the bachelor of science in civil engineering. student can postpone the selection of a Civil engineering encompasses a wide particular engineering major until the end range of technological matters of vital con- of the second year. In the junior and senior cern to modern society. The basic areas in- years the curriculum consists primarily of clude: structural analysis and design, envi- courses in the student’s specialization. ronmental protection and control, water re- There is a progression from analysis- sources, transportation, geotechnical engi- oriented courses to design and manufac- neering, and construction engineering. turing-oriented courses. In all programs a The course of study provides a progres- capstone design project is required in the sion of course work from basic science and senior year. mathematics through engineering analysis Some variation in the order in which and design. The curriculum includes each courses are taken is permissible, so long as aspect of civil engineering: surveying, the prerequisites are satisfied. structures, construction materials, geot- Throughout the four years, the student echnical engineering, hydromechanics, takes liberal arts courses to broaden his or environmental engineering, transporta- her education and to improve communica- tion, and engineering economics. The pro- tion skills. gram integrates communication, team- Students are encouraged to take the Funda- work, experimentation, analysis, and de- mentals of Engineering examination prior sign, and provides a cohesive experience to graduation. This nationwide examination aimed at preparing the graduate to func- is a step toward registration as a Profess- tion as a successful engineer. ional Engineer (P.E.). Our students’ pass- The first three semesters are common for ing rates have been well above the nation- all civil engineering students. In addition, al average in this examination. all students take courses in the areas of structural engineering, geotechnical engi- Civil Engineering, B.S.C.E. neering, transportation engineering, and Mehmet I. Inan, D.C.E., P.E., chair environmental engineering, allowing stu- The Department of Civil Engineering has dents to become proficient in each of made as its primary goal the preparation these major areas. Students in the civil of civil engineers whose education meets track take additional courses in construc- tion materials, structural analysis and de- 98 SCHOOL OF ENGINEERING sign, while students in the environmental Common Civil Engineering track take courses in the basics of environ- Requirements — 51 hours mental microbiology, environmental Hrs. chemistry, and water and wastewater 1 CE 200 — Civil Engineering Seminar treatment plant design. 2 CE 201 — Civil Engineering Design Graphics Both tracks in the civil engineering pro- 2 CE 223 — Surveying gram lead to a bachelor of science in civil 3 CE 315 — Transportation Engineering engineering (B.S.C.E.) degree. The degree 3 CE 321 — Geotechnical Engineering program is accredited by the Engineering 3 CE 351 — Structural Analysis I Accreditation Commission of the Accredita- 3 CE 362 — Hydraulic Engineering tion Board for Engineering and Technology, 3 CE 367 — Environmental Engineering Inc. (EAC/ABET). 1 CE 371 — Geotechnical Engineering Laboratory Core and College Requirements — 27 hours 1 CE 376 — Environmental Engineering Hrs. Laboratory 3 ENG 112 — Introduction to Literature 3 CE 401 — Computational Methods in 3 FA 207 — Fine Arts Civil Engineering 3 History (see Core Curriculum, pg. 6-7) 2 CE 481 — Civil Engineering Senior 6 Social science (see Core Curriculum, pg. Design Project I 5-7) 3 CE 482 — Civil Engineering Senior 6 Philosophy (PHL 150, PHL 220) Design Project II 9 Theology (THE 101, THE 205; upper-di- 3 EGR 211 — Engineering Mechanics — vision theology elective. The upper-divi- Statics sion theology elective may be a 3 EGR 322 — Strength of Materials Theological Perspectives (THEP) class 3 ME 311 — Mechanics of Fluids I that can be used to satisfy the distribu- 12 †Technical electives tion requirements of both theology and a companion subject.) Civil Track Requirements — 15 hours A number of options are available for Hrs. Theological Perspectives courses which fulfill 1 CE 224 — Surveying Laboratory the requirements of both an upper-division the- 2 CE 301 — Construction Materials ology course and a companion core course. 2 CE 352 — Structural Analysis II Students are required to consult with their advi- 1 CE 372 — Construction Materials sors regarding this issue. Laboratory Mathematics and science requirements 3 CE 442 — Reinforced Concrete Design in the core curriculum are satisfied by Calculus 3 EGR 212 — Engineering Mechanics — and General Physics. Dynamics 3 ‡Science elective Common Engineering Requirements — 34 hours Environmental Track Requirements — 15 Hrs. hours 3 CHM 207— General Chemistry I Hrs. 1 CHM 277— General Chemistry 1 CE 400 — Environmental Engineering Laboratory Seminar 2 * EGR 110 — Introduction to Engineering 3 CE 466 — Water and Wastewater Design 3 EGR 351 — Engineering Economics 3 CHM 208— General Chemistry II 2 EGR 360 — Analysis of Engineering Data 1 EGR 213 — Introduction to Dynamics 4 MTH 201— Calculus I 3 ENV 385 — Environmental Microbiology 4 MTH 202— Calculus II 3 ENV 386 — Environmental Chemistry 4 MTH 301— Vector Calculus 1 ENV 387 — Environmental Laboratory 3 MTH 321— Ordinary Differential Total — 127 credit hours Equations 4 PHY 204 — General Physics Lecture and Lab 4 PHY 205 — General Physics Lecture and Lab

*For transfer students who have not had an Introduction to Engineering course, the dean may approve the sub- stitution of another technical course, provided these students transfer in 30 or more hours of technical courses. †Approved upper-division technical electives (12 hours — 9 hours in CE). ‡ Approved science elective. SCHOOL OF ENGINEERING 99 Sample Program — Civil Track 2 CE 352 — Structural Analysis II Freshman Year 3 CE 362 — Hydraulic Engineering Hrs. Fall Semester 3 CE 367 — Environmental Engineering 2 * EGR 110 — Introduction to Engineering 1 CE 376 — Environmental Engineering 4 MTH 201— Calculus I Laboratory 3 PHL 150 — Introductory Philosophy 3 EGR 351 — Engineering Economics 4 PHY 204 — General Physics Lecture and 15 Total Lab 3 THE 101 — An Introduction to Religion Senior Year and Theology Hrs. Fall Semester 16 Total 3 CE 401 — Computational Methods in Hrs. Spring Semester Civil Engineering 1 CE 200 — Civil Engineering Seminar 3 CE 442 — Reinforced Concrete Design 3 CHM 207— General Chemistry I 2 CE 481 — Civil Engineering Senior 1 CHM 277— General Chemistry Lab Design Project I 3 ENG 112 — Introduction to Literature 3 FA 207 — Fine Arts 4 MTH 202— Calculus II 6 †Technical electives 4 PHY 205 — General Physics Lecture and 17 Total Lab Hrs. Spring Semester 16 Total 3 CE 482 — Civil Engineering Senior Design Project II Sophomore Year 3 History Hrs. Fall Semester 3 Social Science 2 CE 201 — Civil Engineering Design 6 †Technical electives Graphics 15 Total 2 CE 223 — Surveying 127 Total for four years 1 CE 224 — Surveying Laboratory 3 EGR 211 — Engineering Mechanics — Statics Sample Program — Environmental 4 MTH 301— Vector Calculus Track 3 ‡Science elective Freshman Year 15 Total Hrs. Fall Semester Hrs. Spring Semester 2 * EGR 110 — Introduction to Engineering 3 EGR 212 — Engineering Mechanics — 4 MTH 201— Calculus I Dynamics 3 PHL 150 — Introductory Philosophy 3 EGR 322 — Strength of Materials 4 PHY 204 — General Physics Lecture and 2 EGR 360 — Analysis of Engineering Data Lab 3 MTH 321— Ordinary Differential 3 THE 101 — An Introduction to Religion Equations and Theology 16 Total 3 PHL 220 — Ethics Hrs. Spring Semester 3 THE 205 — Biblical Tradition and Culture 1 CE 200 — Civil Engineering Seminar 17 Total 3 CHM 207— General Chemistry I Junior Year 1 CHM 277— General Chemistry Lab Hrs. Fall Semester 3 ENG 112 — Introduction to Literature 2 CE 301 — Construction Materials 4 MTH 202— Calculus II 3 CE 321 — Geotechnical Engineering 4 PHY 205 — General Physics Lecture and 3 CE 351 — Structural Analysis I Lab 1 CE 371 — Geotechnical Laboratory 16 Total 1 CE 372 — Construction Materials Laboratory Sophomore Year 3 ME 311 — Mechanics of Fluids I Hrs. Fall Semester 3 Theological Perspectives 2 CE 201 — Civil Engineering Design 16 Total Graphics Hrs. Spring Semester 2 CE 223 — Surveying 3 CE 315 — Transportation Engineering 3 CHM 208— General Chemistry II

*For transfer students who have not had an Introduction to Engineering course, the dean may approve the sub- stitution of another technical course, provided these students transfer in 30 or more hours of technical courses. †Approved upper-division technical electives (12 hours — 9 hours in CE). ‡Approved science elective. 100 SCHOOL OF ENGINEERING 3 EGR 211 — Engineering Mechanics — Statics Electrical Engineering 4 MTH 301— Vector Calculus and Computer Science 3 THE 205 — Biblical Tradition and Culture Robert J. Albright, Ph.D., P.E., chair 17 Total Steven R. Vegdahl, Ph.D., associate chair Hrs. Spring Semester 1 EGR 213 — Introduction to Dynamics The academic programs of electrical engi- 3 EGR 322 — Strength of Materials neering and computer science are estab- 2 EGR 360 — Analysis of Engineering Data lished within the mission of the School of 3 ENV 385 — Environmental Microbiology Engineering to provide high quality pro- 3 MTH 321— Ordinary Differential fessional specialization in the context of a Equations strong liberal arts education at the 3 PHL 220 — Ethics 15 Total University of Portland. Junior Year Electrical Engineering, B.S.E.E. Hrs. Fall Semester Electrical engineering is a broad field of 3 CE 321 — Geotechnical Engineering study and practice that encompasses 3 CE 351 — Structural Analysis I many specialties, including electronics, 1 CE 371 — Geotechnical Laboratory computers, communication systems, con- 3 EGR 351 — Engineering Economics trol systems, and power systems. 3 ME 311 — Mechanics of Fluids I Specific objectives of the electrical engi- 3 Theological Perspectives 16 Total neering program are: Hrs. Spring Semester [1] Prepare students for entry-level posi- 3 CE 315 — Transportation Engineering tions and graduate school. 3 CE 362 — Hydraulic Engineering [2] Prepare graduates who have a broad 3 CE 367 — Environmental Engineering background in fundamentals and the abili- 1 CE 376 — Environmental Engineering ty to solve problems. Laboratory [3] Prepare graduates who possess techni- 3 ENV 386 — Environmental Chemistry cal proficiency and sound judgement. 3 *Technical elective [4] Prepare graduates who are competent 16 Total in written and oral communication, and Senior Year computer proficiency. Hrs. Fall Semester [5] Prepare graduates who have an under- 3 CE 401 — Computational Methods in standing of professional issues such as eco- Civil Engineering nomics, ethics, teamwork, and leadership. 3 CE 466 — Water and Wastewater Design [6] Provide a stimulating environment 2 CE 481 — Civil Engineering Senior and promote life long learning. Design Project I 3 FA 207 — Fine Arts The program of study provides both 3 History breadth and depth of topics in a progres- 3 *Technical elective sion of course work, beginning with a 17 Total foundation of mathematics, science, and Hrs. Spring Semester engineering fundamentals during the 1 CE 400 — Environmental Engineering freshman and sophomore years. Courses Seminar during the junior year provide additional 3 CE 482 — Civil Engineering Senior theoretical foundation and laboratory ex- Design Project II perience. Capstone course work during 1 ENV 387 — Environmental Laboratory 6 *Technical electives the senior year enables students to pursue 3 Social science special areas of interest through in-depth 14 Total analysis, experimentation, and design. 127 Total for four years Development of written and oral commu- nication skills and teamwork are incorpo- rated as important components of the edu- cational experience. The electrical engineering program of-

*Approved upper-division technical electives (12 hours — 9 hours in CE). SCHOOL OF ENGINEERING 101 fers study in two tracks: the electrical 4 MTH 202— Calculus II track and the computer track. The tracks 4 MTH 301— Vector Calculus have a common foundation of study and 3 MTH 321— Ordinary Differential differ only in emphasis, primarily during Equations the senior year. Students selecting the 4 PHY 204 — General Physics Lecture and Lab electrical track can focus on two or more 4 PHY 205 — General Physics Lecture and complementary subject areas of electrical Lab engineering. Students selecting the com- puter track of electrical engineering can Common Electrical Engineering Requirements — 48 hours focus on the hardware, software, and appli- Hrs. cation aspects of computers. 3 CS 203 — Computer Science I The electrical engineering program leads 1 CS 273 — Computer Science to a bachelor of science in electrical engi- Laboratory I neering degree, regardless of the chosen 3 CS 303 — Data Structures I track. The program is accredited by the 2 EE 111 — Introduction to Multimedia Engineering Accreditation Commission of Processing the Accreditation Board for Engineering 3 EE 231 — Logic Design and Technology, Inc. (EAC/ABET). 3 EE 261 — Electrical Circuits 3 EE 262 — Signals and Systems Core and College Requirements — 27 hours 1 EE 271 — Electrical Circuits Laboratory Hrs. 3 EE 301 — Electromagnetic Fields 3 ENG 112 — Introduction to Literature 3 EE 332 — Digital Systems Design 3 FA 207 — Fine Arts 3 EE 333 — Computer Organization 3 History (see Core Curriculum, pg. 6-7) 3 EE 351 — Electronic Circuits I 6 Social science (see Core Curriculum, pg. 3 EE 352 — Electronic Circuits II 5-7) 1 EE 371 — Electronic Circuits Laboratory 6 Philosophy (PHL 150, PHL 220) 1 EE 373 — Digital Logic Laboratory 9 Theology (THE 101, THE 205; upper-di- 3 EE 480 — Senior Design Project vision theology elective. The upper-divi- Preparation sion theology elective may be a 3 EE 481 — Senior Design Project Theological Perspectives (THEP) class 3 ME 331 — Fundamental Thermo- that can be used to satisfy the distribu- dynamics tion requirements of both theology and a 3 †Restricted science or math elective companion subject.) Electrical Track Requirements — 21 hours A number of options are available for Hrs. Theological Perspectives courses which fulfill 3 EE 403 — Communication Systems the requirements of both an upper-division the- 3 EGR 404 — Automatic Control Systems ology course and a companion core course. 3 ‡Restricted electrical track elective Students are required to consult with their advi- 12 Electrical track electives sors regarding this issue. Total Credit Hours — 130 Mathematics and science requirements in Computer Track Requirements — 21 hours the core curriculum are satisfied by Calculus Hrs. and General Physics. 3 CS 304 — Data Structures II Common Engineering Requirements — 34 3 EE 433 — Microprocessor Interfacing hours and Communications Hrs. 3 CS 446 — Operating Systems 3 CHM 207— General Chemistry I 12 Computer track electives 1 CHM 277— General Chemistry Lab Total Credit Hours — 130 2 *EGR 110 — Introduction to Engineering 3 EGR 351 — Engineering Economics 2 EGR 360 — Analysis of Engineering Data 4 MTH 201— Calculus I

*For transfer students who have not had an Introduction to Engineering course, the dean may approve the substitution of another technical course, provided these students transfer in 30 or more hours of technical courses. †BIO 205, CHM 208, PHY 306, MTH 341, or any other science or mathematics course approved by the elec- trical engineering faculty. ‡EE 420, EE 433, or EE 438. 102 SCHOOL OF ENGINEERING Sample Program: Electrical Track Hrs. Spring Semester Freshman Year 3 EE 301 — Electromagnetic Fields Hrs. Fall Semester 3 EE 352 — Electronic Circuits II 2 *EGR 110 — Introduction to Engineering 1 EE 371 — Electronic Circuits Laboratory 4 MTH 201— Calculus I 3 EE 403 — Communication Systems 3 PHL 150 — Introductory Philosophy 3 Social Science 4 PHY 204 — General Physics Lecture and 3 ‡Restricted electrical track elective Lab 16 Total 3 THE 101 — Introduction to Religion and Theology Senior Year 16 Total Hrs. Fall Semester 3 EE 480 — Senior Design Project Hrs. Spring Semester 3 CHM 207— General Chemistry I Preparation 1 CHM 277 — General Chemistry Laboratory 3 EGR 351 — Engineering Economics 2 EE 111 — Introduction to Multimedia 6 § Electrical track electives Processing 3 †Restricted science or math elective 3 ENG 112 — Introduction to Literature 15 Total 4 MTH 202— Calculus II Hrs. Spring Semester 4 PHY 205 — General Physics Lecture and 3 EE 481 — Senior Design Project Lab 3 History 6 §Electrical track electives 17 Total 3 FA 207 — Fine Arts Sophomore Year 15 Total 130 Total for four years Hrs. Fall Semester 3 CS 203 — Computer Science I 1 CS 273 — Computer Science Sample Program: Computer Track Laboratory I Freshman Year 3 EE 231 — Logic Design Hrs. Fall Semester 3 EE 261 — Electrical Circuits 2 *EGR 110 — Introduction to Engineering 1 EE 271 — Electrical Circuits Laboratory 4 MTH 201— Calculus I 3 MTH 321— Ordinary Differential 3 PHL 150 — Introductory Philosophy Equations 4 PHY 204 — General Physics Lecture/Lab 3 THE 205 — Biblical Tradition and 3 THE 101 — An Introduction to Religion Culture and Theology 17 Total 16 Total Hrs. Spring Semester Hrs. Spring Semester 3 CS 303 — Data Structures I 3 CHM 207— General Chemistry I 3 EE 262 — Signals and Systems 1 CHM 277— General Chemistry Lab 3 EE 332 — Digital Systems Design 2 EE 111 — Introduction to Multimedia 1 EE 373 — Digital Logic Laboratory Processing 4 MTH 301— Vector Calculus 3 ENG 112 — Introduction to Literature 3 PHL 220 — Ethics 4 MTH 202— Calculus II 17 Total 4 PHY 205 — General Physics Lecture, Lab 17 Total Junior Year Sophomore Year Hrs. Fall Semester 3 EE 333 — Computer Organization Hrs. Fall Semester 3 CS 203 — Computer Science I 3 EE 351 — Electronic Circuits I 1 CS 273 — Computer Science 2 EGR 360 — Analysis of Engineering Data Laboratory I 3 EGR 404 — Automatic Control Systems 3 EE 231 — Logic Design 3 Theological Perspectives 3 EE 261 — Electrical Circuits 3 ME 331 — Fundamental Thermodynamics 1 EE 271 — Electrical Circuits Laboratory 17 Total *For transfer students who have not had an Introduction to Engineering course, the dean may approve the substitution of another technical course, provided these students transfer in 30 or more hours of technical courses. †BIO 205, CHM 208, PHY 306, MTH 341, or any other science or mathematics course approved by the elec- trical engineering faculty. ‡EE 420, EE 433, or EE 438. §Chosen from a list of approved courses. SCHOOL OF ENGINEERING 103 3 MTH 321— Ordinary Differential ence program are: Equations [1] Prepare students for entry-level posi- 3 THE 205 — Biblical Tradition and tions and graduate school. Culture [2] Prepare graduates who have a broad 17 Total background in fundamentals and the abili- Hrs. Spring Semester 3 CS 303 — Data Structures I ty to solve problems. 3 EE 262 — Signals and Systems [3] Prepare graduates who possess techni- 3 EE 332 — Digital Systems Design cal proficiency and sound judgement. 1 EE 373 — Digital Logic Laboratory [4] Prepare graduates who are competent 4 MTH 301— Vector Calculus in written and oral communication, and 3 PHL 220 — Ethics computer proficiency. 17 Total [5] Prepare graduates who have an under- Junior Year standing of professional issues such as eco- Hrs. Fall Semester nomics, ethics, teamwork, and leadership. 3 EE 333 — Computer Organization [6] Provide a stimulating environment 3 CS 304 — Data Structures II and promote life long learning. 3 EE 351 — Electronic Circuits I The program of study provides both 2 EGR 360 — Analysis of Engineering Data breadth and depth of topics in a progres- 3 ME 331 — Fundamental sion of course work, beginning with a Thermodynamics foundation of mathematics and computer 3 Theological Perspectives science fundamentals during the fresh- 17 Total man and sophomore years. Courses dur- Hrs. Spring Semester 3 EE 301 — Electromagnetic Fields ing the junior year provide additional the- 3 EE 352 — Electronic Circuits II oretical and practical background in com- 1 EE 371 — Electronic Circuits Laboratory puter science. Capstone course work dur- 3 EE 433 — Microprocessor Interfacing ing the senior year enables students to and Communications pursue their areas of interest through in- 3 CS 446 — Operating Systems depth analysis, experimentation, and de- 3 Social Science sign. Development of written and oral 16 Total communication skills and teamwork are Senior Year incorporated as important components of Hrs. Fall Semester the educational experience. 3 EE 480 — Senior Design Project The computer science program leads to a Preparation bachelor of science in computer science 3 EGR 351 — Engineering Economics degree. The program is accredited by the 6 * Computer track electives Computing Accreditation Commission of 3 †Restricted science or math elective the Accreditation Board for Engineering 15 Total and Technology, Inc. (CAC/ABET). Hrs. Spring Semester 3 EE 481 — Senior Design Project Core and College Requirements — 30 hours 3 History 3 ENG 112 — Introduction to Literature 6 * Computer track electives 3 FA 207 — Fine Arts 3 FA 207 — Fine Arts 3 History (see Core Curriculum, pg. 6-7) 15 Total 6 Social Science (see Core Curriculum, pg. 130 Total for four years 5-7) 6 Philosophy (PHL 150, PHL 220) Computer Science, B.S.C.S. 9 Theology (THE 101, THE 205; upper-di- Computer science is a dynamic field of vision theology elective. The upper-divi- study and practice that encompasses many sion theology elective may be a Theological Perspectives (THEP) class. aspects including programming languages, Mathematics and science requirements in the data structures, computer organization, the- core curriculum are satisfied by Calculus and ory, and software design and development. General Physics. Specific objectives of the computer sci- *Chosen from a list of approved courses. †BIO 205, CHM 208, PHY 306, MTH 341, or any other science or mathematics course approved by electri- cal engineering faculty. 104 SCHOOL OF ENGINEERING Computer Science Requirements — 97 hours 1 CS 273 — Computer Science Labora- Hrs. tory I 3 CS 203 — Computer Science I 3 ENG 112 — Introduction to Literature 3 CS 204 — Computer Science II 4 MTH 202 — Calculus II 1 CS 273 — Computer Science Laboratory I 4 PHY 205 — General Physics Lecture/Lab 1 CS 274 — Computer Science 15 Total Laboratory II 3 CS 303 — Data Structures I Sophomore Year 3 CS 304 — Data Structures II Hrs. Fall Semester 3 CS 352 — Programming Languages 3 CS 204 — Computer Science II 1 CS 373 — Data Structures Laboratory 1 CS 274 — Computer Science Labora- 1 CS 374 — Computing Systems tory II Laboratory 3 MTH 311 — Discrete Structures 2 CS 400 — Seminar 3 Social Science Elective 3 CS 411 — Analysis of Algorithms 3 THE 205 — Biblical Tradition and 3 CS 441 — Software Engineering I Culture 3 CS 446 — Operating Systems 4 †Restricted science elective and laboratory 3 CS 451 — Theory of Computation 17 Total 3 CS 452 — Compiler Design Hrs. Spring Semester 3 CS 480 — Senior Design Project 3 CS 303 — Data Structures I Preparation 1 CS 373 — Data Structures Laboratory 3 CS 481 — Senior Design Project 3 EE 231 — Logic Design 3 EE 231 — Logic Design 3 ‡ Math or science elective 3 EE 333 — Computer Organization 3 MTH 341 — Introduction to Linear 2 EGR 110 — Introduction to Engineering Algebra 4 MTH 201 — Calculus I 3 PHL 220 — Ethics 4 MTH 202— Calculus II 16 Total 3 MTH 311 — Discrete Structures 3 MTH 341— Introduction to Linear Junior Year Algebra Hrs. Fall Semester 3 MTH 461— Applied Statistics I 3 CS 304 — Data Structures II 4 PHY 204 — General Physics Lecture and 1 CS 374 — Computing Systems Lab Lab 3 ‡Computer Science elective 4 PHY 205 — General Physics Lecture and 3 EE 333 — Computer Organization Lab 3 History 15 ‡Computer science electives 3 MTH 461— Applied Statistics I 4 †Restricted science elective and laboratory 16 Total 3 ‡Math or science elective Hrs. Spring Semester Total Credit Hours—127 3 CS 352 — Programming Languages 3 CS 411 — Analysis of Algorithms Sample Program 6 ‡Computer science electives Freshman Year 3 Social Science 15 Total Hrs. Fall Semester 2 *EGR 110 — Introduction to Engineering 4 MTH 201 — Calculus I Senior Year 3 PHL 150 — Introductory Philosophy Hrs. Fall Semester 3 CS 441 — Software Engineering I 4 PHY 204 — General Physics Lecture and 3 CS 451 — Theory of Computation Lab 3 CS 480 — Senior Design Project 3 THE 101 — An Introduction to Religion Preparation and Theology 2 CS 492 — Seminar 16 Total 3 FA 207 — Fine Arts Hrs. Spring Semester 3 3 CS 203 — Computer Science I ‡Computer science elective 17 Total Hrs. Spring Semester *For transfer students who have not had an Introduction to Engineering course, the dean may approve the substitution of another technical course, provided these students transfer in 30 or more hours of technical courses. †BIO 206/276, CHM 207/277, or PHY 306/376. ‡Chosen from a list of approved courses. SCHOOL OF ENGINEERING 105 3 CS 446 — Operating Systems of educating students in engineering 3 CS 452 — Compiler Design analysis, design, computational methods 3 CS 481 — Senior Design Project and modern experimental and data analy- 3 ‡Computer science elective sis techniques. The students develop the 3 Theology elective (400-level) ability to formulate problems, synthesize 15 Total 127 Total for four years information, think creatively, communi- cate clearly and effectively, and work in Computer Science Minor teams. A minor in computer science is available Mechanical engineering encompasses a for those students who may want to add wide variety of specialties ranging from this option to their major program of study. machinery, surface and space vehicles, Requirements for the minor are listed material handling systems, and manufac- below: turing complexes to energy conversion 3 CS 204 — Computer Science II and utilization and fluid power. 1 CS 274 — Computer Science Lab II The program offers coursework in all of 3 CS 303 — Data Structures I the above areas beginning with mathe- 3 CS 304 — Data Structures II matics and science topics in the freshman 2 CS 373 and CS 374 Data Structures year and engineering science courses in Laboratory and Computing Systems the sophomore year. Junior and senior Laboratory 6 Upper division computer science courses year curriculum is devoted to analysis and design aspects of mechanical engineering. 18 Total Technical electives in various specialties For engineering students, the 6 credits of are available for students to pursue their upper division computer science courses particular fields of interest. must be in addition to any that are used to Throughout the four-year curriculum, satisfy the requirements for their major. emphasis is placed on teamwork and co- operation, good oral and written commu- Mechanical Engineering, nication skills, and hands-on laboratory B.S.M.E. and project work to graduate well-rounded Kenneth E. Lulay, Ph.D., P.E., chair engineers from the program. The mechanical engineering program at the The mechanical engineering program University of Portland is an integral part of leads to a bachelor of science in mechanical the School of Engineering, and as such engineering (B.S.M.E.) degree accredited by provides for an excellent engineering edu- the Engineering Accreditation Commission cation based on a strong liberal arts foun- of the Accreditation Board for Engineering dation. The major program objectives are: and Technology, Inc. (EAC/ABET). [1] Prepare students for entry-level posi- Core and College Requirements — 27 hours tions and graduate school. Hrs. [2] Prepare graduates who have a broad 3 ENG 112 — Introduction to Literature background in fundamentals and the abili- 3 FA 207 — Fine Arts 3 History (see Core Curriculum, pg. 6-7) ty to solve problems. 6 Social science (see Core Curriculum, pg. [3] Prepare graduates who possess techni- 5-7) cal proficiency and sound judgement. 6 Philosophy (PHL 150, PHL 220) [4] Prepare graduates who are competent 9 Theology (THE 101, THE 205; upper-di- in written and oral communication, and vision theology elective. The upper-divi- computer proficiency. sion theology elective may be a [5] Prepare graduates who have an under- Theological Perspectives (THEP) class standing of professional issues such as eco- that can be used to satisfy the distribu- nomics, ethics, teamwork, and leadership. tion requirements of both theology and a companion subject.) [6] Provide a stimulating environment A number of options are available for and promote life long learning. Theological Perspectives courses which fulfill To achieve the above objectives, the cur- the requirements of both an upper-division the- riculum has been designed with the goals ology course and a companion core course.

‡Chosen from a list of approved courses. 106 SCHOOL OF ENGINEERING Students are required to consult with their advi- 2 ME 482 — Mechanical Engineering sors regarding this issue. Project II Mathematics and science requirements 3 †Restricted math or science elective in the core curriculum are satisfied by Calculus 12 ‡Technical electives and General Physics. Total Credit Hours — 129 Common Engineering Requirements — 34 hours Sample Program Hrs. Freshman Year 3 CHM 207— General Chemistry I Hrs. Fall Semester 1 CHM 277— General Chemistry Lab 2 *EGR 110 — Introduction to Engineering 2 * EGR 110 — Introduction to Engineering 4 MTH 201— Calculus I 3 EGR 351 — Engineering Economics 3 PHL 150 — Introductory Philosophy 2 EGR 360 — Analysis of Engineering Data 4 PHY 204 — General Physics Lecture and 4 MTH 201— Calculus I Lab 4 MTH 202— Calculus II 3 THE 101 — An Introduction to Religion 4 MTH 301— Vector Calculus and Theology 3 MTH 321— Ordinary Differential 16 Total Equations Hrs. Spring Semester 4 PHY 204 — General Physics Lecture/Lab 3 CHM 207— General Chemistry I 4 PHY 205 — General Physics Lecture/Lab 1 CHM 277— General Chemistry Mechanical Engineering Requirements — Laboratory 68 hours 3 ENG 112 — Introduction to Literature Hrs. 2 ME 111 — Engineering Graphics 1 CS 201 — Introduction to Scientific 4 MTH 202— Calculus II Programming 4 PHY 205 — General Physics Lecture and 3 EE 261 — Electrical Circuits Lab 1 EE 271 — Electrical Circuits Laboratory 17 Total 3 EGR 211 — Engineering Mechanics— Statics Sophomore Year 3 EGR 212 — Engineering Mechanics— Hrs. Fall Semester Dynamics 1 CS 201 — Introduction to Scientific 3 EGR 221 — Materials Science Programming 1 EGR 270 — Materials Laboratory 3 EGR 211 — Engineering Mechanics— 3 EGR 322 — Strength of Materials Statics 2 ME 111 — Engineering Graphics 3 EGR 221 — Materials Science 2 ME 301 — Mechanical Engineering 2 EGR 360 — Analysis of Engineering Data Analysis 4 MTH 301— Vector Calculus 3 ME 304 — Computer-Aided 3 THE 205 — Biblical Tradition and Engineering Culture 3 ME 311 — Mechanics of Fluids I 16 Total 2 ME 312 — Mechanics of Fluids II Hrs. Spring Semester 3 ME 331 — Fundamental Thermo- 3 EE 261 — Electrical Circuits dynamics 1 EE 271 — Electrical Circuits Laboratory 2 ME 332 — Applied Thermodynamics 3 EGR 212 — Engineering Mechanics 3 ME 336 — Heat Transfer Dynamics 3 ME 341 — Modern Manufacturing 1 EGR 270 — Materials Laboratory Processes 3 EGR 322 — Strength of Materials 2 ME 351 — Mechanical Systems 3 MTH 321— Ordinary Differential Laboratory Equations 1 ME 374 — Fluids Laboratory 3 PHL 220 — Ethics 1 ME 376 — Thermodynamics Laboratory 17 Total 4 ME 401 — Machine Design 2 ME 481 — Mechanical Engineering Project I *For transfer students who have not had an Introduction to Engineering course, the dean may approve the substitution of another technical course, provided these students transfer in 30 or more hours of technical courses. †CHM 208, PHY 317, MTH 322, MTH 341, or any other science or mathematics course approved by mechanical engineering faculty. ‡Approved upper-division technical electives (12 hours). SCHOOL OF ENGINEERING 107 Junior Year to solve problems. Hrs. Fall Semester [3] Prepare graduates who possess techni- 2 ME 301 — Mechanical Engineering cal proficiency and sound judgement. Analysis [4] Prepare graduates who are competent 3 ME 304 — Computer-Aided in written and oral communication, and Engineering 3 ME 311 — Mechanics of Fluids I computer proficiency. 3 ME 331 — Fundamental Thermo- [5] Prepare graduates who have an under- dynamics standing of professional issues such as eco- 3 ME 341 — Modern Manufacturing nomics, ethics, teamwork, and leadership. Processes [6] Provide a stimulating environment 2 ME 351 — Mechanical Systems and promote life long learning. Laboratory Typical fields of activity for graduates are in 16 Total manufacturing and production, scheduling, Hrs. Spring Semester quality control, technical marketing, sales 2 ME 312 — Mechanics of Fluids II 2 ME 332 — Applied Thermodynamics engineering, field work, contract supervi- 3 ME 336 — Heat Transfer sion, and construction management. Some 1 ME 374 — Fluids Laboratory graduates will become entrepreneurs. 4 ME 401 — Machine Design Students who wish to lead research or design 3 Theological Perspectives projects should obtain a bachelor’s degree in 15 Total an appropriate engineering specialization. The course of study includes the same Senior Year mathematics, science, basic engineering, Hrs. Fall Semester and liberal arts courses as the other engi- 1 ME 376 — Thermodynamics Laboratory neering disciplines. However, some of the 2 ME 481 — Mechanical Engineering Project I upper-division engineering courses are re- 6 ‡Technical electives placed with courses in economics, account- 3 †Restricted math or science elective ing, and marketing and management. The 3 University core student has ample opportunity to take 15 Total electives. These can be chosen from civil, Hrs. Spring Semester electrical, and mechanical engineering, and 3 EGR 351 — Engineering Economics from marketing and management, account- 2 ME 482 — Mechanical Engineering ing, and finance. Project II The engineering management program 6 ‡Technical electives 6 University core leads to a bachelor of science in engineer- 17 Total ing management (B.S.E.M.) degree. 129 Total for four years Core and College Requirements — 27 hours Engineering Hrs. Management, B.S.E.M. 3 ENG 112 — Introduction to Literature Khalid H. Khan, Ph.D., chair 3 FA 207 — Fine Arts 3 History (see Core Curriculum, pg. 6-7) Many engineering students wish to pursue 6 Social science (see Core Curriculum, pg. a management-oriented career rather than 6-7) a career in research or design. The engi- 6 Philosophy (PHL 150, PHL 220) neering management program is aimed at 9 Theology (THE 101, THE 205; upper-di- these students. Specific objectives of the vision theology elective. The upper-divi- Engineering Management program are: sion theology elective may be a Theological Perspectives (THEP) class [1] Prepare students for entry-level posi- that can be used to satisfy the distribu- tions and graduate school. tion requirements of both theology and a [2] Prepare graduates who have a broad companion subject.) background in fundamentals and the ability A number of options are available for

†CHM 208, BIO 205, PHY 3xx, MTH 3xx, or any other science or mathematics course approved by me- chanical engineering faculty. ‡Approved upper-division technical electives (12 hours). 108 SCHOOL OF ENGINEERING Theological Perspectives courses which fulfill 3 †Restricted math or science elective the requirements of both an upper-division the- 12 ‡Technical electives ology course and a companion core course. 3 # Restricted technical elective Students are required to consult with their advi- 6 §Business electives sors regarding this issue. Total Credit Hours —126 Mathematics and science requirements in the core curriculum are satisfied by Calculus Sample Program and General Physics. Freshman Year Common Engineering Requirements — Hrs. Fall Semester 34 hours 2 * EGR 110 — Introduction to Engineering 4 MTH 201— Calculus I Hrs. 3 CHM 207— General Chemistry I 3 PHL 150 — Introductory Philosophy 1 CHM 277— General Chemistry Laboratory 4 PHY 204 — General Physics Lecture/Lab 2 * EGR 110 — Introduction to Engineering 3 THE 101 — An Introduction to Religion 3 EGR 351 — Engineering Economics and Theology 2 EGR 360 — Analysis of Engineering Data 16 Total 4 MTH 201 — Calculus I Hrs. Spring Semester 4 MTH 202— Calculus II 3 CHM 207— General Chemistry I 4 MTH 301— Vector Calculus 1 CHM 277— General Chemistry Laboratory 3 MTH 321— Ordinary Differential 3 ENG 112 — Introduction to Literature Equations 2 ME 111 — Engineering Graphics 4 PHY 204 — General Physics Lecture and 4 MTH 202— Calculus II 4 PHY 205 — General Physics Lecture/Lab Lab 17 Total 4 PHY 205 — General Physics Lecture and Lab Sophomore Year Hrs. Fall Semester Engineering Management 3 CS 203 — Computer Science I Requirements — 65 hours 1 CS 273 — Computer Science Hrs. Laboratory I 3 BUS 200 — Entrepreneurial Marketing 3 EGR 211 — Engineering Mechanics Statics 3 BUS 209 — Financial Accounting 3 EGR 221 — Materials Science 3 BUS 210 — Managerial Accounting 4 MTH 301— Vector Calculus 3 BUS 305 — Business Finance 3 THE 205 — Biblical Tradition and Culture 3 BUS 360 — Organizational Behavior 17 Total 3 BUS 361 — Technology and Operations Hrs. Spring Semester Management 3 BUS 200 — Entrepreneurial Marketing 3 CS 203 — Computer Science I 3 EE 231 — Logic Design 1 CS 273 — Computer Science or Laboratory I EGR 322 — Strength of Materials 3 ECN 121 — Principles of 1 EGR 270 — Materials Laboratory Microeconomics 2 EGR 360 — Analysis of Engineering Data 3 EE 231 — Logic Design 3 PHL 220 — Ethics or 3 Social Science 3 EGR 322 — Strength of Materials 15 Total 3 EGR 211 — Engineering Mechanics — Statics Junior Year 3 EGR 221 — Materials Science Hrs. Fall Semester 1 EGR 270 — Materials Laboratory 3 BUS 209 — Financial Accounting 2 EGR 481 — Capstone Project 3 BUS 305 — Business Finance 2 EGR 482 — Capstone Project 3 ECN 121 — Principles of Micro- 2 ME 111 — Engineering Graphics economics

*For transfer students who have not had an Introduction to Engineering course, the dean may approve the substitution of another technical course, provided these students transfer in 30 or more hours of technical courses. †CHM 208, PHY 317, MTH 322, MTH 341, or any other science or mathematics course approved by the program chair. ‡Technical electives approved by the program chair (12 hours). §Business electives (6 hours) approved by the program chair. #CE 301, EE 333, or ME 331. SCHOOL OF ENGINEERING 109 3 MTH 321— Ordinary Differential Equations 3 Theological Perspectives 15 Total Hrs. Spring Semester 3 BUS 210 — Managerial Accounting 3 EGR 351 — Engineering Economics 3 FA 207 — Fine Arts 3 †Restricted math or science elective 3 ‡Technical elective or 3 # Restricted technical elective 15 Total Senior Year Hrs. Fall Semester 3 BUS 360 — Organizational Behavior 3 BUS 361 — Technology and Operations Management 2 EGR 481 — Capstone Project 3 ‡Technical elective 3 History 3 ‡Technical elective or 3 # Restricted technical elective 17 Total Hrs. Spring Semester 6 §Business electives 6 ‡Technical electives 2 EGR 482 — Capstone Project 14 Total 126 Total for four years

‡Technical electives approved by the program chair (12 hours). §Business electives (6 hours) approved by the program chair. #CE 301 and CE 372, EE 333, or ME 331. SCHOOL OF NURSING 111 School of Nursing

Joanne Rains Warner, D.N.S., dean Susan Randles Moscato, Ed.D., associate dean Faculty: Bell, Burton, Caley, Cameron, Chorpenning, Copeland, Decker, Duan, Gatlin, Henderer, Kaakinen, Krautscheid, Martin, Moscato, Nagy-Nero, Napolitano, Oakes, O’Lynn, Orton, Potter, Rosenstiel, Shillam, Simmons, Steinke, Stragnell, Veltri, Vernelson, Vines, Warner, Wilson-Anderson, Woo

he School of Nursing offers a bachelor of science in nursing, a master of science degree in nursing, and a doctorate of nursing practice. Con- Tvinced of the intrinsic dignity of the human person, the University be- lieves that the best interests of nurses and, through them, of the persons to whom they minister, can most effectively be met and maintained by a program of stud- ies integrating the professional courses with those primarily designed to develop the humane qualities of the students. Professional nursing is a therapeutic profession with responsibilities of judg- ment, interpretive thinking, and critical analysis. Professional nurses must take their places as contributing, self-reliant members of the health team. In order to do this they must develop a broad understanding of people, of society, and of current health needs. They need to be able to discern changes in the social pat- terns and to develop a readiness to meet problems of the future. The upper-division major, in combination with a blend of the humanities and sciences, enables students to construct a substantial framework on which they may continue to build through experience and further academic study. Accreditation: The School of Nursing is approved by the Oregon State Board of Nursing, is accredited by the Commission on Collegiate Nursing Education (CCNE), and is a member of the American Association of Colleges of Nursing. Professional nursing major. The program provides the students with the opportunity to develop Society competency in the assessment of health Omicron Upsilon, the University of Port- needs and in the promotion, maintenance, land School of Nursing’s chapter of Sigma and restoration of health. A rich variety of Theta Tau International Honor Society, in- settings are utilized to reflect the array of vites to membership seniors and graduate actual and potential health problems expe- students who have demonstrated superior rienced by individuals, families, and com- academic achievement in nursing. Award- munities throughout the life cycle. ing membership encourages, fosters, and The baccalaureate graduate of the School actively supports further professional de- of Nursing will be a: velopment, thus promoting nursing schol- [1] Knowledge user: Practices theory- arship, leadership, creativity, and guided, evidence-based nursing care rep- commitment to nursing. resentative of the various ways of knowing. Program Outcomes [2] Critical thinker: Demonstrates out- The baccalaureate program in nursing at come-directed clinical reasoning in the de- the University provides students with a lib- livery and management of safe eral arts and science foundation followed client-centered nursing care. by concentrated study in the professional [3] Spiritual carer: Promotes the spiritual 112 SCHOOL OF NURSING dimension of health directed toward issues [2] Credits earned while at the University of meaning, hope, and faith. of Portland. [4] Culturally competent provider: Pro- Computer experience/literacy (ability to vides respectful and holistic care within a use a PC for word processing, e-mail, and diverse and changing society. access to the Internet) is required. [5] Steward: Uses physical, fiscal, and human resources to achieve quality, safe, Student Handbook and effective outcomes. The School of Nursing provides students [6] Effective communicator: Communi- with a copy of its handbook as they begin cates appropriately and effectively with taking nursing courses. Students have the clients, health care team members, stake- responsibility to acquaint themselves with holders, policy-makers, and the public. its contents and are held accountable for [7] Healthcare leader: Provides leadership all statements therein. in the design, delivery, management, and evaluation of health care. Career Opportunities [8] Healthcare advocate: Advocate for The curriculum is designed to prepare clients, society, and the nursing profession graduates for the practice of professional by applying principles of ethics, legal nursing in a variety of settings. Graduates frameworks, and social justice in the pro- of this program are eligible to sit for the vision of healthcare. NCLEX-RN, a requirement in all states to [9] Professional nurse: Incorporates the obtain professional R.N. licensure. Stu- values and standards of the nursing profes- dents/graduates may apply for appoint- sion in practice. ments in the Air Force, Army, or Navy Admission nurse programs. Requirements Providence Scholars Applicants for admission must meet the Program general entrance requirements of the Uni- The Providence Scholars program, a part- versity as set forth in the general informa- nership between Providence Health and tion section of this Bulletin. Students may Services (PHS) and the University of Port- be admitted as freshmen or transfer stu- land, was created to address the national dents into the School of Nursing. All enter- nursing shortage. Undergraduates selected ing freshmen will have completed a high to be Providence Scholars will have 100 school- or college-level general chemistry percent of their tuition paid by PHS and course prior to enrolling in BIO 205. All the University of Portland. The Provi- entering freshmen whose recentered dence Scholars program applies to the ju- score is less than 530 on the verbal SAT, or nior and senior years of the traditional its equivalent, must take ENG 107. undergraduate nursing program (bachelor Acceptance into upper division nursing of science in nursing). The student will courses is dependent upon: sign a three-year employment contract [1] A cumulative G.P.A. of 2.75 or above. with PHS in exchange for tuition coverage. [2] A cumulative G.P.A. of 2.75 or above in the required sciences with a minimum Program Requirements grade of C in each required science course. Pass/No Pass grades are not allowed. The program is eight semesters and one [3] Completion of all the prerequisite summer session in length. Electives will course work. Lower-division credit may be be individually planned considering the taken at any accredited college or university. student’s interests, ability, and schedule Transfer students will be evaluated on an requirements. The requirement for gradu- individual basis. The transfer student’s ation is 120 semester hours. G.P.A. for admission to upper-division nurs- Students must receive a grade of C or bet- ing courses is computed from: ter in all nursing courses and a grade of [1] All credits accepted in transfer toward Pass (P) in all clinical courses, NRS 436, the nursing degree. NRS 492, and NRS 498. SCHOOL OF NURSING 113 The school retains only those students Nursing (includes 90 clinical who satisfy the requirements of scholar- hours) ship, health, and personal disposition for 6 NRS 322 — Physiological Nursing (in- nursing. Students must consistently demon- cludes 135 clinical hours) strate academic integrity and ethical con- 2 NRS 418 — Nursing of Families 6 NRS 421 — Advanced Physiological duct. Students must fulfill the requirements Nursing (includes 135 clini- for the classroom and clinical components cal hours) of the major. Students must pass a two-part 6 NRS 422 — Maternal-Child Nursing (in- comprehensive exam prior to graduation. cludes 90 clinical hours) 4 NRS 424 — Applied Population Health Nursing, B.S.N. Nursing in a Multicultural The School of Nursing curriculum design Context (includes 90 clinical is as follows: hours) 3 NRS 429 — Leadership in Professional University Core Requirements — 39 hours Nursing Hrs. 1 NRS 436 — Personal Preparation for Li- 3 FA 207 — Fine Arts censure 3 History 4 NRS 498 — Capstone Clinical Immer- 3 Literature sion (includes 135 clinical 3 Mathematics (MTH 161 Elementary hours) Statistics satisfies the core mathematics Total Credit Hours — 120 (includes 720 requirement) total clinical hours) 6 Science (BIO 307 Human Anatomy and BIO 308 Human Physiology satisfy the Sample Program of Study core science requirement) Below is a sample schedule for students 6 Social science (2 different disciplines) who enter the BSN program as freshmen. 6 Philosophy Nursing students who wish to study 9 Theology (must include THE 448) abroad or to minor in another field of Major Requirements — 81 hours study need to work with the nursing pro- Hrs. gram counselor. 3 BIO 205 — Foundations of Biology Freshman Year 4 BIO 307/ Hrs. Fall Semester 377 — Human Anatomy/Lab 3 NRS 101 — Introduction to Nursing and 4 BIO 308/ Health Care 378 — Human Physiology/Lab 0 NRS 001 — First Year Workshop 4 BIO 359/ 3 BIO 205 — Foundations of Biology 379 — Medical Microbiology/Lab 0 BIO 005 — BIO 205 Workshop 3 MTH 161— Elementary Statistics 3 PHL 150 — Introductory Philosophy 3 THE 448 — Suffering and Death 3 Social science 6 Electives 3 THE 101 — Introduction to Religion and 3 NRS 101 — Introduction to Nursing and Theology Health Care 15 Total 3 NRS 202 — Nutrition Hrs. Spring Semester 3 NRS 203 — Life Processes and Health 3 FA 207 — Fine Arts Promotion Across the Life 3 History Span 3 Social science 2 NRS 301 — Nursing Theory & Knowing: 3 MTH 161 — Elementary Statistics Concepts and Issues 3 ENG 112 — Introduction to Literature 3 NRS 310 — Introduction to Population 15 Total Health Nursing in a Multicul- tural Context Sophomore Year 2 NRS 311 — Communication in Nursing Hrs. Fall Semester 5 NRS 312 — Introduction to Professional 3 BIO 308 — Human Physiology Nursing Practice (includes 1 BIO 378 — Laboratory 45 lab/clinical hours) 3 BIO 359 — Medical Microbiology 3 NRS 313 — Pathophysiology 1 BIO 379 — Laboratory 3 NRS 314 — Evidence-based Nursing 3 NRS 202 — Nutrition 3 NRS 315 — Pharmacotherapeutics 3 Elective 4 NRS 321 — Psychiatric Mental Health 14 Total 114 SCHOOL OF NURSING Hrs. Spring Semester 3 BIO 307 — Human Anatomy 1 BIO 377 — Laboratory 3 THE 205 — Biblical Tradition & Culture 3 NRS 203 — Life Processes and Health Promotion Across the Life Span 3 PHL 220 — Ethics 3 Elective 16 Total

Junior Year Hrs. Fall Semester 2 NRS 301 — Nursing Theory & Knowing: Concepts and Issues 3 NRS 310 — Introduction to Population Health Nursing in a Multicul- tural Context 2 NRS 311 — Communication in Nursing 5 NRS 312 — Introduction to Professional Nursing Practice 3 NRS 315 — Pharmacotherapeutics 15 Total Hrs. Spring Semester 3 NRS 313 — Pathophysiology 4 NRS 321 — Psychiatric Mental Health Nursing 6 NRS 322 — Physiological Nursing 13 Total

Senior Year Hrs. Summer Session 3 NRS 314 — Evidence-based Nursing 6 NRS 421 — Advanced Physiological Nursing 9 Total Hrs. Fall Semester 2 NRS 418 — Nursing of Families 6 NRS 422 — Maternal-Child Nursing 3 THE 448 — Suffering and Death 11 Total Hrs. Spring Semester 4 NRS 424 — Applied Population Health Nursing in a Multicultural Context 3 NRS 429 — Leadership in Professional Nursing 1 NRS 436 — Personal Preparation for Li- censure 4 NRS 498 — Capstone Clinical Immer- sion 12 Total 120 Total for Four Years GRADUATE SCHOOL 115 Graduate School

Thomas G. Greene, Ed.D., dean he Graduate School was established as a separate administrative unit of the University in 1950. Graduate education motivates faculty and students Talike to develop and extend intellectual capacities; to expand the body of knowledge; and, in some areas, to develop knowledge and functional skills so that graduates may perform as professionals in chosen fields. Mirroring the diver- sity of the undergraduate curriculum, the graduate programs range from those with traditional academic underpinnings to those with a professional specialization. The Graduate School encompasses 12 degree programs in eight academic areas. The courses, curricula, and faculty are provided cooperatively by the Schools of Business Administration, Education, Engineering, and Nursing, and by the College of Arts and Sciences. Each program is administered by a director in the appropriate school or department. These directors, together with the dean of the Graduate School, comprise the Graduate School Council.

12 semester hours of credit in a semester Degrees Offered or for more than nine semester hours of Business Administration: credit in summer school without the con- Master of Business Administration (M.B.A.) sent of the dean of the Graduate School Communications Studies: and the program director. (An extra three Master of Arts (M.A.) hours is automatically permitted in one Master of Science (M.S.) summer for the 30-hour programs to allow Drama: for a degree to be earned in three summers.) Master of Fine Arts (M.F.A.) [2a] The grade of C is the lowest grade that Education: carries with it graduate credit. Courses re- Master of Arts (M.A.) ceiving lower grades (e.g. C-) will not carry Master of Education (M.Ed.) graduate credit, but will be included in the Master of Arts in Teaching (M.A.T.) student’s cumulative grade point average Engineering: (G.P.A.) calculated according to the point Master of Engineering (M.Eng.) system described in the University Acade- Music: mic Regulations (IV. Grades and Credits). Master of Arts (M.A.) [2b] Only courses in which a grade of C-, Nursing: D+, D, D-, or NP has been received may Master of Science (M.S.) be repeated at the University of Portland Doctorate of Nursing Practice (D.N.P.) for academic credit. In such cases the new Theology: grade and credit will replace the original Master of Arts in Pastoral Ministry (M.A.) in the calculation of grade point average; however both courses and grades will re- Academic main on the permanent record, with the original course denoted by the symbol RP. Regulations [3] Students who receive an IP in Thesis The academic regulations listed in the 599 or a graduate course are normally ex- opening section of this University Bulletin pected to comply with the academic regu- also apply to graduate students with the lation that the work be completed within following modifications: one year. However, in exceptional cases [1] No student may register for more than the dean of the Graduate School may, 116 GRADUATE SCHOOL upon recommendation of the graduate transfer credit.) However, credits or program director, extend the period of courses used to satisfy the requirements time which students have to complete of any other degree cannot be applied to their thesis or the course and receive a the fulfillment of a subsequent degree grade. in the Graduate School. [4] No course or practicum numbered [b] Only those courses graded B or bet- above 499 may be taken on a “pass/no ter are eligible for transfer. pass” basis for hours required toward an [c] No credits transferred from another advanced degree except Thesis 599. institution may be applied to a master’s [5] Students may not use credits obtained degree if they were earned in courses by challenge or advanced placement toward that began more than five years before the hours required for an advanced degree. the date that will appear on the degree. [6] Thirty semester hours of courses num- [d] Graduate credits earned through dis- bered 500 and above are the minimum re- tance learning will be considered for quirements for a master’s degree. (Consult transfer, subject to the same criteria as the individual programs for the precise re- traditional courses with respect to quali- quirements as some programs require ty, relevance, and timeliness as well as more than 30 hours.) the accreditation of the source institu- [7] G.P.A. of 3.00 is required in graduate tion, including the provisions of regula- courses for an advanced degree. tion 10[g] below. [8] A student must maintain a G.P.A. of [e] Normally credits should be trans- 3.00 to remain in good standing. A student ferred at the time of the applicant’s orig- who is not in good standing will be given inal acceptance into a graduate program specific conditions by the program direc- so they may be integrated into the plan- tor. If these conditions are not fulfilled, the ning of a program. A request for a later student will be dismissed from the Gradu- transfer may be denied. ate School by the dean of the Graduate [f] To transfer graduate credits taken at School. another university during the time of a [9] Master’s degrees requiring 30 to 36 student’s graduate work at the Univer- semester hours must normally be com- sity of Portland requires written author- pleted within a period of five years. Master’s ization before such work is taken. degrees requiring 37 or more semester [g] Where the University of Portland hours must normally be completed within graduate program has a special accredi- a period of six years. In exceptional cases tation, the source institution may be re- these periods may be extended by the quired to have the same or an equiva- dean of the Graduate School upon recom- lent accreditation. mendation of the graduate program direc- [h] M.B.A. students who qualify for ad- tor. mission may transfer more than nine [10] Students completing a master’s de- hours of graduate credit under provi- gree with a thesis requirement must com- sions of the multilateral admissions plete the thesis in compliance with regula- agreement. tions adopted by the Graduate School [12] Students may not accumulate more Council. Copies are available from the than nine hours of credit in the nonmatric- Graduate School or the graduate program ulated status. After nine credit hours, a stu- director for your degree program. dent must seek admission to a program in [11] Transfer of credits: order to have the hours apply to a degree. [a] With the approval of the dean of the [13] A student who expects to receive a Graduate School, a maximum of nine degree at the end of a semester or the semester hours may be transferred to a summer session must apply for the degree master’s degree program from an ac- within the time limits set by the registrar. credited institution if they are accept- [14] Unless excused by the dean of the able for graduate degree credit in the Graduate School, the candidate for a mas- source institution. (Consult the individ- ter’s degree is expected to attend com- ual graduate programs for details as mencement exercises at which the degree some allow less than nine hours of is conferred. GRADUATE SCHOOL 117 Student Application Classification and Admission All students, regardless of classification, [1] Correspondence concerning admission must apply for admission. to the Graduate School under any classifi- Graduate degree student is one who has cation should be addressed to the Gradu- been accepted into a program leading to a ate School, 5000 N. Willamette Blvd., master’s degree. Portland, OR 97203-5798; phone: (503) 943- Postbaccalaureate student is one who is 7107; toll free: (800) 227-4568; e-mail: admitted to the University for postbac- [email protected]. calaureate work and not into a degree pro- [2] Before applicants will be considered for gram. Admission as a postbaccalaureate admission as degree students the following student does not imply acceptance to a must have been received or met: graduate degree program. Regular admis- [a] Completed and signed application sion to the Graduate School must be ob- forms. tained from the dean of the Graduate [b] The non-refundable admission fee. School before any work will be accepted (Graduates of the University of Portland towards a graduate degree. are exempt from this fee.) Nonmatriculated graduate student is [c] An official transcript sent directly to one who applies for admission in order to the University of Portland showing all register for credit but who is not a degree- college credit attempted and/or com- seeking student at the University. Enroll- pleted from each college and university ment as a nonmatriculated student im- previously attended. Transcripts from plies no commitment on the part of the foreign universities must be in English University regarding regular admission at or be accompanied by an English trans- a later time. Credits earned while in the lation certified as authentic. Evidence of nonmatriculated classification do not nec- possession of the bachelor’s degree essarily apply toward requirements for a from an accredited institution is re- degree should a student later be accepted quired. All official transcripts submitted into a degree program. become the property of the University Admission as a nonmatriculated student and cannot be copied or returned to the requires that the student submit a nonma- applicant. triculated student application to the Grad- [d] Three recommendations from per- uate School along with a $50.00 applica- sons knowledgeable of the applicant’s abil- tion fee, relevant transcripts, and other re- ity. Two should normally be from former quested documents prior to their initial professors. Note: The M.A.T. program re- registration. quires four letters of recommendation Accumulation of more than 9 hours of grad- and a resume. The M.Ed. program re- uate credit in the nonmatriculated status is quires three letters of recommendation, a not permitted, and any such student who ac- resume, and a copy of the teaching certifi- cumulates 9 semester hours is required to cate. The Post Master Specialty program seek regular admission to a degree program requires two letters of recommendation, in keeping with procedures determined by a resume, and a copy of the teaching cer- the Graduate School. tificate. Nursing requires two letters of Post graduate student is one admitted into a recommendation. certificate program or graduate coursework [e] Evidence of scholastic background extending educational experiences beyond that indicates ability to do satisfactory the master’s degree. graduate work. Usually this is consid- ered to be a B average. [f] Appropriate score on a standardized test. The Graduate Management Admis- sion Test is required in business. In edu- cation the Miller Analogies Test or Grad- uate Record Examination is required for 118 GRADUATE SCHOOL the M.Ed. A Basic Skills Test, and the Oregon Educator Licensure Assessment 2008-2009 Tuition Test (ORELA) and the appropriate PRAXIS Specialty Test (if applicable) are and Fees required for the M.A.T. degree. For all Information on tuition and fees can be other programs the General Test of the found on page 23 of this Bulletin. Graduate Record Examination is re- quired. The Test of English as a Foreign Programs Language is required for applicants whose native language is not English. A minimum score of 550 is required ex- Business cept for the master’s programs in busi- ness administration (where the score is Administration 570) and communication studies and Howard D. Feldman, Ph.D., director music (where the minimum score is 600). Faculty: Adams, Adrangi, Allender, Ander- [g] A statement of academic or profes- son, Barnes, Beauchamp, Bernard, Chatrath, sional goals, appropriate to the specific DeHoratius, Drake, Easton, Eaton, Eom, program. Feldman, Gritta, Jurinski, Kondrasuk, Lewis, [h] Specific admission requirements, in- Li, Lin, Lippman, Martin, Meckler, Mitchell, cluding undergraduate G.P.A., of individ- Reed, Schouten, Seal, Stephens ual degree programs are listed in the in- The Dr. Robert B. Pamplin, Jr. School of dividual programs’ information. Business Administration was founded in [3] Admission to a program leading to a 1939, and the master’s program in busi- master’s degree is given only by the dean ness administration (M.B.A.) began in of the Graduate School when the following 1959. The University of Portland’s pro- conditions are fulfilled: gram is one of only a few graduate univer- [a] The documentation required above sities in the State of Oregon that is accred- is complete. ited by AACSB, the Association for the Ad- [b] A positive recommendation is re- vancement of Collegiate Schools of Busi- ceived from the graduate program direc- ness. tor of the department or school The M.B.A. curriculum focuses on con- involved. (A personal interview may be temporary leadership by challenging grad- required.) uate students to think cross-functionally [4] Applications should be complete not about a variety of large and small business later than one month before the student’s issues. To operationalize these objectives, beginning class at the University to pro- the basic structure of our M.B.A. program vide time for adequate consideration and consists of the following components: program arrangement. Some programs I The foundation courses are designed to have a fixed deadline for submission of all provide students with a broad exposure to materials. fundamental business principles for stu- [5] Students who fail to register in the first dents without this background. semester after admission, or who in the I The integration courses introduce a regular year-round program fail to register cross-disciplinary approach to managing for a semester, or who in a summer-only business operations in a global economy program fail to register for a summer ses- and examine the various roles and value sion, must seek re-admission from the frameworks that need to be mastered by dean of the Graduate School. future managers. [6] The graduate student who desires to I The advanced core explores the applica- change to a different degree program must tion of analytic tools in management infor- submit a formal change of program appli- mation systems, managerial accounting, cation to the dean of the Graduate School. marketing, and finance in identifying and solving contemporary business problems. I The concentration component allows students to specialize in an area of interest GRADUATE SCHOOL 119 in entrepreneurship, finance, global busi- involved in this consortium and transfer ness, health care, management, or market- units back to the University of Portland to ing. Students may also choose to design complete their degree. If a student has less their own concentration by selecting than 50 percent of the credits required to courses from more than one field. award an M.B.A. degree, they may apply to I The capstone course provides a final in- a participating school and transfer the tegration of the themes covered in the credits already earned at the University of M.B.A. program with an emphasis on the Portland to that university. Under this strategic role played by top management agreement, the student transferring out of in integrating corporate policies. the University of Portland is required to Admission Requirements meet all application and admission criteria M.B.A. applicants must have a bachelor’s of the receiving school and will, in turn, degree from an accredited college or uni- earn their degree from that school. For fur- versity recognized by the University of ther details please see the M.B.A. coordi- Portland and an admissions index of 1100 nator. or higher. This index is the sum of the ap- Honors Pledge plicant’s Graduate Management Admis- The faculty of the Pamplin School of Busi- sions Test (GMAT) and 200 times the appli- ness encourages students to acknowledge cant’s undergraduate grade point average the ethical component of teaching and (G.P.A.) on a 4-point scale. Current admis- learning that is an essential factor in fulfill- sions standards are a score of 500 on the ing the University’s mission in the class- GMAT and a G.P.A. of 3.00. Admission to room. Students are asked to reflect upon the M.B.A. program is based on the entire the core value of academic integrity and application and letters of recommendation make this an integral part of their work at not merely quantitative factors. It is the University. Students are asked to sign strongly recommended that applicants an honors pledge and attach it to all sub- have three to four years of professional ex- mitted course work to affirm the integrity perience after their bachelor’s degree to of their scholarship to all concerned. fully benefit from the program. Applica- Degree Requirements tion requirements may be subject to The M.B.A. program consists of 36 to 54 change. hours of course work: 12 hours in the inte- Applicants whose native language is not gration courses, 12 hours of advanced core, English or did not complete their degree at 9 hours of concentration courses, and 3 a university where all courses were taught hours in the capstone course. in English must achieve a minimum score Foundation Courses (Prerequisites) on the Test of English as a Foreign Lan- and Competency Exams guage (TOEFL) of 570 (230 CAT version or The foundation courses include prerequi- 88 iBT) or the International English Lan- sites that provide incoming M.B.A. stu- guage Testing System (IELTS) of 7.0. See dents with the basic knowledge necessary program director for specific require- for graduate-level course work in the Pam- ments. plin School of Business. Students without Jesuit Transfer Agreement the necessary background may be re- The University of Portland is a participant quired to take up to 18 additional hours of in an educational consortium with more Foundation courses. The number of foun- than twenty other faith-based and AACSB- dation courses required will be deter- accredited institutions. This program al- mined by the M.B.A. coordinator after re- lows M.B.A. students exceptional flexibili- view of the student’s previous academic ty if their education is affected in such a record. However, all students must take way as to require a move to another geo- the foundation course BUS 500 (Statistics) graphic location. or pass a statistics competency exam in Under this agreement, students who their first two semesters in the program. A have completed at least 50 percent of their student passing this exam will have the credits at the University of Portland may BUS 500 class waived from their course re- attend another AACSB-accredited M.B.A. quirements. Please note: students are ex- program at one of the participating schools pected to have some familiarity with statis- 120 GRADUATE SCHOOL tics and a basic proficiency with Excel ap- prospective employers. Others find that plications before entering the BUS 500 selecting courses from different fields class. gives them a broader foundation for man- Students may be waived from one or agement. Students choosing not to concen- more of the foundation courses if: (a) they trate in one area may select any three have completed comparable courses from elective courses. an AACSB-accredited school with a grade The M.B.A. program closes with the cap- of B or better within eight years of accep- stone strategy course (BUS 580) taken in tance to the M.B.A. program, or (b) pass a the student’s last semester. This course competency exam. Such exams are avail- brings together the skills learned within able for all other foundation courses and the program through a final interdiscipli- are administered at various times during nary look at problem solving strategies the academic year. Please check with the and solutions. M.B.A. coordinator for the cost of taking competency exams. Foundation Requirements — up to If a student has coursework from a non- 18 hours AACSB accredited school, it will be re- Hrs. viewed for acceptability by the M.B.A. co- 3 BUS 500 — Statistical and Quantita- ordinator and program director. The num- tive Analysis ber of foundation courses required will be 3 BUS 501 — Economic Analysis 3 BUS 502 — Marketing Management determined by the program director; how- 3 BUS 503 — Corporate Finance ever, the student does have the option to 3 BUS 505 — Operations Management take one or more competency exams and 3 BUS 506 — Principles of Accounting passing scores will result in the student Integration —12 hours being waived from the appropriate classes. Hrs. Integrative and Advanced Core Classes 3 BUS 510 — Competing in the Global The integrative courses are designed to Economy provide a common set of experiences that 3 BUS 511 — Cross-Cultural Manage- foster thinking across functional disci- ment plines. BUS 510 (Competing in the Global 3 BUS 512 — Leadership and Higher Economy) includes a marketplace simula- Level Management tion that incorporates all the key elements 3 BUS 513 — Social Responsibility in of global business operations. The other Organizations courses provide a framework for consider- Advanced Core — 12 hours ing ethics, social responsibility, and the Hrs. changing role of managers. 3 BUS 516 — Management Information The advanced core includes courses de- Systems 3 BUS 520 — Applied Marketing Strate- signed to provide students with the quanti- gies tative and qualitative tools used in busi- 3 BUS 530 — Applied Financial Analysis ness problem solving. Students begin with 3 BUS 560 — Advanced Managerial Ac- management information systems and ac- counting counting courses and then move to other Capstone — 3 hours advanced topics in marketing and finance. Hrs. The emphasis shifts to applying analytic 3 BUS 580 — Strategic Issues and Appli- tools and concepts to emerging issues in cations in Management business practices. Students may select a three course con- M.B.A. Concentrations — 9 hours centration from one of six areas: entrepre- Entrepreneurship neurship, finance, global business, health Hrs. care, management, and marketing. Alter- 3 BUS 523 — Negotiation and Persua- natively, students who do not want to sion Strategies focus in one particular area may select 3 BUS 544 — Managing Innovation and courses from two or more fields. Many stu- Change dents find that a specialized concentration 3 BUS 571 — New Venture Management helps in marketing their degree to 3 BUS 572 — Family Business Planning GRADUATE SCHOOL 121 Finance B.B.A./M.B.A. Hrs. For information on the B.B.A./M.B.A. pro- 3 BUS 531 — International Finance gram in accounting, please refer to pg. 83 3 BUS 532 — Security and Portfolio in the Pamplin School of Business section. Analysis 3 BUS 533 — Financial Markets and Institutions Post M.B.A. Certificate Program 3 BUS 534 — Derivatives and Risk Man- The Pamplin School of Business’s M.B.A. agement program has a wide array of elective 3 BUS 535 — International Economics coursework and offers rigorous courses in and Trade many specialized areas that provide a 3 BUS 553 — Health Care Finance unique opportunity for training and schol- Global Business arship to graduate students. Hrs. Students already holding an M.B.A. de- 3 BUS 525 — Sales and the Global gree from an AACSB accredited graduate Market business program can update an older de- 3 BUS 531 — International Finance gree, gain additional training, and add a 3 BUS 535 — International Economics new specialty to their skills by completing and Trade 3 BUS 582 — Global Business Law the post M.B.A. certificate program. Students complete a 12 credit hour pro- Health Care gram in one of the following areas: global Hrs. business, healthcare, marketing, manage- 3 BUS 551 — Introduction to Health Care Management ment, finance, or entrepreneurship, and 3 BUS 552 — Health Care Marketing then receive a post M.B.A. certificate in 3 BUS 553 — Health Care Finance that area. To be admitted to this program, 3 BUS 554 — Health Care Information students must hold an M.B.A. degree from Systems an AACSB accredited institution, and sub- 3 BUS 556 — Ethical Issues in Health mit the following application components: Care an application, $50 application fee, official Management transcripts documenting graduate work, Hrs. and a statement of goals. The courses to 3 BUS 541 — Human Resource Manage- choose from are below. ment 3 BUS 544 — Managing Innovation and Global Business Change Hrs. 3 BUS 545 — Project Management 3 BUS 511 — Cross Cultural Manage- 3 BUS 551 — Introduction to Health ment Care Management 3 BUS 525 — Sales and the Global Market 3 BUS 571 — New Venture Management 3 BUS 531 — International Finance 3 BUS 535 — International Economics Marketing and Trade Hrs. 3 BUS 582 — Global Business law 3 BUS 521 — Consumer Behavior 3 BUS 522 — Marketing Research Finance 3 BUS 523 — Negotiation and Persua- Hrs. sion Strategies 3 BUS 530 — Applied Financial Analysis 3 BUS 524 — Integrated Marketing 3 BUS 531 — International Finance Communications 3 BUS 532 — Security and Portfolio 3 BUS 525 — Sales and the Global Market Analysis 3 BUS 552 — Health Care Marketing 3 BUS 533 — Financial Markets and Institutions 3 BUS 534 — Derivatives and Risk Man- Additional Concentration Options agement Other courses, such as BUS 581 (Advanced 3 BUS 535 — International Economics Business Communication), BUS 583 (Grad- and Trade uate Business Internship), and special 3 BUS 553 — Health Care Finance topic courses offered with a BUS 590-592 designation, may be used in a concentration with the approval of the associate dean. 122 GRADUATE SCHOOL Healthcare Hrs. Communication 3 BUS 551 — Introduction to Health Care Management Studies 3 BUS 552 — Health Care Marketing Jeff Kerssen-Griep, Ph.D., director 3 BUS 553 — Health Care Finance Faculty: Heath, Kerssen-Griep, Lattin, 3 BUS 554 — Health Care Information Systems Mulcrone, Pierce, Rabby, Shapiro 3 BUS 556 — Ethical Issues in Health The Department of Communication Studies Care offers graduate programs leading to master Marketing of arts and master of science degrees. The Hrs. master of arts program prepares students 3 BUS 520 — Applied Marketing Strate- broadly for professional advancement or gies for doctoral academic work. The master of 3 BUS 521 — Consumer Behavior science program is a specialized course of 3 BUS 522 — Marketing Research study in management communication of- 3 BUS 523 — Negotiation and Persua- fered in conjunction with the Dr. Robert B. sion Strategies 3 BUS 524 — Integrated Marketing Pamplin, Jr. School of Business Adminis- Communications tration. 3 BUS 525 — Sales and the Global Market Areas of emphasis in the M.A. program 3 BUS 552 — Health Care Marketing include media studies, organizational com- Management munication, and communication/rhetori- Hrs. cal studies. Depending on their goals and 3 BUS 540 — Cross Cultural Manage- background, M.A. students may be admit- ment ted into a thesis or non-thesis course of 3 BUS 541 — Human Resource Manage- study. ment The M.S. program in management com- 3 BUS 544 — Managing Innovation and munication reflects the important role that Change communication plays in organizing and 3 BUS 545 — Project Management developing personnel in organizations. 3 BUS 551 — Introduction to Health Care Management The program combines advanced academ- 3 BUS 571 — New Venture Manage- ic and professional study in communica- ment tion and business, which should be espe- cially valuable to persons pursuing careers Entrepreneurship: Hrs. in public relations, personnel or human 3 BUS 523 — Negotiation and Persua- resources, or in organizational communi- sion Strategies cation. 3 BUS 524 — Integrated Marketing Admission Requirements Communications In addition to the admission requirements 3 BUS 544 — Managing Innovation and previously cited, the standards for admis- Change sion include a minimum 60th percentile 3 BUS 551 — Introduction to Health score on the verbal portion of the Gradu- Care Management ate Record Exam (GRE) and a 3.25 under- 3 BUS 571 — New Venture Management 3 BUS 572 — Family Business Planning graduate grade point average. At the dis- Course Offerings cretion of the graduate program director, a Graduate courses in business administra- higher grade point average may compen- tion begin on pg. 144. sate for a GRE result less than the stated minimum, and, conversely, a superior GRE score may compensate for a G.P.A. lower than the stated criterion. Applicants whose native language is not English must achieve a score of 100 on the Test of Eng- lish as a Foreign Language (TOEFL iBT) or a 7.5 on the International English Lan- guage Testing System (IELTS). GRADUATE SCHOOL 123 Program Electives (Communication Communication, M.A. Courses) — 12 hours The M.A. program has two options: Hrs. Option A (thesis) is recommended for 3 CST 502 — Computer Mediated Com- students with academic aspirations be- munication in Context yond the master’s level and is intended to 3 CST 511 — Communication Across prepare the student for doctoral study. Barriers Option B (non-thesis) is designed for the 3 CST 512 — Negotiation and Conflict student who seeks advanced professional Management 3 CST 525 — Advanced Interpersonal preparation with an academic foundation. Communication Both options require a minimum of 36 3 CST 530 — Intercultural Communica- hours of communication courses, includ- tion ing nine hours in core courses and six 3 CST 581 — Advanced Business Com- hours in each of two areas of emphasis. munication Students must complete core course re- 3 CST 575 — Graduate Internship quirements with a minimum B average. 3-6 CST 595 — Advanced Research Project 3-6 CST 599 — Thesis Core Requirements — 21 hours Hrs. Program Electives (Business Courses) — 3 CST 500 — Research and Writing 12 hours 3 CST 510 — Communication Theory Students will pick (in consultation with their 3 CST 520 — Advanced Criticism graduate program advisor) twelve hours of busi- 12 Communication electives (six hours each in ness electives from one of two tracks: the public two areas of selected emphasis) relations/advertising track or the human re- Option A (thesis) sources track. Requirements — 15 hours Public Relations/Advertising Track Hrs. Hrs. 3-6 CST 599 — Thesis (students must pass 3 BUS 502 — Marketing Management an oral examination on the 3 BUS 510 — Competing in the Global thesis and related topics) Economy 9-12 Communication electives 3 BUS 520 — Applied Marketing Strate- gies Total Credit Hours — 36 3 BUS 521 — Consumer Behavior Option B (non-thesis) 3 BUS 524 — Integrated Marketing Requirements — 15 hours Communications Hrs. 3 BUS 544 — Managing Innovation and 15 Communication electives Change 3 BUS 571 — New Venture Management Total Credit Hours — 36 Human Resources Track Hrs. Management 3 BUS 510 — Competing in a Global Communication, M.S. Economy This degree requires a minimum of 36 3 BUS 511 — Cross-Cultural Manage- hours of communication and business ment 3 BUS 512 — Leadership and Higher courses. A thesis and a related oral defense Level Management are optional. 3 BUS 513 — Social Responsibility in Students must complete the core course Organizations requirements with a minimum B average. 3 BUS 523 — Negotiation and Persua- Core Courses — 12 hours sion Strategies Hrs. 3 BUS 541 — Human Resource Manage- 3 CST 500 — Research and Writing ment 3 CST 510 — Communication Theory 3 BUS 544 — Managing Innovation and 3 CST 533 — Organizational Communi- Change cation Management Total Credit Hours — 36 3 CST 534 — Examining Organizational Course Offerings Communication in Natur- Graduate courses in communication stud- al Settings ies begin on pg. 158. 124 GRADUATE SCHOOL Business courses required for the M.S. in Admission Requirements management communication are listed Applicants will be required to have an ade- among the business administration course quate undergraduate preparation in offerings beginning on pg. 140. dramatic literature and theatre. A compre- hensive résumé must be submitted demonstrating the applicant’s background Drama in the practical aspects of theatre produc- Andrew W. Golla, director tion, which may include experience in act- Faculty: Bowen, Golla, Hoddick, Larsen, ing, designing, stage management, or Logan other areas in addition to directing. Nor- The master of fine arts degree program in mally, only two new applicants are accept- directing introduces the student to the ed to the program each year. Members of need for a solid research-based foundation the drama faculty will review the applica- to support a common historical, theoreti- tion along with the standard graduate cal, literary, and conceptual approach to school materials including undergraduate theatre. In addition, the degree allows for a transcripts, a statement of purpose, and tightly focused emphasis on the practical letters of recommendation. Applicants will skills in directing. This terminal degree be accepted into the M.F.A. directing pro- program acknowledges the professional- gram based on an assessment of the ability level potential, while it also recognizes its of the program to serve the student’s goals educational applications. The require- and aspirations and of the student to con- ments are evenly divided between the aca- tribute to the program. Once accepted, the demic and the practical and systematically student will work with the graduate pro- evaluated through an oral defense of both gram director on an appropriate plan, the practical and written aspects of the which may include prerequisite courses thesis directing project. Each student is not carrying graduate credit. given a minimum of two practical produc- tion opportunities, including the thesis Directing, M.F.A. project, which is done with full depart- A minimum of 60 semester hours is re- mental support. The degree program also quired for the master of fine arts in direct- includes an internship in which the stu- ing. dent serves in a production capacity with a Following the production season an- regional professional theatre-related orga- nouncement, each M.F.A. candidate will nization. begin the thesis production planning and The graduate program in directing is the research process with the advisor, and sub- only master of fine arts (M.F.A.) in direct- mit to the advisor, within one month, a ing in the state of Oregon. The degree pro- written synopsis of the intended direct- gram offers a unique combination of gen- ing/design concept for approval. eralized core courses, a specialized focus on A two-phase oral examination on the the- the directing and acting courses, outreach sis is required of each M.F.A. candidate: opportunities, and electives, all intended [1] An oral examination on the thesis pro- to provide excellent training for those duction will be held during the week fol- seeking professional careers in the theatre. lowing the production; The master of fine arts degree in direct- [2] An oral examination on the completed ing is designed to be a three-year (6 semes- thesis manuscript will be held not later ter) program which involves the student in than three weeks prior to the intended a total experiential range of activity and date of commencement. study related to the understanding, cre- Core Requirements — 39-45 hours ation, and production of drama for a live Hrs. presentation. A broad range of productions 3 DRM 500— Graduate Research are presented each season with the em- Techniques phasis on exposure to a variety of theatri- 3 DRM 507— Survey of Theatre History I cal periods and styles. 3 DRM 508— Survey of Theatre History II 3 DRM 510— Theories of Dramatic Criticism GRADUATE SCHOOL 125 3 DRM 531 — Advanced Production Seminar is given but which are not applicable to re- 3 DRM 539— Production Process Qualifier quirements for degree programs. Such 3 DRM 541— Script Analysis Seminar courses are indicated on individual tran- 9 DRM 571/ scripts with the prefix CED. DRM 573— Program Extension Tutorial Federal law requires that all schools of 3-9 DRM 579— Production Internship 6 DRM 599— Thesis education report required teacher licen- sure exams and the percentage of graduates Directing Focus from our programs passing these exams. Requirements — 12 hours Hrs. Master’s Degree Programs 3 DRM 522— Advanced Acting Admission Requirements 3 DRM 533— Advanced Directing The School of Education uses a holistic ap- 3 DRM 537— Advanced Directing Seminar proach in evaluating application materials. 3 Collaborative design elective Upon completion of all application materi- Enrichment — 9 hours als submitted to the Graduate School, the 9 Electives (Courses taken in an area of School of Education associate dean re- specialization of the student’s choice. views the materials and makes a recom- Areas could include music (voice study mendation to the dean of the Graduate or other options), education, business or other specialized courses and projects in School. The undergraduate cumulative the drama program) grade point average, along with the appro- priate test scores, letters of recommenda- Total Credit Hours — 60 tion, and goals statements are used together Course Offerings to determine a candidate’s preparation for Graduate courses in drama begin on pg. admission to a graduate program. The 165. M.A.T. and the post master initial adminis- trator programs also require an interview before admission. All master’s degree appli- Education cants must meet the specific requirements Bruce Weitzel, Ph.D., director of the program of interest. Faculty: Ackley, Anctil, Arwood, Carroll, Admission requirements for each pro- Christen, Ciriello, Eifler, Greene, Grote, Hood, gram are available through the Graduate Linden, Merk, Moore, Morrell, Owens, School and are listed in the School of Edu- Thacker, Waggoner, Wall, Weitzel cation graduate manual. The School of Education offers advanced teacher preparation leading to the master Master of Education of education (M.Ed.) degree as well as ini- (M.Ed.) tial teacher preparation for graduate candi- The master of education (M.Ed.) degree is dates leading to the master of arts in teach- designed for practicing educators to con- ing (M.A.T.) degree. Professional multidis- tinue building upon professional knowl- ciplinary studies preparation may be edge and experience. This advanced found with the master of arts (M.A.) preparation program is delivered on the degree. All graduate programs within the University of Portland campus as well as at School of Education are designed to in- other approved off-campus sites. All M.Ed clude a sequence of courses and field ex- candidates complete an 18-hour core of periences that focus on student learning professional knowledge and research and development, pedagogical knowledge, courses. On-campus candidates, in consul- an understanding of cultural and special tation with an academic advisor, choose a needs diversity, the use of technological specialty option in educational leadership, skills, an integration of foundational theory reading, special education, English speak- with practice, a strong emphasis on reflec- ers of other languages, initial administra- tion and inquiry, a research component, tor licensure, continuing administrative li- and a capstone exit project or thesis. censure, or continuing licensure. Off-cam- The School of Education offers courses in pus candidates are expected to follow a professional development for which credit two-year sequence of courses in the spe- 126 GRADUATE SCHOOL cialty options of educational leadership.* Special Educator Endorsement Require- Most School of Education degree programs ments (on-campus) — 18 hours are 36 credit hours in length. Hrs. 3 ED 503 — Language and Communi- Core Requirements — 18 hours cation: Support and Hrs. Strategies 3 ED 550 — Personal and Professional 3 ED 504 — School, Parent, and Com- Growth and Development munity Relations 3 ED 551 — Social and Cultural Foun- 3 ED 505 — Behavior Support: Consul- dations tative and Collaborative 3 ED 555 — Teacher as Researcher 3 ED 506 —Assessment, Evaluation, 3 ED 558 — Educational Research for and Diagnosis of Excep- Improved Student Learn- tional Learners and Eng- ing lish Language Learners 3 ED 598 — M.Ed. Capstone Project 3 ED 508 — Methods and Materials for 3 ED 562 — Professional Development Teaching Diverse Learners Process: Portfolio (with 3 ED 568 — Special Education CTL) Practicum: PK-12 or Total Credit Hours —36 3 ED 5xx — Elective English for Speakers of Other Languages (ESOL) Endorsement Requirements (on- Specialty Options campus) — 18 hours Educational Leadership Requirements (on Hrs. and off campus) — 18 hours 3 ED 503 — Language and Com- Hrs. munication: Support and 3 ED 570 — Curriculum Development Strategies and Implementation 3 ED 504 — School, Parent, and Com- 3 ED 571 — Enhancing Classroom munity Relations Relationships 3 ED 506 — Assessment, Evaluation, 3 ED 573 — Quality Teaching and and Diagnosis of Excep- Peer Consultation tional Learners and Eng- 3 ED 574 — The Teacher as Leader: lish Language Learners Challenges and Opportu- 3 ED 509 — Methods and Materials for nities Teaching ESOL Students 3 ED 575 — Transforming Schools and 3 ED 581 — Reading, Language, and Systemic Change Cultural Diversity in 3 ED 578 — Improving the Instruc- Schools tional Process 3 ED 569 — ESOL Practicum PK-12 Total Credit Hours — 36 Total Credit Hours — 36 Reading Endorsement Requirements (on- Initial Administrator License Require- campus) — 18 hours ments (on-campus) — 18 hours Hrs. Hrs. 3 ED 564 — Reading Practicum PK-12 3 ED 544 — Human Resource Devel- 3 ED 580 — Elements of Reading PK-12 opment and Management 3 ED 581 — Reading, Language, and 3 ED 545 — Leadership and Organiza- Cultural Diversity in tional Change Schools 3 ED 546 — Policy, Ethics, and the Law 3 ED 582 — Content Area Literacy 3 ED 547 — Resource Allocation, 3 ED 583 — Diagnosis and Instruction Finance, and Management of Learning Problems Re- 3 ED 548 — Supervision for Instruc- lated to Reading and Lan- tional Improvement guage Difficulties PK-12 3 ED 549 — IAL Leadership Practicum 3 ED 584 — Administration and Evalu- ation of Reading Programs Total Credit Hours — 36 Total Credit Hours — 36

*Students in the off campus M.Ed. (except for Guam) must complete a three-hour residency requirement at the University of Portland campus. GRADUATE SCHOOL 127 Master of Arts in ciplines to comprise a three-person com- mittee. The program of study is normally Teaching (M.A.T.) arranged at the beginning of the first se- The master of arts in teaching program is mester of study. an initial teacher preparation degree for Requirements for this degree include 18 those who want to obtain Oregon licensure semester hours in education and 18 semes- at two of four levels of authorization: early ter hours in an emphasis option to be se- childhood (age 3 through grade 4), ele- lected in consultation with the candidate’s mentary (grades 3 through 8), middle advisory committee, for a total of 36 hours. (grades 5 through 10), or high school The M.A. program has two options: Option (grades 7 through 12). This includes A is for candidates who plan to continue coursework for a graduate degree and si- beyond the master’s level and wish to com- multaneous preparation for initial licen- plete a thesis. Option B is for candidates who sure. Because teachers work closely with seek professional preparation as a practi- minors, admission to the School of Educa- tioner and select to do a non-thesis project. tion M.A.T. program requires all candidates The advisory committee may require the to have recent fingerprinting clearance. candidate to complete additional semester Thus all M.A.T. candidates must be cleared hours for this degree. The courses in edu- before participating in a PK-12 field based cation include the following: experience. Candidates may not transfer credits into the program. The minimum Core Requirements — 18 hours Hrs. number of hours for this degree is 36 semes- 3 ED 550 — Personal and Professional ter hours. Growth and Development 3 ED 551 — Social and Cultural 3 Semester (On-Campus) Program Foundations M.A.T. Requirements — 36 hours 3 ED 555 — Teacher as Researcher Hrs. 3 ED 558 — Education Research for 3 ED 530 — Dimensions of Education Improved Student 3 ED 531 — Theories of Development Learning and Learning 3 ED 563 — Master of Arts Capstone 3 ED 532 — Assessment and Evaluation Project in Inclusive Classrooms and 3 ED 533 — Methods of Teaching and 3 Elective Learning or 3 ED 534 — Classroom Management 6 ED 599 — Thesis and Organization 3 ED 535 — Literacy Across the Cur- Emphasis Options riculum Emphasis Requirements — 18 hours 3 ED 536 — Student Teaching Seminar Emphasis option programs are constructed 3 ED 537 — Research in Schools with the assistance of the academic advisor. 3 ED 538 — Master of Arts in Teaching Capstone Project The option program may include courses 3 ED 540 — Student Teaching from the areas of business, communica- 3 ED 541 — Student Teaching tion studies, drama, education, health and 3 ED 542 — Student Teaching: physical education, history, mathematics, Advanced music, political science, and theology. Total Credit Hours — 36 Total Credit Hours — 36 Master of Arts (M.A.) — Post Master’s Specialty General Program Options This program is a professional degree, pre- The School of Education offers advanced paring candidates for work beyond the preparation specialty programs for educa- master’s. Applicants for this degree are as- tors who have completed master’s degrees. signed to an academic advisor who assists Successful completion of specialty pro- in selecting the specific program of cours- grams must conform to the academic regu- es along with faculty from cooperating dis- lations of the graduate school. 128 GRADUATE SCHOOL Admission Requirements tional Learners and Eng- [1] Application with goals statement and lish Language Learners fee. 3 ED 508 —Methods and Materials for [2] Master’s degree in education related Teaching Diverse Learners 3 ED 568 — Special Education area. Practicum: PK-12 [3] Current teaching license. [4] Two letters of recommendation. English for Speakers of Other Lan- [5] Current résumé. guages Endorsement Specialty [6] Interview for administrative licensure Advances teachers’ abilities to provide as- program. sessment, instruction, and evaluation of English language learners. Successful Reading Endorsement Specialty completion of course work and passing Advances teachers’ abilities to provide scores on the appropriate Praxis test will reading instruction and to diagnose and re- result in an Oregon endorsement. Linguis- mediate reading problems in diverse in- tics is a co-requisite course. structional settings. Successful completion of course work and passing scores on the English for Speakers of Other Languages appropriate Praxis test will result in an (ESOL) Endorsement Specialty Require- ments — 18 hours Oregon endorsement. Hrs. Reading Endorsement Specialty Require- 3 ED 503 — Language and Communi- ments (on-campus) — 18 hours cation: Support and Strate- Hrs. gies 3 ED 564 — Reading Practicum PK-12 3 ED 504 — School, Parent, and Com- 3 ED 580 —Elements of Reading PK-12 munity Relations 3 ED 581 —Reading, Language, and 3 ED 506 — Assessment, Evaluation, Cultural Diversity in and Diagnosis of Excep- Schools tional Learners and Eng- 3 ED 582 —Content Area Literacy lish Language Learners 3 ED 583 —Diagnosis and Instruction 3 ED 509 — Methods and Materials for of Learning Problems Re- Teaching Diverse Learners lated to Reading and Lan- 3 ED 581 — Reading, Language, and guage Differences PK-12 Cultural Diversity in 3 ED 584 —Administration and Evalu- Schools ation of Reading Programs 3 ED 569 — ESOL Practicum PK-12

Special Educator Endorsement Continuing Licensure Specialty Specialty (CTL) Advances teachers’ abilities to assess spe- Allows teachers to demonstrate advanced cial needs children and develop and de- teaching competencies and to examine sign appropriate instructional support for classroom strategies at a graduate level. these children. Successful completion of This specialty fulfills the coursework course work and passing scores on the ap- along with a master’s degree component propriate Praxis test will result in an Ore- of the continuing licensure requirements gon endorsement. for the State of Oregon. Special Educator Endorsement Specialty Continuing Licensure— 6 hours Requirements (on-campus) — 18 hours 3 ED 550 —Personal and Professional Hrs. Growth and Development 3 ED 503 —Language and Communi- 3 ED 562 —Professional Development cation: Support and Strate- Process: Portfolio gies 3 ED 504 —School, Parent, and Com- Initial Administrator License munity Relations Specialty 3 ED 505 —Behavior Disorders and Provides teachers with experiences in ad- Interventions dressing the leadership and management 3 ED 506 —Assessment, Evaluation, and Diagnosis of Excep- needs of contemporary schools. Successful completion of course work and passing GRADUATE SCHOOL 129 scores on the appropriate Praxis test will School of Business Administration and result in an Oregon endorsement. caters to the individual needs of the gradu- Initial Administrator License Specialty ate student. Courses in engineering are Requirements —18 hours selected from civil, environmental, electri- Hrs. cal, computer, and mechanical engineer- 3 ED 544 —Human Resource Develop- ing as well as computer science. Courses ment and Management in business are chosen in the areas of en- 3 ED 545 —Leadership and Organiza- trepreneurship, marketing and manage- tional Change ment, and new venture development. In 3 ED 546 — Policy, Ethics, and the Law addition, students can take a course in 3 ED 547 —Resource Allocation, Finance, and Management business communication from the Depart- 3 ED 548 —Supervision for Instruc- ment of Communication Studies. tional Improvement Admission Requirements 3 ED 549 —IAL Leadership Practicum The following should be noted in addition to the general admission requirements of Continuing Administrative License the Graduate School. Candidates who hold Specialty a bachelor’s degree in engineering, mathe- Provides administrators with experiences matics, or physical science will be consid- in developing abilities and skills in leader- ered for graduate admission. Consultation ship and management of school districts. with the graduate program director is high- Successful completion of the program can ly recommended early in the process of lead to continuing administrator licensure applying for graduate admission. This in Oregon. could point out any deficiencies in the Continuing Administrative License Special- candidate’s background and appropriate ity Requirements — 18 hours undergraduate courses could be taken to Hrs. make up these deficiencies. 3 ED 552 — Leadership for Sustaining Degree Requirements the Vision Thirty semester hours of graduate courses 3 ED 553 — Leadership for Instruc- are required. Any undergraduate courses tional Improvement 3 ED 554 — Leadership for Effective taken to make up deficiencies do not Data Driven Decision count toward these hours. Up to twelve se- Making mester hours may be taken in the area of 3 ED 556 — Leadership in the Socio- business administration and may include Political Context a course in business communication from 3 ED 557 — Ethical Leadership and the communication studies department. Moral Imperative for In- All courses must be approved by the grad- clusive Practice uate program director or the student’s 3 ED 559 — CAL Leadership graduate advisor. No thesis is required but Practicum an optional thesis or project may be used as part of the major requirements. A maxi- Engineering mum of six hours of credit is allowed for Khalid H. Khan, Ph.D., director thesis or projects. Faculty: Albright, Crenshaw, Doughty, Hoff- Course Offerings beck, A. Inan, M. Inan, Kennedy, Khan, Graduate offerings in engineering can be Kuhn, Lu, Lulay, Male, Murty, Osterberg, found on the following pages: civil engi- Schenberger, Takallou, VanDeGrift, Vegdahl, neering, pg. 155; computer science, pg. Ward, Yamayee 161; electrical engineering, pg. 181; engi- neering, pg. 184; mechanical engineering, The School of Engineering offers a gradu- pg. 201. Graduate offerings in business ate program leading to a master of engi- begin on pg. 144. neering degree. Students in this innovative program can take courses in engineering, business, and communication. This pro- gram capitalizes on the strengths of both the School of Engineering and the Pamplin 130 GRADUATE SCHOOL Music Music, M.A. A written comprehensive examination and Roger O. Doyle, D.M.A., director an oral examination on the thesis project Faculty: Connolly, Doyle, Kleszynski, Sagun, will be required. For thesis projects involv- Shanno ing public performance, the thesis docu- The graduate program in music offers ment must be completed prior to the con- courses leading to the master of arts de- cert or recital. gree. The purpose of this degree is the con- Requirements — 30 hours tinued development of (a) individual tal- Hrs. ents, interests, and philosophies which 3 MUS 500 — Graduate Research Tech- can be used creatively both to preserve niques in the Performing and extend our cultural heritage; (b) pro- Arts fessional competence and evaluation of 3 MUS 501 — Seminar in Musical Styles knowledge; (c) scholarly competence in and Analysis the organization, interpretation, and eval- 3 MUS 599 — Thesis uation of knowledge; (d) professional com- 4 Music electives (Chosen from MUS 586, petence in the communication and dis- Private Lessons; MUS 542-546, MUS 552- 553, University performance ensembles; semination of knowledge; and (e) individ- and/or MUS 531, Advanced Conducting.) uals with the potential to solve contempo- 4 Music electives (A balanced selection of rary problems in various aspects of music. music courses subject to the approval of the The master of arts degree is intended for graduate advisor.) the student who plans a career in such ac- 6 Graduate seminars (MUS 591-592) tivities as solo performance, teaching, 7 Electives (May be outside of music; must be composition and arranging, church music, approved by the graduate advisor.) or advanced conducting. This degree also Course Offerings is an excellent preparation for additional Graduate offerings in music begin on pg. 207. work toward a doctoral degree. Admission Requirements Nursing A candidate for admission to the graduate degree program in music must meet the Susan Randles Moscato, Ed.D., director following requirements in addition to Faculty: Bell, Burton, Caley, Decker, those established for admission to the Kaakinen, Krautscheid, Moscato, Napolitano, Graduate School: O’Lynn, Orton, Potter, Shillam, Stragnell, [1] The baccalaureate degree should be in Veltri, Warner, Woo music. In some cases, a minor in music The School of Nursing offers a doctorate of also would qualify the applicant. nursing practice (D.N.P.) and a master of [2]Applicants must pass a departmental science (M.S.) degree in nursing, each de- entrance examination in music history signed to provide an opportunity for nurs- and theory. Any deficiencies, either in un- es to pursue advanced study and practice dergraduate preparation or as identified by in nursing. the examination, must be remedied early Graduates of the doctoral and master’s in the program, and before admission to programs will be a: degree status is granted. This examination [1] Knowledge user: Practices theory- is administered by arrangement with the guided, evidence-based nursing care repre- graduate program director. sentative of the various ways of knowing. [3] Applicants must pass a performance [2] Critical thinker: Demonstrates out- audition with the departmental faculty come-directed clinical reasoning in the and/or present evidence of distinguished delivery and management of safe client- scholarship or creative activity that might centered nursing care. also assure the faculty of the applicant’s [3] Spiritual carer: Promotes the spiritual readiness for graduate study. dimension of health directed toward issues of meaning, hope, and faith. [4] Culturally competent provider: Pro- vides respectful and holistic care within a GRADUATE SCHOOL 131 diverse and changing society. practice. The program has three tracks: (1) [5] Steward: Uses physical, fiscal, and post-baccalaureate for nurses wanting the human resources to achieve quality, safe, F.N.P. specialty, (2) post-master’s for nurs- and effective outcomes. es certified as nurse practitioners and (3) [6] Effective communicator: Communi- post-master’s for clinical nurse leaders cates appropriately and effectively with wanting the F.N.P. specialty. clients, health care team members, stake- D.N.P. Admission Requirements holders, policy-makers, and the public. [1] Bachelor of science in nursing or a [7] Healthcare leader: Provides leadership master’s degree in nursing from a school in the design, delivery, management, and of nursing accredited by an appropriate evaluation of health care. national nursing accrediting body. [8] Healthcare advocate: Advocate for [2] Cumulative G.P.A. of 3.0 or higher. clients, society, and the nursing profession [3] For B.S.N. to D.N.P. applicants: Gradu- by applying principles of ethics, legal ate Record Examination (GRE) score of frameworks, and social justice in the pro- 500 on verbal and 3.5 or above on analyti- vision of healthcare. cal writing or a score of 50 or greater on [9] Professional nurse: Incorporates the the Miller Analogies Test (MAT). Post- values and standards of the nursing profes- master’s applicants are not required to sion in practice. submit GRE or MAT scores. Graduate Degree Requirements [4] TOEFL iBT score of 100 or a IELTS To complete the requirements for a gradu- score of 7.5, if native language is not Eng- ate degree in nursing, students must: lish. [1] Complete required semester credit [5] Current registered nurse (R.N.) license hours for the track selected. to practice nursing in Oregon; Washington [2] Maintain a cumulative G.P.A. of 3.0. licensure is encouraged for increased op- [3] Earn a grade of B or above in all nurs- tions for clinical placement ing courses with a clinical component. [6] For post-master’s nurse practitioner [4] Earn a grade of B- or above in all non- applicants: Current nurse practitioner cer- clinical courses. tification and/or history of nurse practi- tioner practice. Student Handbook [7] Written essay that reflects on the F.N.P. The School of Nursing provides students role, the D.N.P. role, and integrative health. with a copy of its handbook as they begin [8] Three recommendations from persons taking nursing courses. Students have the able to evaluate current competency in responsibility to acquaint themselves with nursing and potential for nursing practice its contents and are held accountable for at the most advanced level. all statements within. [9] College-level statistics course. [10] Ability to use a PC for word process- Doctorate of Nursing Practice ing, e-mail and Internet. (D.N.P.) [11] Current résumé. The School of Nursing offers an innovative An admission interview may be requested. doctorate of nursing practice (D.N.P.) pro- gram in the family nurse practitioner Doctor of Nursing Practice Curriculum Hrs. (F.N.P.) specialty. The program prepares 3 BUS 500/ nurses for the highest level of clinical NRS 500 — Statistical and Quantitative nursing practice by awarding a profession- Analysis al doctorate. The curriculum is designed to 3 NRS 501 — Theoretical Foundations for address the societal desire for collabora- Advanced Nursing Practice tive, relationship-based care. The program Leadership also features an integrative health compo- 3 NRS 519 — Advanced Pathophysiology nent, which prepares graduates as holistic 3 NRS 520 — Health Assessment for Ad- practitioners who incorporate the spiritual vanced Practice 2 NRS 521 — Nursing of Families for Ad- dimension of health in their practice. Truth, vanced Practice social justice, and integrity are empha- sized as central concepts to guide nursing 132 GRADUATE SCHOOL 4 NRS 522 — Management of Adults with a distinct group of clients, be they individ- Acute and Simple Chronic uals, families or populations. Clinically Conditions competent from focused experiences as a 4 NRS 523 — Management of Pediatric registered nurse and the clinical emphasis Clients with Acute and of our program, the CNL actively provides Chronic Conditions 3 NRS 525 — Management of Conditions direct care in complex situations. This Common to Women clinician puts evidence-based practice into 2 NRS 526 — Grant Proposal Development action to ensure that clients benefit from 3 NRS 527 — Management of Adults and the latest innovations in care delivery. The Older Adults with Complex CNL collects and evaluates client out- Chronic Illnesses comes, assesses cohort risk, and has the 2 NRS 533 — Management of Conditions decision-making authority to change care Common to Men plans when necessary. This clinician func- 2 NRS 534 — Role and Portfolio Develop- tions as part of an interdisciplinary team ment 3 NRS 537 — Management of Common by communicating, planning, and imple- Mental Health Conditions in menting care directly with other health Primary Care care professionals, including physicians, 1 NRS 538 — Focused Practicum on Well- pharmacists, social workers, clinical nurse ness and Screening specialists, and nurse practitioners. The 3 NRS 543 — Social and Health Policy CNL Program includes 500 hours of clini- 3 NRS 547 — Organizational and Systems cal experience. Leadership CNL Admission Requirements 3 NRS 548 — Translational Research [1] Bachelor of science in nursing degree 3 NRS 566 — Resources Management in the Micro Environment from a school of nursing accredited by an 3 NRS 567 — Communication and Rela- appropriate national nursing accrediting tionships body; or completion of Alternate Entry 3 NRS 568 — Information Knowledge Sys- Master’s Program at the University of Port- tems land (AEM UP) pre-licensure component. 3 NRS 569 — Human Population Ecology [2] Cumulative G.P.A. of 3.0 or above. 3 NRS 575 — Advanced Pharmacothera- [3] Graduate Record Examination (GRE) peutics with a score of 500 on verbal and 3.5 or 3 NRS 581 — Integrative Health I: Con- above on analytical writing or a score of 50 cepts of Health and Healing 3 NRS 582 — Integrative Health II: Ap- or greater on the Miller Analogies Test proaches to Care (MAT). 3 NRS 583 — Integrative Health III: Nutri- [4] TOEFL iBT score of 100 or a IELTS tion and Herbal Therapy score of 7.5 if native language is not Eng- 3 NRS 584 — Integrative Health IV: Mind lish. and Body Connections [5] Current R.N. license to practice nurs- 3 NRS 589 — Applied Research: Evalua- ing in Oregon; Washington licensure is en- tion and Evidenced Based couraged for increased options for clinical Practice placement. 2 NRS 597 — Practice Improvement Pro- ject [6] A written statement of personal nurs- 3 NRS 598 — Residency ing philosophy. 82 Total Semester Hours (includes 1,030 [7] 500-word statement that describes how total clinical hours) becoming a clinical nurse leader will help achieve personal and professional goals. Clinical Nurse Leader (CNL) [8] Two recommendations from persons The focus of the graduate nursing program able to evaluate current and potential is the clinical nurse leader (CNL). The competency in nursing, preferably at least graduate program prepares the nurse to one from a recent employer. function in an advanced practice role. [9] A college-level statistics course. The CNL provides leadership for the [10] Ability to use a PC for word process- nursing care of clients at the point of care. ing, e-mail, and Internet. With a broad based graduate education, [11] Current résumé. the CNL oversees the care coordination of An interview may be requested. GRADUATE SCHOOL 133 Clinical Nurse Leader Curriculum required science courses). Hrs. [4] Graduate Record Examination (GRE) 3 NRS 500/ with a score of 500 on verbal and 3.5 or BUS 500 — Statistical and Quantitative above on analytical writing score or a Analysis score of 50 or greater on the Miller Analo- 3 NRS 501 — Theoretical Foundations for Advanced Nursing Practice gies Test (MAT). Leadership 5] TOEFL iBT score of 100 or a IELTS score 2 NRS 534 — Role and Portfolio Develop- of 7.5 if native language is not English. ment [6] 500-word statement that describes how 3 NRS 566 — Resources Management in becoming a clinical nurse leader will help the Micro Environment achieve personal and professional goals. 3 NRS 567 — Communication and Rela- [7] Two recommendations that speak to tionships the applicant’s academic abilities and pro- 3 NRS 568 — Information Knowledge Systems fessional qualities indicating a fit for nurs- 3 NRS 569 — Human Population Ecology 4 NRS 570 — Advanced Clinical Founda- ing and the academic rigors of the program. tions (includes 45 lab hours) [8] Completion of all prerequisites by the 3 NRS 581 —Integrative Health Concepts first class date. of Health and Healing [9] Ability to use a PC for word processing, 3 NRS 589 — Applied Research: Evalua- e-mail and Internet. tion and Evidenced Based [10] Candidates who are competitive after Practice the admission screening (GRE, G.P.A., pre- 3 NRS 593 — CNL as Practice I (includes requisites) will be invited to participate in 100 clinical hours) an interview. 3 NRS 595 — CNL as Practice II (includes 100 clinical hours) [11] $500 deposit if offered a seat in the 6 NRS 596 — CNL Residency (includes 300 program. clinical hours) AEM UP Prerequisites 42 Total Semester Hours (includes 500 Biology with genetics total clinical hours) Chemistry (high school or college) Human Anatomy and Lab Alternate Entry Master’s Pro- Human Physiology and Lab gram at University of Portland Medical Microbiology and Lab (AEM UP) Life Processes Across the Lifespan This program is for individuals with a Nutrition bachelor’s degree in other fields who seek Pathophysiology to enter the profession of nursing. AEM Statistics UP students will complete the clinical AEM UP Pre-Licensure Curriculum nurse leader (CNL) specialty area. The Hrs. program is a total of 11 semesters in length 6 NRS 507 — Population Health Nurs- and has two components: ing in a Multicultural Con- [1] Pre-licensure—this component con- text (includes 90 clinical sists of 4 semesters of full-time study hours) (9-14 semester hours per semester plus 2 NRS 510 — Nursing of Families 765 clinical hours). It requires full-time com- 4 NRS 511 — Physiological Nursing (in- mitment for class and clinical experience. cludes 90 clinical hours) 2 NRS 512 — Clinical Skills (includes 90 [2] Advanced nursing practice—this com- lab and clinical hours) ponent includes employment as an RN, a 3 NRS 515 — Pharmacotherapeutics professional seminar, coursework plus ex- 2 NRS 516 — Professional Role Devel- tensive clinical experience. opment I AEM UP Admission Requirements 7 NRS 517 — Advanced Physiological [1] Bachelor’s degree in a field other than Nursing (includes 135 nursing from a regionally accredited col- clinical hours) lege or university. 4 NRS 518 — Mental Health Nursing [2] 3.25 minimum undergraduate grade (includes 90 clinical hours) point average (G.P.A.). [3] Science G.P.A. of 3.0 or above (only in 134 GRADUATE SCHOOL 3 NRS 524 — Leadership for Advanced RN to MS Nursing Practice This graduate program is for registered 5 NRS 529 — Practicum with Seminar nurses (RNs) whose highest nursing cre- (includes 180 clinical hours) dential is an associate degree in nursing. 1 NRS 536 — Professional Role Devel- Using a cohort model, this program offers opment II associate degree-prepared nurses a cre- 6 NRS 545 — Nursing of Childbearing & ative opportunity to efficiently earn a mas- Childrearing Families (in- ter's degree and thereby increase their op- cludes 90 clinical hours) tions for career mobility. All students in 3 NRS 546 — Evidence-based Nursing the registered nurse (RN) to master of sci- 1 NRS 563 — Comprehensive Review ence (MS) program must complete specif- Course ic undergraduate general education cours- 49 Total Semester Hours (includes 765 total clinical hours) es and bridge courses before entry into the AEM UP students are evaluated accord- clinical nurse leader (CNL) master’s cur- ing to the undergraduate grading require- riculum. A master of science in nursing ments during the pre-licensure curricu- degree is awarded upon completion of the lum. At the end of pre-licensure, a cumula- program; a bachelor of science in nursing tive grade point average of 3.0 must be (BSN) is not granted. For more informa- achieved for entry into the advanced por- tion about this curricular option, see the tion of the program. A current RN license School of Nursing website (http://nurs- to practice nursing in Oregon must also be ing.up.edu) or call the School of Nursing at obtained for entry into the advanced por- (503) 943-7211. tion of the program. Nursing Education Certificate AEM UP Advanced Nursing Practice Cur- Program riculum for Clinical Nurse Leader The nursing education certificate program Hrs. is designed for nurses with a master’s de- 3 NRS 500/ BUS 500 — Statistical and Quantitative gree in nursing or currently enrolled in a Analysis graduate nursing program interested in 3 NRS 501 — Theoretical Foundations for pursuing the teaching of nursing. This 10- Advanced Nursing Practice credit sequence culminates in the award- Leadership ing of a certificate in nursing education. 2 NRS 534 — Role and Portfolio Develop- Courses include: ment Hrs. 3 NRS 566 — Resources Management in 2 NRS 553 — Dimensions of Adult Learn- the Micro Environment ing 3 NRS 567 — Communication and Rela- 2 NRS 554 — Curriculum Development in tionships Nursing 3 NRS 568 — Information Knowledge Sys- 2 NRS 555 — Course Design and Imple- tems mentation in Nursing 3 NRS 569 — Human Population Ecology 4 NRS 556 — Teaching in Nursing 4 NRS 570 — Advanced Clinical Founda- Practicum tions (includes 45 lab and The nursing education certificate pro- clinical hours) gram courses are offered when a cohort of 3 NRS 581 — Integrative Health: Concepts interested students is formed. For more in- of Health and Healing 3 NRS 589 — Applied Research: Evalua- formation about this certificate option, see tion and Evidenced Based the School of Nursing website (http://nurs Practice ing.up.edu) or call the School of Nursing 3 NRS 593 — CNL as Practice I (includes (503-943-7211). 100 clinical hours) 3 NRS 595 — CNL as Practice II (includes 100 clinical hours) 6 NRS 596 — CNL Residency (includes 300 clinical hours) 42 Total Semester Hours (includes 500 total clinical hours) GRADUATE SCHOOL 135 Theology, M.A.P.M. Theology This is a graduate professional program The Northwest Center for Catholic designed to provide pastoral ministers Graduate Theology (NWGT) is a collabo- with sound theological foundations, basic ration of the University of Portland and ministerial skills, and resources for min- . This collaborative en- istry and personal spirituality. The pro- terprise brings together over 30 theology gram is primarily oriented toward laity, re- faculty members — experts in every ligious, and deacons or diaconate aspirants sphere of the theological disciplines. Rec- who are or will be involved in professional ognized for their professional expertise, pastoral ministry. The program includes a outstanding teaching abilities, publication practicum/internship. records, and pastoral expertise, this group Requirements — 40 hours of men and women have come together to Hrs. better serve men and women throughout 6 Introductory courses (Old and New Testa- the Northwest and beyond. ment, Systemic and Applied Theology) University of Portland 12 Theological Foundations (Christology, Mary LaBarre, Ed.D., director Issues in Religion and Culture, Contempo- rary Ecclesiology, Church and Social Jus- Deborah MacKinnon, coordinator tice, and Theology of Ministry) Faculty: Baasten, Butkus, Cameron, 6 Ministerial Skills (Religious Education, Pas- Deming, Dempsey, Gordon, Hosinski, toral Counseling) LaBarre, McManus, McNamara, Rutherford 12 Ministerial Resources (courses are chosen Gonzaga University from among those offered in areas of spiri- Joy Milos, CSJ, chairperson tuality, liturgy and sacraments, scripture, and ethics based on the needs of the cohort) Faculty: Cook, Downey, Egan, Garvin, 3 Practicum in Ministry (The practicum Hartin, Kuder, Large, McCormick, Mc- should be closely related to the student’s Crudin, Milos, Schearing, Siejk, Willis field of concentration and goals. Its design As a service to the churches of the North- is the responsibility of the student with the west, this collaboration brings a range of assistance of the advisor or designated fac- outstanding programs in theology and ulty member. The advisor must approve all ministry training to men and women who placements and supervision. The student seek renewal and wish to minister in the and the on-site supervisor are to submit a churches, and to do so with knowledge full report and evaluation to the advisor) 1 Research Methods and professionalism. RELI course descriptions are found on The NWGT sees theology as an effort to pg. 226. understand the mystery of God. This theo- logical vision recovered both through the Second Vatican Council and through ecu- menical conversation empowers all mem- bers of the Church to fully partake in its life and ministry. The NWGT approaches theology not only as an exciting enterprise, but also as a criti- cally important service to the Church. Stu- dents and faculty are together engaged in the serious task of doing theology in a way that is mutually formative and relevant for the changing conditions of both church and society. Admission Requirements In addition to the general admission re- quirements of the Graduate School previ- ously cited, an applicant must have an un- dergraduate G.P.A. of 3.0. COURSE DESCRIPTIONS Aerospace Studies — 137 Course Descriptions

AS 401-402 National Security Affairs & Aerospace Studies Preparation for Active Duty—2 sems., 6 cr. General Military Course hrs. AS 101-102 Foundations of The U.S. Air Capstone course designed to give students the Force —2 sems., 2 cr. hrs. knowledge and background to embark on a suc- Survey course briefly treating topics relating to cessful career as an active duty second lieu- the Air Force and defense. Focuses on the struc- tenant in the United States Air Force. Course ture and missions of Air Force organizations; covers the role of the professional military officership and professionalism; and introduc- leader in a democratic society; societal attitudes tion to communication skills. toward the armed forces; the requisites for *AS 111-112 Leadership Laboratory—0 cr. hrs. maintaining adequate national defense struc- Taken in conjunction with AS 101 and 102, ture; the impact of technological and interna- respectively. A weekly laboratory consisting of tional developments on strategic preparedness Air Force customs and courtesies, health and and the overall policy making process; and mili- physical fitness, and drill and ceremonies. tary law. AS 201-202 The Evaluation of USAF Air & *AS 411-412 Leadership Laboratory—0 cr. hrs. Space Power—2 sems., 2 cr. hrs. Taken in conjunction with AS 401 and 402. Pro- Survey course concerned with the beginnings of vides students opportunities to use leadership manned flight; development of aerospace power skills in planning and conducting corps activi- in the United States including the employment of ties. Prepares students for commissioning and air power in WWI, WWII, Korea, Vietnam, the entry into the active duty Air Force. Gulf War, and the peaceful employment of U.S. *AS 421-422 Leadership Laboratory—0 cr. hrs. air power in humanitarian actions, scientific mis- Provides students opportunities to use manage- sions, and support of space exploration. ment skills in planning and conducting corps *AS 211-212 Leadership Laboratory—0 cr. hrs. activities. Prepares students for commissioning Taken in conjunction with AS 201 and 202. Pro- and entry into the active-duty Air Force. vides students opportunities to demonstrate fundamental management skills and prepares †Field Training Courses cadets for Field Training. ‡Four-Week Field Training (summer)— 0 cr. hrs. The Professional Officer Course Provides orientation and familiarization with AS 301-302 Leadership & Management— the mission of an Air Force base. The major 2 sems., 6 cr. hrs. areas of study include junior officer training, Anatomy of leadership, quality and management career orientation, Air and Space Expeditionary consisting of the need for leadership, the role of dis- Force training, Air Force base functions and cipline in leadership situations, and the variables environments, and physical training. While at affecting leadership. Students deal with actual prob- field training, the cadet is paid at the current lems and complete projects associated with plan- established rate. ning and managing the Leadership Laboratory. ‡Six-Week Field Training (summer)— *AS 311-312 Leadership Laboratory—0 cr. hrs. 0 cr. hrs. Taken in conjunction with AS 301 and 302. Pro- Replaces four-week Field Training as a prerequi- vides students opportunities to use fundamen- site for AS 301 for students who did not complete tal management skills while planning and con- AS 101-102, AS 201-202. Includes military customs ducting corps activities. and ceremonies orientation and familiarization

*Leadership Laboratory is taken a maximum of two hours per week for lower-division and three hours per week for upper-division students. Instruction is conducted within the framework of an organized cadet corps with a progression of experiences designed to develop each student’s leadership potential. Leadership Laboratory involves a study of Air Force customs and courtesies; drill and ceremonies; career opportunities in the Air Force; and the life and work of an Air Force junior officer. Students develop their leadership po- tential in a practical, supervised laboratory, which includes field trips to Air Force installations. †Normally attended in the summer between sophomore and junior years. ‡Prerequisite for AS 301. 138 — Aerospace Studies/Biology COURSE DESCRIPTIONS with the mission of an Air Force installation. The lecture per week. (Prerequisite: BIO 205 or BIO major areas of study are essentially the same as 207. BIO 378 may be taken concurrently. ) those conducted at the four-week field training BIO 330 Human Genetics—3 cr. hrs. period. While at field training, the cadet is paid at The basic principles of human genetics and the the current established rate. societal impact resulting from technological advances in the field. Topics include gene ther- Biology apy, genetic engineering, and the Human BIO 205 Foundations of Biology—3 cr. hrs. Genome Project. Three hours of lecture per Introductory principles of biology, including the week. (Prerequisites: BIO 206-207, and CHM nature of scientific inquiry, biochemistry, cell 207-208 or equivalent.) structure and function, genetics, and reproduc- BIO 336 Embryology and Developmental tive physiology. Three hours of lecture per Biology—3 cr. hrs. week. Credit for BIO 205 will not be granted to Gametogenesis, fertilization, development, students who have completed BIO 207. growth, and differentiation of organisms. Three BIO 206 Organismal and Population Biolo- hours of lecture per week. (Prerequisites: BIO gy—3 cr. hrs. 206-207, CHM 207-208 or equivalent. BIO 376 Introductory principles of biology including may be taken concurrently.) morphological and physiological analysis of BIO 338 Marine Biology of the Pacific plant and animal organisms, population biology, Northwest—3 cr. hrs. evolution, and ecology. Three hours of lecture Taxonomy, morphology, physiology, and per week. (BIO 276 may be taken concurrently.) ecology of Northwest marine fauna. (Prerequi- BIO 207 Introductory Cell Biology and sites: BIO 206-207 or SCI 162. BIO 368 may be Genetics—3 cr. hrs. taken concurrently.) Introductory principles of biology, including the BIO 341 Biology of Seed Plants—3 cr. hrs. nature of scientific inquiry, biochemistry, cell Morphology, anatomy, and physiology of gym- structure and function, membrane transport, nosperm and angiosperm plants. Emphasis is photosynthesis, cellular respiration, and genet- given to plants native to the Pacific Northwest. ics. Three hours of lecture per week. Credit for Three hours of lecture per week. (Prerequisites: BIO 207 will not be granted to students who BIO 206, CHM 207-208, or equivalent. BIO 371 have completed BIO 205. (BIO 277 may be may be taken concurrently.) taken concurrently.) BIO 342 Neurobiology— 3 cr. hrs. BIO 276 Organismal and Population Biology Course will examine anatomy and physiology Lab—1 cr. hr. of the nervous system with a particular focus on Laboratory investigation into the structure and neurons as well as the electrical and chemical function of living organisms. Three hours of labo- signaling used in neural communication. Three ratory per week. (Corequisite: BIO 206.) Fee: $60. hours of lecture per week. (Prerequisites: BIO BIO 277 Introductory Cell Biology and 206-207.) BIO 345 Vertebrate Biology—3 cr. hrs. Genetics Lab—1 cr. hr. Laboratory investigation into the structure, Natural history of vertebrates including mor- function, and development of cells and living phology, physiology, evolution, and taxonomy organisms. Three hours of laboratory per week. of the vertebrate classes. Three hours of lecture (Corequisite: BIO 207.) Fee: $60. per week. (Prerequisite: BIO 206. BIO 375 may BIO 290 Directed Study—credit arranged. be taken concurrently.) Independent study in a specialized field under BIO 347 Animal Behavior—3 cr. hrs. the direction of a staff member. Maximum of Course will review the history of ethology and eight credits under the number. Permission of behavioral ecology, and examine the behavior the staff member is required. of both invertebrate and vertebrate organisms BIO 307 Human Anatomy—3 cr. hrs. in physiological, ecological, adaptive, and phy- Gross anatomy of the nervous, endocrine, logenetic contexts. Three hours of lecture per skeletal, muscular, cardiovascular, respiratory, week. (Prerequisites: BIO 206-207.) digestive, excretory, and reproductive systems BIO 354 Cell and Molecular Biology— will be covered. Emphasis is on associating 3 cr. hrs. function with structure. Three hours of lecture The structure and function of cells and their com- per week. (Prerequisite: BIO 205 or 207. BIO 377 ponents, including cell metabolism, cell commu- may be taken concurrently.) nication, cell death, and cell/subcellular tech- BIO 308 Human Physiology—3 cr. hrs. niques. (Prerequisites: BIO 206-207, CHM 207-208 Physiology of the human nervous, endocrine, or equivalent. BIO 372 may be taken concur- cardiovascular, respiratory, excretory, and rently.) reproductive systems. Emphasis is on homeo- BIO 359 Medical Microbiology—3 cr. hrs. static control mechanisms. Three hours of Structure, physiology, and genetics of cellular microorganisms and viruses, discussed in rela- COURSE DESCRIPTIONS Biology — 139 tion to the pathogenesis, treatment, and pre- BIO 379 Medical Microbiology Laboratory— vention of infectious diseases. Three hours of 1 cr. hr. lecture per week. (Prerequisite: BIO 205 or 207. Laboratory investigation of microorganisms BIO 379 may be taken concurrently.) that affect human health, with an emphasis on *BIO 363 Introduction to Freshwater proper handling of specimens, selective and dif- Ecology—3 cr. hrs. ferential cultivation, laboratory diagnosis, and The physical, chemical, and biological compo- evaluation of antimicrobial agents. Three hours nents of freshwater ecosystems. (Prerequisites: of laboratory per week, and follow-up at times BIO 206 or SCI 182, or BIO 338 and written per- other than the scheduled lab period. (Corequi- mission of instructor. Corequisite: BIO 373.) site: BIO 359.) Fee: $60. BIO 368 Marine Biology Laboratory—1 cr. hr. BIO 384 Remote Sensing and Geographic Laboratory and field experience in the taxono- Information Systems—3 cr. hrs. my, morphology, physiology, and ecology of This course focuses on environmental applica- Northwest marine fauna.(Prerequisite: BIO 206 tions of multispectral remote sensing (RS) and or SCI 162. Corequisite: BIO 338.) Fee: $60. its integration into geographic information sys- BIO 371 Plant Biology Laboratory—1 cr. hr. tems (GIS). Specific RS topics include sensor Laboratory and investigation of the morphology, systems, digital image processing, and automat- anatomy, and physiology of gymnosperm and ed information extraction. Specific GIS topics angiosperm plants. Emphasis is given to plants include spatial database management systems, native to the Pacific Northwest. Three hours of data analysis, and environmental modeling. laboratory per week. (Corequisite: BIO 341.) Special emphasis will be placed on biological Fee: $60. applications (e.g., vegetation mapping, habitat BIO 372 Cell and Molecular Biology Labora- identification, wildfire regeneration, and field tory—1 cr. hr. data mapping). Three hours of lecture per week. An overview of current methodology in cell (Also listed as ENV 384.) biology, including microscopy, cell culture, and BIO 385 Environmental Microbiology— macromolecular isolation/analysis techniques. 3 cr. hrs. Three hours of laboratory per week. (Corequi- Morphology, physiology, and ecology of site: BIO 354.) Fee: $60. microorganisms, emphasizing their role in envi- *BIO 373 Freshwater Ecology Laboratory— ronmental processes such as nutrient cycling, 1 cr. hr. bioremediation, waste treatment, and food pro- Field and laboratory investigation of freshwater duction. Three hours of lecture per week. (Pre- ecosystems. (Corequisite: BIO 363.) Fee: $60. requisites: CHM 207-208. Also listed as ENV 385.) BIO 375 Vertebrate Biology Laboratory— BIO 387 Service Learning In Biology— 1 cr. hr. 1 cr. hr. Field and laboratory experience in the natural Faculty-directed student outreach experience in history and taxonomy of vertebrate organisms. community educational institutions. Before Three hours of laboratory per week. (Corequi- enrolling, a student must consult with a faculty site: BIO 345.) Fee: $60. member to define the project. May be repeated for BIO 376 Embryology and Developmental credit. (Prerequisite: BIO 206-207.) Biology Laboratory—1 cr. hr. BIO 415 Readings in Biology—1 cr. hr. Experimental and microscopic techniques are Seminar on topics in biology, including medi- used to study the development of organisms. cine, ecology, animal behavior, biochemistry, Three hours of laboratory per week. (Corequi- genetics and evolution. One hour of discussion site: BIO 336.) Fee: $60. per week. (Prerequisite: BIO 206-207, BIO 276- BIO 377 Anatomy Laboratory—1 cr. hr. 277, and permission of instructor.) Gross anatomy of the human body will be stud- †BIO 436 Invertebrate Zoology—3 cr. hrs. ied using human bones and cadavers. Three Morphology, physiology, and taxonomy of the hours of laboratory per week. (Corequisite: BIO invertebrate phyla. Three hours of lecture per 307.) Fee: $60. week. (Prerequisite: BIO 206-207. BIO 476 may BIO 378 Physiology Laboratory—1 cr. hr. be taken concurrently.) Homeostatic control of body systems will be BIO 442 Ecology—3 cr. hrs. explored using the students’ bodies. Interfacing Principles of ecology including structure and func- of physiological recording equipment with the tion of ecosystems, ecosystem development, computer will be demonstrated. Three hours of behavioral ecology, and population biology. Three laboratory per week. (Corequisite: BIO 308.) hours of lecture per week. (Prerequisite: BIO 206. Fee: $60. BIO 472 may be taken concurrently.)

*Course offered Summer Session only. †Course may be offered periodically. 140 — Biology/Business Administration COURSE DESCRIPTIONS BIO 445 Molecular Genetics—3 cr. hrs. BIO 493 Research—1-3 cr. hrs. Principles of eukaryotic and prokaryotic genet- Faculty-directed student research. Before ics, including the nature of the genetic material, enrolling, a student must consult with a faculty gene expression and regulation, mutation and member to define the project. May be repeated repair, and molecular genetics techniques. (Pre- for credit. (Prerequisites: BIO 206-207/276-277.) requisites: BIO 206-207/276-277, and CHM 325. Fee: $60. BIO 475 may be taken concurrently.) BIO 497 Internship—credit arranged. BIO 453 Evolution—3 cr. hrs. Intensive field experience in selected industries Introduction to the theories of life, sources of or agencies. Department permission and super- genetic variation, speciation, and extinction. vision is required. (Prerequisites: BIO 206-207/ Three hours of lecture per week.(Prerequisites: 276-277.) BIO 206-207.) BIO 499 Senior Thesis—1-6 cr. hrs. †BIO 460 Immunology—3 cr. hrs. Research, study, or original work under the Principles of immunology including structure direction of a faculty mentor, leading to a schol- and function of antibody molecules; the nature arly thesis document with a public presentation of antigens; development and function of B and of results. Requires approval of thesis director, T lymphocytes; humoral and cell mediated reac- department chair, and the director of the hon- tions with antigen in vivo and in vitro and immun- ors program, when appropriate. (Prerequisites: ological disorders. (Prerequisites: BIO 206-207/BIO Senior standing; 3.0 G.P.A. in the thesis area or 276-277. BIO 470 may be taken concurrently.) good standing in the honors program.) †BIO 470 Immunology Laboratory—1 cr. hr. Laboratory exercises on immunological tech- Business Administration niques including cell tissue culture, ELISA *BUS 100 Introduction to Leadership— immunoassay, agglutination, immunization, and 3 cr. hrs. antibody measurement. Three hours of laborato- Introduces students to the key skill bases in lead- ry per week. (Corequisite: BIO 460.) Fee: $60. ership (team building, communication, and BIO 472 Ecology Laboratory—1 cr. hr. problem solving) that are a foundation of the Laboratory and field investigation of community undergraduate curriculum in business. Covers structure, productivity, and population dynam- these skills within global and ethical frame- ics. Three hours of laboratory per week. (Prereq- works. Business majors only. Must be completed uisite: MTH 161. Corequisite: BIO 442.) Fee: $60. by all students during their first two semesters in BIO 475 Molecular Genetics Laboratory— the business program. Fall semester restricted to 1 cr. hr. first-time freshmen. Spring semester open to all An overview of current methodology in molecular business students. Fee $85. genetics, including DNA fingerprinting and re- *BUS 101 Software Applications Workshop— combinant DNA techniques. Three hours of labo- 1 cr. hr. ratory per week. (Corequisite: BIO 445.) Fee: $60. Examines the coordinated usage of software †BIO 476 Invertebrate Zoology Laboratory— applications commonly found in businesses 1 cr. hr. today and approaches for utilizing them to Laboratory and field investigation of the inver- enhance productivity. Covers analysis tools tebrate phyla. Three hours of laboratory per (e.g. Excel) including modeling and features of week. (Corequisite: BIO 436.) Fee: $60. Word and PowerPoint that improve effective- BIO 477 Human Anatomy Dissection— ness. 1 cr. hr. *BUS 102 Professional Development—2 cr. Completion of BIO 377 (Human Anatomy Lab) hrs. and permission of instructor required. Students Prepares students for professional careers engage in independent dissection of human through a series of career development activi- cadavers to gain a more in-depth and compre- ties throughout the degree program. Required hensive understanding of the human body. of all students for the B.B.A. degree. Appropriate techniques are taught to dissect * BUS 200 Entrepreneurial Marketing— and prepare cadavers as prosections for use in 3 cr. hrs. BIO 377. A minimum of 3 hours/week is Covers fundamentals of entrepreneurial and required. Fee: $60. marketing concepts, including idea generation, BIO 490 Directed Study—credit arranged. market research, and product development. BIO 491-492 Biology Seminar—credit Other concepts in the entrepreneurial model arranged. include environmental influences, consumer behavior, feasibility studies, and the creation and

*Required of all undergraduate B.B.A. majors in business. †Course may be offered periodically. COURSE DESCRIPTIONS Business Administration — 141 execution of strategies for reaching objectives. financial position and statement of profit and (Prerequisite: Sophomore status.) loss. (Prerequisites: BUS 209, BUS 210, Junior *BUS 209 Financial Accounting—3 cr. hrs. status.) Covers the preparation and interpretation of BUS 311 Intermediate Accounting II— basic financial information. Includes the usage 3 cr. hrs. of information from the multiple perspectives Continuation of BUS 310. Examines theoretical of owners, creditors and investors of both large issues involving the valuing, classifying, record- and small businesses who use this information ing, and reporting of accounting transactions in their lending and investing decisions. related to liabilities and equity. Includes the *BUS 210 Managerial Accounting—3 cr. hrs. analysis of financial statements in particular the Examines the use of accounting information for statement of financial position, the statement of planning, control, internal decision-making, and changes in stockholder’s equity, and the state- performance evaluation. Introduces mathemati- ment of cash flows. (Prerequisite: BUS 310.) cal tools and techniques for producing manager- BUS 312 Cost Accounting—3 cr. hrs. ial information and considers the behavior Develops analytical skills used in cost and man- effects of the information. (Prerequisite: BUS agerial accounting that are used for internal 209.) decision-making as distinct from external finan- *BUS 250 Legal and Social Responsibility in cial accounting. Topics include: the accountant’s Business—3 cr. hrs. role in the organization, cost terms and purpos- Provides an overview of the legal and ethical es, cost-volume profit analysis, job costing, activ- concerns of managers. Topics include govern- ity based costing, budgeting, variance analysis, mental regulation of business, diversity in the direct costing and other relevant information for workplace and the global legal environment. decision making. (Prerequisite: BUS 210.) Explores private law topics including contracts BUS 330 Managerial Finance—3 cr. hrs. and tort law. Designated as a writing enhanced Provides a conceptual and theoretical treatment course involving writing instruction and com- to topics such as the role of risk in asset pricing, pletion of several writing assignments. capital structure, currency-risk management, *BUS 255 Management Information and dividend policy. Considers the function of Systems—3 cr. hrs. finance in relation to the overall objectives of Introduces the technology, applications, and the organization. (Prerequisite: BUS 305.) management of computer-based information *BUS 355 Decision Modeling—3 cr. hrs. systems in organizations with dual emphases Develops understanding of quantitative deci- on the digital firm and database management sion making by considering problems in systems. Provides the necessary frameworks, accounting, finance, human resources, market- concepts, and principles to guide students to ing, operations, and strategic business manage- understand and effectively address the issues ment. Examines the impact of uncertainty on pertaining to the vast and fast-growing field of business results, as well as the application of computer-based information systems (IT/CBIS) tools and methods useful in making business in the context of an enterprise. (Prerequisite: decisions under uncertainty. The course stress- BUS 101 or EGR 110.) es the use of computer software (Microsoft *BUS 305 Business Finance—3 cr. hrs. Excel, Visual Basic for Applications, statistical Emphasizes the goal of financial management, software, etc.) in performing business analysis. value maximization, and the financing, invest- (Prerequisites: BUS 255 and ECN 220.) ment, and dividend decisions that lead to this BUS 356 Database Management—3 cr. hrs. goal. Topics include cash flow analysis, finan- Provides an understanding of how database cial mathematics, capital budgeting decision, technology supports business objectives and financial leverage and the effects on sharehold- information technology initiatives. Focuses on er returns, investment risk analysis, valuation the design and implementation of a business of bonds and common stock, cost of capital to database using the relational database model the firm, and dividend payout policies. (Prereq- and database life cycle methodology. Covers uisites: BUS 209 and ECN 220 or EGR 360 or database skills including data flow diagrams, the MTH 161.) entity-relationship models and object-oriented BUS 310 Intermediate Accounting I— modeling, e-business/Internet integration, as 3 cr. hrs. well as database implementation skills in using Examines theoretical issues involving the valu- Microsoft Access, Oracle, or Structural Query ing, classifying, recording, and reporting of Language. (Prerequisite: BUS 255.) accounting transactions related to asset and rev- *BUS 360 Organizational Behavior—3 cr. hrs. enue recognition. Includes the analysis of finan- Increases student understanding of self, other cial statements, in particular the statement of individuals, groups, and human behavior in

*Required of all undergraduate B.B.A. majors in business. 142 — Business Administration COURSE DESCRIPTIONS organizations. Topics include personality, val- and ability to read and use financial statements. ues, motivation, communication, teamwork, (Open only to non-business majors. No busi- conflict management, decision-making, and ness prerequisites.) leadership. Employs experiential methodology *BUS 400 Management Decisions and to emphasize skill-building in the main areas. Policy—3 cr. hrs. (Prerequisite: Junior status.) Examines the process of managing the strategy, *BUS 361 Technology and Operations Man- formulation, and implementation functions of a agement—3 cr. hrs. firm. Teaches students to think strategically Develops quantitative and theoretical knowl- and to consider the perspective of the total edge of issues related to the design and manage- enterprise utilizing cases, readings, and a com- ment of operations and technology. Develops puter simulation. Taken during one of the stu- student understanding of the strategic impor- dents’ last two semesters. tance and competitive market-place advantage BUS 401 Business Administration from operations. It is highly recommended that Internship—3 cr. hrs. students take the optional lab session. (Prereq- Matches qualified students with leading busi- uisites: BUS 355, Junior status.) ness and non-profit organizations for on-the-job BUS 364 Managing Innovation and learning experiences related to a functional dis- Change—3 cr. hrs. cipline. Explores interpersonal and consulting Explores issues related to the management of skills and frameworks for examining organiza- technology, innovation, and change within tional cultures, mentoring, and career develop- organizations. Examines the range of forces ment in organizations. (Prerequisites: Preap- impacting new product/process/service devel- proval of internship director and Senior standing.) opment and the implementation and coordina- BUS 411 Advanced Accounting—3 cr. hrs. tion of these activities with internal operations Examines critical issues necessary to evaluate and external markets. (Prerequisite: BUS 360 and report on business combinations, corporate recommended.) consolidations, and partnerships. Includes BUS 365 Accounting Information accounting research methodology and case Systems—3 cr. hrs. analysis. (Prerequisite: BUS 311.) Evaluates the design, implementation and con- BUS 430 Investments—3 cr. hrs. trol of accounting information systems. Topics Surveys the field of investment analysis and port- include understanding and documenting trans- folio management. Topics include: The invest- action cycles, evaluating internal control envi- ment process and financial planning, the struc- ronment, and using resources-events-agents ture of capital markets (stock exchanges, etc.), the (REA) method to model information systems. definition and statistical measurement of risk and (Prerequisites: BUS 255, BUS 310.) return in the global market, security law and BUS 370 Marketing Research—3 cr. hrs. ethics, stock market indicators and their calcula- Surveys the field of marketing research, defined tion, investment media and risks, stock and bond as all activities that provide information to guide valuation models, real estate investment, munici- marketing decisions. Provides understanding pal bonds, government securities, etc. (Prerequi- about informational objectives, data sources, site: BUS 305.) design and implementation of data collection BUS 431 Financial Markets and procedures, analysis of data, and presentation of Institutions—3 cr. hrs. results. (Prerequisites: BUS 200 and ECN 220 or Examines the various financial markets that MTH 161, Junior status.) play a crucial role in helping individuals, corpo- BUS 371 Consumer Behavior—3 cr. hrs. rations, and governments obtain financing and Provides an in-depth examination of the inter- invest in financial assets such as stocks, bonds, nal mental processes and external factors that mortgages, and derivatives. Includes the study of shape consumers’ responses to marketing financial institutions that facilitate management strategies, their purchase decisions, and prod- of financial market transactions. (Prerequisite: uct usage behavior. Emphasizes application of ECN 120 or BUS 305. Also listed as ECN 431.) core concepts to marketing decisions. (Prereq- BUS 432 Personal Financial Planning— uisites: BUS 200, Junior status.) 3 cr. hrs. BUS 380 Family Business and Small Busi- Provides the informational and decision-mak- ness Management—3 cr. hrs. ing tools needed for planning and implement- Develops the entrepreneurial mindsets and ing a successful personal financial program. skills needed to create or build a business. Topics include money management models, Focus is on issues pertinent to family business- consumer finance issues, insurance, investing, es, understanding of critical success factors, retirement and estate planning. (Prerequisite: small business management and marketing, BUS 305.)

*Required of all undergraduate B.B.A. majors in business. COURSE DESCRIPTIONS Business Administration — 143 BUS 441 International Finance—3 cr. hrs. impact of uncertainty, and the role of informa- Provides an in-depth examination of interna- tion technology. Special emphasis is given to tional money and capital markets, exchange- understanding how the business context shapes rate determination and currency-risk manage- the strategic design and management of the ment techniques employing forward, futures, supply chain. (Prerequisite: BUS 361.) and options contracts. Considers the functions BUS 456 Systems Analysis and Design— of international financial management in rela- 3 cr. hrs. tion to the overall objectives of the organization. Provides fundamental systems analysis and (Prerequisite: BUS 305.) design concepts and methodologies essential BUS 442 Cross-Cultural Management— for successful development of complex infor- 3 cr. hrs. mation systems. Approaches the development Helps students gain a systematic understanding of business systems from a problem-solving per- of cultural differences across and within nations spective involving system designers, business and the impact thereof on business practice and analysts, and other stakeholders in developing, managerial behavior. Includes in-depth com- documenting, and maintaining information sys- parative cultural analysis. Develops students’ tems. Intended for students who plan on global mindsets and multicultural skills, includ- becoming business analysts or information sys- ing cultural sensitivity, intercultural communi- tem developers (Prerequisite: BUS 255. BUS 356 cation, negotiations, and cooperation. (Prereq- recommended.) uisite: BUS 360.) BUS 457 Inventory Management—3 cr. hrs. BUS 443 International Marketing Manage- Covers inventory as more than simple raw ment—3 cr. hrs. materials or finished goods, including any Applies marketing principles to the contexts of assets awaiting sale or use such as money, per- international and global business. Topics sonnel, time, capacity, and energy. Presents a include strategies, risks, and benefits of market- comprehensive view of managing the flow of ing across national and cultural boundaries. inventory to, within, and from the organization. Also examines consequences and ethical con- Deals with the balance between shortages and siderations of globalization. (Prerequisite: BUS excesses in an environment characterized by 200. Also listed as SJP 443.) demand and supply uncertainty. Includes criti- BUS 450 Advance Business Law—3 cr. hrs. cal aspects of contemporary strategies such as Study of the legal and ethical concerns of man- JIT, lean, and reverse logistics (sustainable sup- agers. Topics include government regulation of ply chains). Emphasizes both theory and practi- business, environmental issues, and the global cal applications. (Prerequisite: BUS 361.) legal environment. The course also explores BUS 458 Service Operations—3 cr. hrs. private law topics including commercial paper, Covers concepts and techniques for designing, secured transactions, credit and suretyship, planning and controlling service operations bankruptcy, and professional liability. (Prereq- including service site location, service facilities uisite: BUS 250.) design, managing capacity and demand in serv- BUS 452 Project Management—3 cr. hrs. ice operations, work force scheduling, produc- Takes a comprehensive view of the concepts, tivity and quality management, and the impact tools and realities of successfully managing pro- of new technology on service operations. jects. Examines how the technical/tool aspects Addresses strategic analysis and operational of project management integrate with interper- decision making. Emphasizes sectors such as sonal and cultural factors in impacting the over- health care, technical support services, banking all management of dynamic projects. Covers and financial services, transportation, hospitali- project selection, justification, planning and ty and education. (Prerequisite: BUS 361.) scheduling, and cash flow management includ- BUS 462 Human Resource Management— ing methods such as PERT/CPM, Critical Chain, 3 cr. hrs. Earned Value Analysis, and Simulation. Examines theories and practices of staffing, Addresses important management and leader- training, assessing, and compensating employ- ship issues including contracts, team composi- ees from the perspectives of line management tion, team building, motivation and compensa- and the human resource department. Explores tion/incentives. (Prerequisite: BUS 355.) union/management interactions and healthy BUS 453 Supply Chain Management— workplace environment while considering 3 cr. hrs. employment laws, the diverse labor force, and Develops skills in examining and improving the internal influences. (BUS 360 recommended.) flow of materials and information through the network of suppliers, manufacturers, distribu- tors, and retailers in order to effectively match supply with demand. Topics include inter- and intra- firm coordination, incentive design, the 144 — Business Administration COURSE DESCRIPTIONS BUS 464 Business Taxation—3 cr. hrs Entrepreneurship and the mentorship of an entre- Provides a survey of income tax issues for busi- preneur. (Open only to Entrepreneur Scholars.) nesses. Includes overview of tax theory, taxa- BUS 482 Global Entrepreneurship—3 cr. hrs. tion of corporations, partnerships and other Prepares students to conduct international busi- business entities. Emphasizes how tax issues ness by comparing and contrasting the business impact decision-making. (Prerequisite: BUS 210.) practices of entrepreneurs in the United States BUS 465 Auditing—3 cr. hrs. with entrepreneurs globally. Immerses stu- Provides information on the theory, methodology, dents in a foreign culture where they transact and specific techniques used in the verification business on foreign soil. (Open only to Entre- and presentation of financial data provided to out- preneur Scholars.) siders. Introduces specific verification services, BUS 485 Entrepreneurial Ventures—3 cr. hrs. including assurance, attest, and audit services. Designed for juniors and seniors interested in Class work includes a team project requiring an creating a new business venture or students at audit of an organization. (Prerequisite: BUS 311.) this level who wish to familiarize themselves BUS 466 Not-for-Profit and International with the concepts, issues, and techniques of Accounting—3 cr. hrs. new venture creation and entrepreneurship. Covers both accounting for not-for-profit enti- The course will focus on identifying and evalu- ties and international/foreign currency ating new business opportunities. (Prerequisite: accounting. Examines accounting regulations BUS 200.) for governments, charitable organizations, col- BUS 490 Directed Study—3 cr. hrs. leges and universities, and hospitals. Considers Designed for superior students desiring exten- transactions made by U.S. entities but denomi- sive and intensive study in a particular area of nated in foreign currencies and international interest. (Prerequisite: Permission of instructor, accounting standards compared to U.S. stan- advisor, and dean.) dards. (Prerequisite: BUS 311.) BUS 491-492 Business Seminars—3 cr. hrs. BUS 467 Personal Taxation—3 cr. Hrs. In the semesters in which offered, varying sub- Covers the fundamentals of the federal taxation ject matter as business faculty deems appropri- of individuals and investments. Emphasis on ate for needs of the student in meeting the objec- planning transactions to minimize tax. Includes tives of the undergraduate business program. research using both print and computerized tax BUS 499 Senior Thesis—3 cr. hrs. materials and the Internal Revenue Code. (Pre- Research, study, or original work under the requisite BUS 210.) direction of a faculty mentor, leading to a schol- BUS 471 Integrated Marketing Communica- arly thesis document with a public presentation tions—3 cr. hrs. of results. Requires approval of thesis director, Provides a detailed examination of the uses of dean, and director of the honors program, when advertising, sales promotions, public relations, appropriate. (Prerequisites: Senior standing, 3.0 personal selling, and other promotional tools in GPA in the thesis area or good standing in the achieving different types of marketing goals. honors program.) Emphasizes hands-on learning through devel- opment of a communication plan. (Prerequi- Graduate Courses site: BUS 200.) MBA program information can be found in the BUS 472 Personal Selling—3 cr. hrs. Graduate School section on page ___. Discuss and practice current theories regarding BUS 500 Statistical and Quantitative Analy- the selling process and personal selling strate- sis—3 cr. hrs. gies. Develop interpersonal communication and Covers the statistical and quantitative tools for analytical skills. Seminar format with extensive conducting basic research in the business envi- role plays, guest speakers, and discussion, ronment. Topics include descriptive statistics, emphasizing selling as a skill and profession. probability distributions, and hypothesis test- (Prerequisites: BUS 200, Junior status.) ing, with extensive treatment of multiple BUS 480 Creating a World-Class Venture— regression models. Course presumes some 3 cr. hrs. familiarity with statistics and a basic proficiency Coverage of conceptual entrepreneurial skills with Microsoft Excel. (Also listed as NRS 500.) needed to create a business that is globally com- BUS 501 Economic Analysis—3 cr. hrs. petitive. Emphasis on creation and implemen- Provides a comprehensive review of macro- and tation of a plan for a potential world-class ven- microeconomics topics as background for ture. (Open only to Entrepreneur Scholars. Also M.B.A. study. listed as PCS 480.) Fee: $3,000. BUS 502 Marketing Management—3 cr. hrs. BUS 481 Entrepreneur Apprenticeship— Examines marketing and its environment, mar- 3 cr. hrs. keting’s role within the firm, selecting market- Business plan development and implementation ing targets and developing a marketing mix under supervision of the director of the Center for (products, distribution, prices, and promotion). COURSE DESCRIPTIONS Business Administration — 145 The development, implementation, and control skills, conflict and politics, and the manage- of the marketing plan are also treated in the ment of change. global context. BUS 513 Social Responsibility in Organiza- BUS 503 Corporate Finance—3 cr. hrs. tions—3 cr. hr. Provides the basics in financial management. Explores the role of business in society. Cover- Topics include taxes, financial markets and age of company values, actions, and outcomes institutions, discounted cash flow analysis, that affect employees, investors, business part- stock and bond valuation, risk and return, port- ners, communities, and the natural environ- folio theory, cost of capital, financial statement ment. Examines business ethics in these rela- analysis, capital budgeting, capital structure tionships and ways that leaders can improve theory, and dividend policy. An introduction to corporate citizenship. advanced topics such as agency theory, and BUS 516 Management Information bankruptcy and reorganization. (Prerequisite: Systems—3 cr. hrs. BUS 500. Recommended: BUS 506.) This course is an introduction to the technolo- BUS 505 Operations Management—3 cr. hrs. gy, applications, and management of computer- Introduces a variety of quantitative techniques based information systems in organizations with a wide-ranging application potential in with dual emphases on the digital firm and data- areas of operations management and analysis. base management systems. It is designed to Topics will typically include linear program- provide the necessary frameworks, concepts, ming approaches to resource allocation, statisti- and principles to guide students to understand cal techniques for quality control, inventory and effectively address the issues pertaining to models, project scheduling networks, and basic the vast and fast-growing field of computer- queuing systems. (Prerequisite: BUS 500.) based information systems (IT/CBIS) in the BUS 506 Principles of Accounting—3 cr. hrs. context of an enterprise. Introduction to financial and managerial BUS 520 Applied Marketing Strategies— accounting and reporting issues. Topics include 3 cr. hrs. the preparation, analysis, and interpretation of Develops customer-focused plans and strategies general purpose financial reports and uses of for products and businesses in an increasingly accounting information for decision-making competitive environment. Emphasizes manage- purposes. rial practices relating to product offering, pric- BUS 510 Competing in the Global ing, promotion, and distribution and how these Economy—3 cr. hrs. are integrated to satisfy consumers. (Prerequi- Promotes strategic thinking and team dynamics site: BUS 502 or equivalent.) with an in-depth treatment of all the functional BUS 521 Consumer Behavior—3 cr. hrs. areas of business. Uses a computerized simula- Offers a detailed analysis of consumer decision tion exercise that allows students to model the processes, product usage behavior, and responses evolutionary path of a new venture and to focus to various elements of marketing strategy. on cross-disciplinary learning. By doing so, class Explores external environmental influences provides an integrated perspective of business and internal mental processes that help shape knowledge, decision making and teamwork consumer behavior. (Prerequisite: BUS 502 or skills, and experience in leadership. Recom- equivalent.) mended: Completion of all foundation courses. BUS 522 Marketing Research—3 cr. hrs. BUS 511 Cross-Cultural Management— Presents a problem-solving approach to under- 3 cr. hrs. standing the ways information is used to guide Promotes a systematic understanding of cultur- marketing and management decisions. Using al differences across and within nations and the an experiential method, students learn to impact thereof on business practice and man- define research objectives, choose and evaluate agerial behavior. Students will conduct in-depth data sources, implement data collection proce- comparative cultural analysis, and develop dures, and analyze and present research their global mindsets and multicultural skills results. (Prerequisite: BUS 502 or equivalent.) (e.g., cultural sensitivity, intercultural commu- BUS 523 Negotiation and Persuasion Strate- nication, negotiations, and cooperation) through- gies—3cr. hrs. out the course. This course is particularly help- Applies negotiation strategies and tactics in a ful for students who plan to work overseas or in variety of business and nonprofit environ- multicultural environments. ments; emphasis on collaborative and competi- BUS 512 Leadership and Higher Level Man- tive styles of negotiating. Seminar-style course agement—3 cr. hrs. with multiple bargaining simulations through- Explores the role of leadership within organiza- out the semester. (Prerequisite: BUS 502 or tions focusing on integrative roles of middle equivalent.) and higher level managers. Topics include a survey of leadership theory, team building 146 — Business Administration COURSE DESCRIPTIONS BUS 524 Integrated Marketing Communica- BUS 534 Derivatives and Risk Manage- tions—3 cr. hrs. ment—3 cr. hrs. Provides an in-depth examination of how to Examines derivatives, their markets, and their build a brand for a corporation or non-profit role in portfolio- and corporate financial man- organization through uses of various elements agement. Emphasis on risk management tech- of marketing communication, including adver- niques employing derivatives, and the pricing tising, sales promotion, public relations, and of options, futures, forward contracts, and event sponsorships. (Prerequisite: BUS 502 or swaps. Other topics include market structure, equivalent.) speculation, and arbitrage. (Prerequisite: BUS BUS 525 Sales and the Global Market— 503 or equivalent.) 3 cr. hrs. BUS 535 International Economics and Understand the personal selling function as a Trade—3 cr. hrs. means to develop buyer-seller interrelation- Deals with the exchange of goods, services, and ships. Provides an opportunity to discuss and capital across national boundaries. The record practice the selling process and personal selling of these transactions, the balance of payment strategies with an emphasis on managing across accounts, is analyzed extensively. Other topics cultures. Role plays and cases are featured com- include theories of trade, exchange rate deter- ponents for enhancing marketing and sales mination, and economic growth. (Prerequisite: skills. (Prerequisite: BUS 502 or equivalent.) BUS 501 or equivalent.) BUS 530 Applied Financial Analysis— BUS 541 Human Resource Management— 3 cr. hrs. 3 cr. hrs. An in-depth examination of the key theories Covers theories, practices, and research in and practices in managerial finance. Primary employment, development, appraisal, and coverage on the corporations’ financing, invest- compensation of employees from the views of ing, and distribution activities, the assessment line management and the human resource and management of risk, a critical analysis of department. Also covers government regula- financial reports, and the valuation of claims tions, the diverse labor force, job analysis, safe- and contingent claims. Quantitative content. ty and health, and globalization. Strategic impli- (Prerequisites BUS 500, BUS 503 or equivalent.) cations and skill-building are emphasized. (Pre- BUS 531 International Finance—3 cr. hrs. requisite: BUS 512.) Examines international financial institutions, BUS 544 Managing Innovation and Change markets, and instrument. Emphasis on —3 cr. hrs. exchange-rate determination, and currency-risk Examines approaches that leading organiza- management techniques employing forward, tions use to improve innovation and organiza- futures, and options contracts. Other topics tional performance. Topics include innovation include international money and capital mar- and technology management, organization kets, portfolio theory in an international con- design, and organizational development. text, international capital budgeting, and eco- Develops methods to assess current organiza- nomic developments reshaping the financing tional relationships, design improvements, and and investment environment. (Prerequisite: successfully implement these changes. (Prereq- BUS 503 or equivalent.) uisite: BUS 512.) BUS 532 Security and Portfolio Analysis— BUS 545 Project Management—3 cr. hrs. 3 cr. hrs. This course will take a comprehensive view of Surveys the field of investments. Topics include project management, addressing both the tech- investment objectives, short-term and long- nical and the socio-cultural aspects of the field. term media, real estate media, stock and bond Students will learn to see how the valuation theory, the capital asset pricing model technical/tools aspects of project management and portfolio theory, the efficient market integrate with the socio-cultural aspects, and hypothesis, options, and futures. (Prerequisite: how neither, without the other, is sufficient for BUS 503 or equivalent.) successfully managing projects. We will use lec- BUS 533 Financial Markets and Institu- tures, group problem-solving exercises, team tions—3 cr. hrs. planning activities, and case discussions to Studies the global financial system and the emphasize the various aspects and dynamic financial markets and intermediaries that com- nature of project management. Regardless of prise this system. The course examines related your level of experience and previous training, topics such as interest rates and the pricing of this course will enable you to expand your financial assets, regulation, and the risk analy- understanding of project management con- sis and management of banks and other finan- cepts, tools, and realities. More importantly, cial institutions. (Prerequisite: BUS 503 or this course will engage you in critical thinking equivalent.) about project management issues. (Prerequi- site: BUS 505 or equivalent.) COURSE DESCRIPTIONS Business Administration — 147 BUS 551 Introduction to Health Care Man- including assurance, attest, and audit services. agement—3 cr. hrs. A team project requires an audit of an organiza- Provides a survey of the American health care tion. (Prerequisite: BUS 311 or equivalent.) system and the linkage of organizations in the BUS 566 Not-for-Profit and International health care industry. Explores the evolution of Accounting—3 cr. hrs. health care policy and the economics of alterna- Covers both accounting for not-for-profit enti- tive health care delivery systems. ties and international/foreign currency BUS 552 Health Care Marketing—3 cr. hrs. accounting. Examines accounting regulations Explores marketing concepts and their applica- for governments, charitable organizations, col- tion in health care. Topics include marketing leges and universities, and hospitals. Considers for health care delivery systems, medical prod- transactions made by U.S. entities but denomi- ucts, and health care services in both for-profit nated in foreign currencies and international and non-profit organizations. (Prerequisite: BUS accounting standards compared to U.S. stan- 502 or equivalent.) dards. (Prerequisite: BUS 311 or equivalent.) BUS 553 Health Care Finance—3 cr. hrs. BUS 568 Taxes and Business Strategy— Explores basic and emerging trends in the finan- 3 cr. hrs. cial management of health care organizations Examines how to integrate tax strategy into and the health care industry. Topics include business decision-making in both the domestic financial analysis, resource management, and international business environments. The financing of health care systems, and relation- focus is not on technical tax rules but on opti- ships between health care providers, insurers mizing the operational structure of firms and and other parties. (Prerequisite: BUS 503.) structuring specific business transactions to BUS 554 Health Care Information maximize after tax returns. Topics include: fun- Systems—3 cr. hrs. damentals of the U.S. tax system; corporate Explores the design of health care information structure, mergers, and liquidations; property systems for integrating medical records, billing, dispositions; compensation issues including personnel, and other services in both adminis- employee stock options; international and trative and health research systems. (Prerequi- interstate tax planning; family tax planning; site: BUS 516 or equivalent.) dealing with the IRS. (Prerequisite: BUS 506 or BUS 556 Ethical Issues in Health Care—3 cr. equivalent.) hrs. BUS 571 New Venture Management— Explores ethical issues arising in health care 3 cr. hrs. delivery systems including patient care issues, Examines the entrepreneurial process—the crit- professional and administrative conduct, med- ical ingredients determining a startup’s success ical research, and the provision of health care or failure and the driving forces behind this products and services. (Prerequisite: BUS 513.) event through the eyes of the entrepreneur. BUS 560 Managerial Accounting Applica- Course exposes students to the role of the entre- tions— 3 cr. hrs. preneur and the process used in finding, Provides students with accounting and analyti- screening, and evaluating new business oppor- cal skills useful for managerial decision-making. tunities. Topics covered include: performance evalua- BUS 572 Family Business Planning— tion, pricing and operational decisions, strategy, 3 cr. hrs. cost allocation, variance analysis, inventory and Explores the personal, family, and business capital budgeting, among others. (Prerequisite: issues found in family owned firms. Focus on BUS 506 or equivalent.) development of relevant analytical and man- BUS 563 Financial Statement Analysis— agerial skills. Topics include family business 3 cr. hrs. systems, family business governance, succes- Develops skills for examining financial infor- sion, and family wealth planning. mation by external users (lenders, stock ana- BUS 580 Strategic Issues and Applications lysts, and owners/shareholders). Includes in Management—3 cr. hrs. study of properties of financial information, Examines the competitive process through the choices of generally accepted accounting princi- firm’s management of its strategic issues. Com- ples, income manipulation, methods of infor- petition is at the heart of the success and failure mation disclosure, and off-balance sheet of firms. Students are exposed to the techniques accounting. (Prerequisite: BUS 506 or equiva- used by managers to evaluate their firm’s com- lent.) petitive position, to develop a strategy based on BUS 565 Auditing—3 cr. hrs. competitive advantages, and to successfully Examines the theory, methodology, and specif- execute their chosen strategy. Course should be ic techniques used in the verification and pre- taken in student’s graduating semester. sentation of financial data provided to out- siders. Introduces specific verification services, 148 — Business Administration/Catholic Studies COURSE DESCRIPTIONS BUS 581 Advanced Business Communica- him happy”— with commentary and satire tions—3 cr. hrs. along the way on the state of his times Course designed to help students attain profes- (medieval Florence and Italy), which are a dis- sional-level competence in oral and written tant mirror of our own, the need for justice, and business communication. Students learn rhetor- the nature of true love. A study also of Dante’s ical principles and apply them to business com- Vita Nuova, the book that records how Dante munication situations. Included: making formal came to write the Comedy. (Also listed as ENG oral presentations, conducting meetings, writ- 330.) ing business reports. (Also listed as CST 581.) PCS 333 Medieval Europe—3 cr. hrs. BUS 582 Global Business Law—3 cr. hrs. A broad study of the history of Medieval Europe, Examines the impact of U.S., foreign, and inter- from St. Augustine to the Hundred Years’ War, national law on global businesses and compari- with special emphasis on politics and culture. son of U.S. and foreign commercial legal sys- (Also listed as HST 333.) tems. Topics include laws governing multina- PCS 334 The Problem of Being—3 cr. hrs. tional firms; international sales transactions; This course studies some of the major topics trade and transportation issues; protection of and approaches in the history of philosophical intellectual property; finance, accounting, and reflection on Being and ontology from the be- tax issues; and dispute resolution including the ginnings of metaphysical speculation in the pre- use of arbitration. Socratics through the contemporary period. BUS 583 Graduate Business Internship— These include discussions of potency and act, 3 cr. hrs. essence and existence, causality, the ontological Allows highly-qualified MBA students to com- foundations of logic, the nature of language, plete an internship for credit to gain work expe- and the question of God. The course may take rience in a functional area. Interns must fulfill up these discussions from a variety of different an academic component in addition to the con- approaches. (Also listed as PHL 334.) tact time with the company. Open to full-time PCS 335 Europe in the Age of Religious students. Course counts as elective only. (Pre- War—3 cr. hrs. requisites: Preapproval of the internship direc- This course will examine European history tor, completion of all foundation core courses.) from 1500 to 1688. This period runs from the BUS 590 Directed Study—credit arranged Reformation to the birth of the modern state Designed for strong students desiring to do system. Special emphasis on intellectual, artis- extensive study in a particular area of interest tic, and cultural developments as well as the for which there is currently no University theological and military transformations in course offered. Students electing to do a direct- European life during this time. (Also listed as ed study must find a professor with the particu- HST 335.) lar area of expertise to serve as their faculty PCS 345 Spain from 1000 to 1700, Medieval sponsor. (Prerequisite: Permission of the and Early Modern Spain—3 cr. hrs. instructor, MBA director, and dean.) This course will examine Spain’s long centuries BUS 591-592 Seminars—3 cr. hrs. of contact and conflict between Christian and In the semesters in which they are offered, cours- Muslim regions and its expansion abroad as a es cover a variety of subjects the MBA staff con- world power. Topics will include the nature of a siders appropriate for the needs of the students frontier society, the development of the politi- in meeting the objectives of the MBA program. cal systems of Castile and Aragon, Iberia’s con- nections to the rest of Europe and to the Catholic Studies Mediterranean world, cultural and artistic PCS 320 Anglo-Saxon and Medieval Litera- developments, the interactions among the ture—3 cr. hrs. three religious groups (Christians, Muslims, From Beowulf to 1500, readings from key poets, Jews), the expansion into the Atlantic and ulti- playwrights, and prose writers from the Anglo- mately to the Americas, the growth and admin- Saxon and medieval periods examined in the istration for the Spanish Empire in Latin Ameri- context of linguistic, social, and literary history. ca and the effect that the colonies had on Spain. In addition to Beowulf, readings will include (Also listed as HST 345.) selections from The Canterbury Tales, Sir Gawain PCS 354 Colonial Latin America—3 cr. hrs. and the Green Knight, hagiographies (saints’ Course will begin with a brief study of the main lives), and The Book of Margery Kempe. (Also list- indigenous civilizations in Central America, ed as ENG 320.) then proceed to a study of Portuguese and Span- PCS 330 Dante’s Divine Comedy—3 cr. hrs. ish exploration and rule until the colonies A study of Dante the pilgrim’s journey through gained independence in the early 19th century. the realms of hell, purgatory, and heaven in (Also listed as HST 354.) search of Beatrice— “the one who will make COURSE DESCRIPTIONS Catholic Studies — 149 PCS 400 Integrating Seminar in Environ- Soviet economic experiment, the extraordinary mental Studies—3 cr. hrs. growth rates of Post-World War II East Asia, the A project-oriented seminar in which student U.S. economic boom in the 1990s, and the late teams with varying backgrounds in environ- 1990s crisis in developing economies. (Prereq- mental studies develop action plans to deal with uisites: ECN 120 or the permission of instructor. regional environmental issues. (Also listed as Also listed as ECN 426.) ENV 400.) PCS 435 Bioethics—3 cr. hrs. PCS 402 Poets, Prophets, Divas, and This course will explore the foundations of sci- Divines—3 cr. hrs. ence, ethics, law, and medicine and from that This course offers students the opportunity to foundation explore contemporary issues in the trace the development of prophecy and the intersection of those fields including the influ- prophetic tradition as it unfolds in the biblical ence of culture on science, medicine, law, and text and world and in our world today. Various ethics, professional codes, the concept of prophets and their writings are studied in order to informed consent, issues at the beginning of understand the person and personality of a life, cloning, stem cell research, reproductive prophet, prophetic imagination and creativity, the technologies, genetics, biomedical research and role of religious experience, the search for divine technology, the global AIDS epidemic, and jus- justice and compassion. Central to the course is tice in the distribution of health care. (Also list- the study of the prophets’ vision of hope and ed as PHL 435.) transformation for all times. Students are invited PCS 438 The Catholic Mass: Yesterday, to explore how they can be shakers and movers, Today, and Tomorrow—3 cr. hrs. history-makers and hearers, and prophetic leader A historical and theological examination of the of a new day. (Also listed as SJP 402, THE 402.) Catholic Mass (Lord’s Supper) in Church teach- PCS 410 Social Justice Leadership—3 cr. hrs. ing and ecumenical perspective. Special This course serves as a capstone to the social emphasis to be given to the intrinsic nature of justice minor program. The course will address its parts in Word and Eucharist, to devout and social justice from a local, national, internation- active participation by the faithful, and to its sig- al, and global perspective. Students will design, nificance as source and summit of Christian plan and implement a social justice project that spirituality in contemporary time and culture. will engage other students. Through participa- (Also listed as THE 438.) tion, mentoring, reading, and reflection stu- PCS 442 Introduction to Christian Spiritu- dents will develop their leadership capacities. ality—3 cr. hrs. (Also listed at SJP 410.) In this course students will read dialogically and PCS 422 Modern Catholic Ethics—3 cr. hrs. critically selected texts in the genre of Christian Analysis of several contemporary Catholic ethi- spirituality. They will construct their own cists, including Curran, O’Connell, Regan, and hermeneutical strategies to dialogue with and McCormick, who have influenced the develop- interpret these texts in light of the following ment of Catholic ethics. A critical examination context: Christian spiritual themes; explicit and of natural law, human freedom, conscience, implied images of God and ways of communi- authority, and the moral and rational capacity. cating with God. Students will also read critical- (Also listed as THE 422.) ly to elicit from the texts and from their own PCS 425 Catholic Social Teaching: A Living experiences suggestions about ways of being in Tradition of Thought and Action—3 cr. hrs. fruitful relationships with themselves, others By examining the relationship between and the world in light of the incarnation. This Catholic social teaching and social action this course will also require a commitment to self- course considers the theological perspectives, reflection and to active participation in an ongo- socio-historical contexts, key principles within ing conscious engagement with oneself, others, this tradition such as the dignity of the human the world, and the texts at hand. (Also listed as person and the common good, approaches to THE 442.) moral argument, and methods of social analysis PCS 453 Religion and Science—3 cr. hrs. that have shaped the Catholic tradition of Historical development of conflicts, especially thought and practice. (Also listed as SJP 425, over the theory of evolution, and the variety of THE 425.) positions presented today by theologians, scien- PCS 426 Comparative Economics—3 cr. hrs. tists, and philosophers. (Also listed as THE 453.) Examines major economies of the world from a PCS 456 Literary Catholicism—3 cr. hrs. historical, theoretical and applied perspective. This course will explore the Catholic theological Students will analyze how different national tradition, primarily as it finds expression in six economic systems have evolved through time novels whose writing is influenced by that tradi- as changing economic ideas and practices tion. (Also listed as THE 456.) spread across national boundaries. Examples of possible case studies include the end of the 150 — Catholic Studies/Chemistry COURSE DESCRIPTIONS PCS 463 Mystic, Thinker, Teacher: The Life (Also listed as ENV 482, THEP 482.) and Work of Augustine of Hippo, 354- PCS 486 The Mysticism of Resistance: Glob- 430—3 cr. hrs. al Perspectives on Gender, Poverty, and Besides being the most provocative teacher in Violence—3 cr. hrs. the history of Western Christianity, only Saint This course is designed to engage students in Augustine of Hippo (354-430) remains a force in critical theological reflection rooted in social contemporary thought. Besides his ranking analysis of women’s experiences of violence importance in Christian theology for more than and poverty in a context of globalization. fifteen hundred years, his thinking still informs Through classroom and experimental learning fields as diverse as psychology, political sci- students will come to understand the feminist ence, and philosophy. This course will track the paradigm as a model for transformation. (Also life and thought while situating it in the context listed as SW 486, SJP 486, THEP 486.) of late Roman antiquity and Christianity’s grow- PCS 491 Special Offerings. ing domination. Alongside our focus on Augus- tine as a person, philosopher, theologian, and Chemistry mystic, particularly in his classic Confessions, CHM 007-008 General Chemistry Work- special attention will be paid to his interpreta- shops—2 sems., 0 cr. hrs. tion of the Bible. We will also note Augustine’s These workshops are based on the Peer-Led influence in medieval, Reformation (Protestant Team Learning model (PLTL) with students and Catholic), and modern periods. (Also listed working individually and in small groups to as THE 463.) learn and exercise problem solving techniques. PCS 467 History of the Catholic Church in The problems presented in these workshops are America—3 cr. hrs. often not amenable to solution through ready- Study of the development of the Catholic made formulas and require the individual to Church in America with emphasis on signifi- interact with peers in a reflective manner. The cant social, political, and cultural ideas and workshop is 90 minutes each week. (Corequi- issues. (Also listed as THE 467.) site: CHM 207-208.) PCS 469 Great Philosophers—3 cr. hrs. CHM 025-026 Organic Chemistry Work- This course is devoted to an intensive study of shops—2 sems., 0 cr. hrs. the work of a single philosopher. Different philo- These workshops are based on the Peer-Led sophers will be featured in different semesters. Team Learning model (PLTL) with students (Also listed as PHL 469.) working individually and in small groups to PCS 472 Medieval Philosophy—3 cr. hrs. learn and exercise problem solving techniques. The major philosophers from Augustine The problems presented in these workshops are through late scholasticism with particular atten- often not amenable to solution through ready- tion to Augustine, Anselm, Aquinas, Bonaven- made formulas and require the individual to ture, Scotus, and Ockham. Taught biennially. interact with peers in a reflective manner. The (Prerequisite: PHL 220 or equivalent. Also listed workshop is 90 minutes each week. (Corequi- as PHL 472.) site: CHM 325-326.) PCS 480 Creating a World-Class Venture— †CHM 207 General Chemistry I—3 cr. hrs. 3 cr. hrs. For science and engineering majors. Introduc- Coverage of conceptual entrepreneurial skills tion to stoichiometry, atomic structure, bond- needed to create a business that is globally com- ing, and reactions. Principles of solution chem- petitive. Emphasis on creation and implemen- istry and chemical thermodynamics included. tation of a plan for a potential world-class ven- (Prerequisite or corequisite: 100-level mathe- ture. (Open only to Entrepreneur Scholars. Also matics course or equivalent. May be taken con- listed as BUS 480.) Fee: $3,000. currently with CHM 277.) PCS 482 Theology in Ecological Perspective— †CHM 208 General Chemistry II—3 cr. hrs. 3 cr. hrs. Principles of chemical kinetics, thermodynam- Explores contemporary Christian theology and ics, and equilibrium will be studied with its response to environmental and ecological emphasis on acid-base chemistry and electro- issues. The course will investigate the nature of chemistry. Other topics include intermolecular our current ecological crisis and the emerging forces, phase changes, colligative properties, theological insights by Christians deeply con- organic chemistry, nuclear chemistry, poly- cerned about our global environment. Special mers, and biochemistry. (Prerequisite: CHM emphasis will be given to the God-world relation- 207 or equivalent. May be taken concurrently ship, biblical and ethical considerations, as well with CHM 278/279.) as ecological issues germane to the Northwest.

*Protective eye wear required. †Workshops may be recommended or required. COURSE DESCRIPTIONS Chemistry — 151 *CHM 277 General Chemistry Laboratory— CHM 332 Physical Chemistry II—3 cr. hrs. 1 cr. hr. Classical and statistical thermodynamics to One three-hour laboratory period per week. include Boltzmann statistics, partition func- (Corequisite: CHM 207.) Fee: $60. tions, and ensembles with applications to phase *CHM 278 General Chemistry Laboratory— equilibria, chemical equilibria, solute-solvent 1 cr. hr. interactions, and non-equilibrium thermody- One three-hour laboratory per week. (Corequi- namics. Chemical kinetics. (Prerequisite: CHM site: CHM 208.) Fee: $60. 331 or permission of instructor.) *CHM 279 General and Analytical Chemistry CHM 370 Special Chemistry Laboratory— Laboratory—1 cr. hr. 1-3 cr. hrs. Accelerated one three-hour laboratory per week For special upper-division laboratory projects. with an emphasis on analytical techniques to Content, credit, and fee to be arranged. (Prerequi- include data collection and interpretation. site: CHM 326.) Fee: $60 per credit hour. Required for chemistry/biochemistry majors. *CHM 372 Physical Chemistry Laboratory I— (Corequisite: CHM 208.) Fee: $60. 1 cr. hr. CHM 290 Directed Study—credit arranged. Atomic and molecular spectroscopy to illustrate For special lower division study under the direc- the postulates of quantum mechanics, particle tion and with the permission of a staff member. in a box, harmonic oscillator, rigid rotator, and Content and credit to be arranged. Can be repeated. electronic structure of atoms. (Prerequisite: *CHM 293 Special Chemistry Lab—1-3 cr. hrs. CHM 331.) Fee: $60. For special lower-division laboratory projects. *CHM 373 Physical Chemistry Laboratory Content and credit to be arranged. Fee: $60 per II—1 cr. hr. credit hour. Experiments designed to investigate thermody- CHM 314 Analytical Chemistry—2 cr. hrs. namics with applications to phase equilibria, Lecture presentation of the principles of wet chemical equilibria, solute-solvent interactions, and instrumental methods and the treatment of and electrochemistry. (Prerequisite: CHM 332.) analytical data. (Prerequisites: CHM 208, CHM Fee: $60. 279, or permission of instructor. May be taken *CHM 375-376 Organic Chemistry concurrently with CHM 379.) Laboratory—2 sems., 2 cr. hrs. †CHM 325-326 Organic Chemistry—2 sems., Techniques used in the synthesis, separation, 6 cr. hrs. characterization of organic compounds will be This sequence will allow the student to develop developed. Mechanistic investigations of nucle- a broad understanding of the theoretical con- ophilic and aromatic electrophilic substitution cepts of organic chemistry. Modern mechanistic reactions will be presented. With the consent of theory of acid-base reactions, substitution, elimi- the instructor, students will have the opportuni- nation and addition reactions will be developed ty to modify reactants, reagents and/or condi- in detail. Nomenclature, model building and tion for reactions. Development and comple- stereochemistry are important components of tion of a multiple-week, individual project is an this sequence. Nuclear magnetic resonance, important component of CHM 376. The student infrared, ultraviolet and mass spectrometry are will learn the operation and capabilities of our important techniques for the assignment of mol- FT-IR, FT-NMR and GC-MS instruments. One ecular structure and support of the presented three-hour lab period per week. Laboratory Fee: theories. Molecules of biological importance will $60 per semester. (Corequisite for CHM 375: be studied using the concepts developed earlier CHM 325. Prerequisite for CHM 376: CHM 375. in this sequence. (Prerequisite for CHM 325: Corequisite for CHM 376: CHM 326.) CHM 208. Corequisite for CHM 325: CHM 025. *CHM 379 Analytical Chemistry Prerequisite for CHM 326: CHM 325. Corequi- Laboratory—1 cr. hr. site for CHM 326: CHM 026) Experiments in quantitative analysis, including CHM 331 Physical Chemistry I—3 cr. hrs. wet, spectroscopic, electrochemical, and chro- Postulates of quantum mechanics, particle in a matographic methods. Additional emphasis on box, harmonic oscillator, rigid rotator, and statistics, computerized data analysis, and report hydrogen atom with application to electronic writing. (Corequisite: CHM 314.) Fee: $60. structure of atoms and molecules and to atomic ‡CHM 386 Environmental Chemistry—3 cr. hr. and molecular spectra. (Prerequisites: CHM This course is organized into three main sec- 208, PHY 205, MTH 202, or permission of tions in which chemical topics relevant to the instructor.) atmosphere, hydrosphere, and terrestrial envi- ronments are discussed. The course also addresses anthropogenic effects on the environ-

*Protective eye wear required. ‡Course offered in alternate years. 152 — Chemistry COURSE DESCRIPTIONS ment, toxicology, risk assessment, environmen- *CHM 470 Special Chemistry Laboratory— tal analysis, computer modeling, and the politi- credit arranged. cal and sociological aspects of environmental For special upper division laboratory projects. topics. (Prerequisite: CHM 208. Also listed as Content and credit to be arranged. (Prerequisite: ENV 386.) CHM 331.) Fee: $60 per credit hour. CHM 387 Service Learning in Chemistry— *CHM 471 Biochemistry Laboratory—1 cr. hr. 1 cr. hr. Techniques include modern methods for separa- Faculty directed student outreach in communi- tion and quantitation of biological materials, ty educational institutions. Before enrolling, including centrifugation, high pressure liquid students must consult with a faculty member to chromatography, spectrophotometry, and gel define goals for the project. May be repeated for electrophoresis. (Prerequisite or corequisite: credit. (Prerequisite: CHM 207-208.) CHM 453.) Fee: $60. CHM 390 Directed Study—credit arranged. *CHM 472 Advanced Instrumental Tech- CHM 393 Research in Chemistry—1-3 cr. hrs. niques—1 cr. hr. Faculty directed student research. Before A survey of modern instrumentation analysis enrolling, students must consult with a faculty including the use of spectroscopy, electrochem- member to define the project. May be repeated istry and chromatography for quantitative and for credit. Fee: $60 per credit hour. qualitative analysis. (Corequisite: CHM 412.) CHM 412 Advanced Instrumental Methods— Fee $60. 2 cr. hr. *‡CHM 473 Inorganic Synthesis and Theory and practice of modern chemical instru- Characterization—1 cr. hr. mentation. (Prerequisite: CHM 331 or permis- Techniques of inorganic synthesis including sion of instructor. Corequisite: CHM 472.) nitrogen-vacuum line, drybox, non-aqueous sol- ‡CHM 444 Inorganic Chemistry—3 cr. hrs. vents. Methods of purification and characterization. Atomic structure examined from elementary (Prerequisite: CHM 331.) Fee: $60. quantum mechanics, valence bond theory, mol- ‡CHM 477 Digital Data Acquisition and In- ecular orbital theory, ligand field theory, inor- strument Control—1 cr. hr. ganic stereochemistry, periodic properties of Instruction in electronic circuits and computer elements, electrochemistry, acid-base theories. programming for use in data acquisition and (Prerequisite: CHM 331 or permission of instructor.) instrument control. Fee: $100. CHM 453 Biochemistry—3 cr. hrs. CHM 490 Directed Study—credit arranged. Physical-chemical basis of life processes. Topics CHM 491-492 Chemistry Seminar—credit include: structure and function of proteins, car- arranged. bohydrates, and fats; metabolism of carbohy- Special topic seminar. Lectures, panel discus- drates and fats; and metabolic control process- sions, student research paper, and oral presen- es. (Prerequisite: CHM 326, or permission of tation. (Prerequisite: CHM 331.) instructor.) CHM 493 Research in Chemistry—1-3 cr. hrs. CHM 454 Biochemistry II—3 cr. hrs. Faculty directed student research. Before Continuation of CHM 453. Emphasis is on bio- enrolling, students must consult with a faculty synthesis of macromolecules. Topics include member to define the project. May be repeated photosynthesis, metabolism of amino acids, for credit. Fee: $60 per credit hour. membrane synthesis, nucleic acid and protein CHM 497 Industrial Internship—credit biosynthesis, current topics in biochemistry. arranged (Prerequisite: CHM 453, or permission of Intensive field experience in selected chemical instructor.) industries. Department permission and chem- ‡CHM 464 Polymer Science—3 cr. hrs. istry G.P.A. of 3.0 required. (Prerequisite: CHM A study covering the synthesis, physical proper- 331.) ties, fabrication processes, and uses of nonbio- CHM 498 Senior Capstone Project in Chem- logical polymers. Specific topics to be discussed istry—1-3 cr. hrs. are kinetics of polymerization, condensation For chemistry seniors who are developing and and addition polymerizations, copolymers, elas- preparing their capstone project for public pre- tomers, thermosetting, glass transition temper- sentation. Before enrolling, students must con- atures, molecular weight distributions, analysis, sult with a faculty member to define the project. crystal structures, plasticizers, properties of CHM 499 Senior Thesis—3-6 cr. hrs. commercial polymers and plastics, fiber and Research, study, or original work under the elastomer processing technologies. (Prerequi- direction of a faculty mentor, leading to a schol- site: CHM 326 or permission of instructor.) arly thesis document with a public presentation of results. Requires approval of thesis director,

*Protective eye wear required. ‡Course offered in alternate years. COURSE DESCRIPTIONS Chemistry/Civil Engineering — 153 department chair, dean, and the director of the requisite: EGR 322.) honors program, when appropriate. (Prerequi- CE 352 Structural Analysis II— 2 cr. hrs. sites: Senior standing; 3.0 G.P.A. in the thesis Analysis of indeterminate structures by slope area, or good standing in the honors program.) deflection method; moment distribution method; approximate methods of analysis. Civil Engineering Introduction to space structures. (Prerequisite: CE 200 Civil Engineering Seminar—1 cr. hr. CE 351.) Survey of the civil engineering profession and CE 362 Hydraulic Engineering—3 cr. hrs. its works. Invited speakers, field trips, and pro- Study of water flow in open channels and jects. closed conduits. Topics include pipe friction, CE 201 Civil Engineering Design fluid measurements, steady and unsteady Graphics—2 cr. hrs. closed conduit flow, steady open channel flow, Graphical communication of civil engineering and pump and turbine design. Application of design ideas using computer and traditional hydraulic principles to water distribution and methods. Use of graphical modeling in civil storm water management. (Prerequisite: ME 311.) engineering design with an extended course CE 367 Environmental Engineering— project. 3 cr. hrs. CE 223 Surveying—2 cr. hrs. Introduction to environmental engineering, con- Introduction to surveying. Topics include theory centrating on scientific aspects and how they of measurements and error analysis; distance relate to design and operation of environmental and angle measurements; traverse, area, and control facilities. Quantitative analysis and volume computations; horizontal and vertical description of human and natural environmental curves; topographic surveys; construction sur- disturbances. Topics include materials balance, veys and mapping. application of environmental chemistry and CE 224 Surveying Laboratory—1 cr. hr. microbiology, overview of potable water treat- Introduction to basic surveying emphasizing ment, pollution control, and surface water quality. construction-related activities; use of automatic (Prerequisites: CHM 207, MTH 202.) level, theodolite, and total station; field activi- CE 371 Geotechnical Laboratory—1 cr. hr. ties include taping, different leveling, traverses, Basic soil mechanics experiments: index tests, horizontal curves layout; construction layout compaction, permeability, consolidation, direct and mapping. (Corequisite: CE 223.) Fee: $20. shear and triaxial strength testing, and soil CE 301 Construction Materials—2 cr. hrs. exploration techniques. Application to field situ- Introduction to the properties and applications ations with written and oral reports. (Corequi- of construction materials for civil engineers. site: CE 321.) Fee: $20. Topics include mineral aggregates, Portland CE 372 Construction Materials cement, concrete, asphalt cements, timber, and Laboratory—1 cr. hr. steel. (Prerequisite: EGR 322. Corequisite: CE Laboratory experiments with concrete, timber, 372.) and steel. Determining strength and stiffness CE 315 Transportation Engineering— properties of these materials by mechanical 3 cr. hrs. testing. (Prerequisite: EGR 322.Corequisite: CE Introduction to transportation systems and 301.) modes; transportation planning; driver, pedestri- CE 376 Environmental Engineering Labora- an, and vehicle characteristics; fundamental tory—1 cr. hr. principles of traffic flow; highway capacity analy- Experiments on chemical and biological analy- sis; geometric design of highways; traffic opera- sis of water including alkalinity, turbidity, hard- tions; design of the intersection and interchange; ness, biochemical oxygen demand, dissolved parking design; transportation safety and envi- oxygen, solids and fecal coliform. Softening, jar ronmental impacts; introduction to pavement testing, and reactor tracer studies are also con- design. (Prerequisite: CE 223.) ducted. (Prerequisite: ME 311. Corequisite: CE CE 321 Geotechnical Engineering—3 cr. hrs. 367.) Fee: $20. Introduction to soil mechanics. Weight-volume CE 400 Environmental Engineering Semi- relationships, classification, compaction, soil nar—1 cr. hr. hydraulics; subsurface stresses, consolidation, A project-oriented seminar in which student and strength concepts. (Prerequisite: EGR 322. teams develop action plans to deal with regional Corequisite: CE 371.) environmental issues. CE 351 Structural Analysis I—3 cr. hrs. CE 401 Computational Methods in Civil Concepts of stability and determinacy. Analysis Engineering—3 cr. hrs. of displacements and internal forces of determi- Application of computational methods to civil nate and indeterminate structures: trusses, engineering problems. Numerical differentiation beams, and frames. Influence line diagrams. and integration. Matrix methods for structural Introduction to indeterminate structures. (Pre- 154 — Civil Engineering COURSE DESCRIPTIONS analysis. Solving differential equations with finite shear walls. Fundamental aspects of masonry difference and variational methods. Analysis of and prestressed concrete design. Advanced discrete and continuous mechanical systems. structural analysis methods: approximate meth- (Prerequisite: MTH 321. Corequisite: CE 351.) ods of analysis, computer structural analysis. CE 404 Construction Engineering—3 cr. hrs. Introduction to building system constraints: Construction management and planning, man- Architectural, mechanical, electrical and gener- agement organization, principles and proce- al program constraints. Emphasis on the Inter- dures for estimating and bidding of construction national Building Code requirements. (Prerequi- projects, construction contracts, contract docu- site: CE 351. Corequisite: CE 442.) ments, construction insurance and bonds; labor CE 445 Timber Design—3 cr. hrs. law, labor relations, and project safety; project Analysis and design of structures employing planning and scheduling techniques, including timber beams, columns,and tension members. CPM, PERT; resource allocations; project con- Design of laminated components, structural trol and treatment of uncertainty. (Prerequisite: diaphragms, shear walls, and connections. Wind Junior standing.) and earthquake forces are considered. Design CE 411 Pavement Design—3 cr. hrs. methods are applied in a course project. (Pre- Design of flexible and rigid pavements; physical requisite: CE 351.) and chemical properties of pavement compo- CE 452 Earthquake Engineering—3 cr. hrs. nents and highway material characterization; Response of structures to seismic loads and pavement distress and performance evaluation. ground motion. Response spectra and their Introduction to pavement evaluation, rehabili- application to earthquake analysis of structures. tation, and pavement management. (Prerequi- Seismic design criteria and provisions for build- site: CE 321.) ings and other structures. Use of current codes CE 416 Traffic Engineering—3 cr. hrs. for earthquake resistant design of structures. Introduction to traffic engineering; traffic (Prerequisites: CE 321, CE 352, MTH 321.) stream components and characteristics; funda- CE 462 Sustainable Design—3 cr. hrs. mental principles of traffic flow; studies of traf- This course will address aspects that contribute fic speed, volume, travel time, delay, and to the design of sustainable structures. Topics pedestrian; capacity analysis of freeways, high- will include: sustainable measures, facility loca- ways, signalized and unsignalized intersections; tion, transportation, storm water management, traffic control devices; traffic signals; traffic water use, energy use, appropriate materials, accidents and safety; and traffic management. waste minimization, and indoor environmental (Prerequisite: CE 315.) quality. Guest speakers and field trips will be CE 422 Geotechnical Design—3 cr. hrs. featured. (Prerequisite: Junior standing or con- Foundations, including footings, piers, and sent of instructor.) piles, and raft foundations. Permanent retain- CE 464 Water Resources Engineering— ing structures, mechanically stabilized earth, 3 cr. hrs. and soil nailed walls. Temporary shoring of Study of the hydrologic cycle; rainfall and excavations. Slope stability fundamentals. (Pre- streamflow measurement and analysis, surface requisite: CE 321.) and groundwater occurrence and movement. CE 441 Structural Steel Design—3 cr. hrs. Prediction of infiltration, evapotranspiration, Design of structural steel elements for buildings runoff and unit hydrograph analysis. Flood and using the LRFD method. Includes tension mem- drought probability analysis. Introduction to bers, columns, beams, and beam-columns. Bolt- reservoir operation and flood routing. (Corequi- ed and welded connections. Design methods site: CE 362, EGR 360, or consent of instructor.) are applied in a course project. (Prerequisite: CE 466 Water and Wastewater Design— CE 351.) 3 cr. hrs. CE 442 Reinforced Concrete Design— Study of the fundamental concepts required to 3 cr. hrs. design and operate processes used for drinking Properties of an efficient concrete mix. Analysis water treatment and distribution, and waste- and design of rectangular and T-beams. One- water collection and disposal. Design of physi- way and two-way slab design. Compression cal, chemical, and biological processes for water members subject to axial and eccentric loads. treatment and wastewater disposal. Design of Primary emphasis on the ultimate strength water supply and wastewater collection infra- design method and to recent ACI Building structure. (Prerequisites: CE 362 and CE 367.) Code. (Prerequisite: CE 351.) CE 468 Solid and Hazardous Waste Engi- CE 444 Structural Systems Design—3 cr. hrs. neering—3 cr. hrs. Introduction to analysis and design of structural Introduction to the technology used to manage systems and elements. Lateral force resistance solid and hazardous wastes and immediate sites to wind and seismic forces: diaphragms and contaminated with toxic chemicals, solid waste COURSE DESCRIPTIONS Civil Engineering — 155 collection, recycling, refuse derived fuels, and CE 552 Earthquake Engineering—3 cr. hrs. sanitary landfill design. Risk assessment, treat- Response of structures to seismic loads and ment/storage disposal facility design, remedial ground motion. Response spectra and their investigations and feasibility studies, fate and application to earthquake analysis of structures. transport analysis, remediation of contaminat- Seismic design criteria and provisions for build- ed groundwater and soils. (Corequisite: CE 367 ings and other structures. Use of current codes or consent of instructor.) for earthquake resistant design of structures. CE 481 Civil Engineering Senior Design CE 562 Sustainable Design—3 cr. hrs. Project I—2 cr. hr. This course will address aspects that contribute The student will select a project with the to the design of sustainable structures. Topics approval of the faculty. Design criteria will be will include: sustainable measures, facility loca- developed for the selected project. Alternatives tion, transportation, storm water management, will be explored and the student will submit a water use, energy use, appropriate materials, formal proposal. Occasional seminars. (Prereq- waste minimization, and indoor environmental uisite: Senior standing in civil engineering.) quality. Guest speakers and field trips will be CE 482 Civil Engineering Senior Design featured. Project II—3 cr. hrs. CE 564 Water Resources Engineering— Project alternatives developed in CE 481 will be 3 cr. hrs. measured against criteria. A preliminary design Advanced study of the hydrologic cycle; rainfall will be executed followed by a final design and streamflow measurement and analysis, sur- which will be formally presented in the form of face and groundwater occurrence and move- reports and/or plans and specifications. Occa- ment. Prediction of infiltration, evapotranspira- sional seminars. (Prerequisite: CE 481.) tion, runoff, and unit hydrograph analysis. CE 490 Directed Study—1-3 cr. hrs. Flood and drought probability analysis. Intro- Selected study, project, or research in civil engi- duction to reservoir operation and flood rout- neering for upper-division students. Must be ing. Design aspects culminate in engineering arranged between the student and an individual design reports. faculty member, and subsequently approved by CE 566 Water and Wastewater Design— the dean of engineering. No more than three of 3 cr. hrs. the technical elective hours taken at the Univer- Advanced study of the fundamental concepts sity may be satisfied with individualized study. required to design and operate processes used for CE 491-492 Seminars—credit arranged. drinking water treatment and distribution, and wastewater collection and disposal. Design of Graduate Courses physical, chemical, and biological processes for CE 504 Construction Engineering—3 cr. hrs. water treatment and wastewater disposal. Design Construction management and planning, man- of water supply and wastewater collection infra- agement organization, principles and proce- structure. Design aspects culminate in engineer- dures for estimating and bidding of construction ing design reports. projects, construction contracts, contract docu- CE 568 Solid and Hazardous Waste Engi- ments, construction insurance and bonds; labor neering—3 cr. hrs. law, labor relations, and project safety; project Advanced study in the technology used to man- planning and scheduling techniques, including age solid and hazardous wastes and remediate CPM, PERT; resource allocations; project con- sites contaminated with toxic chemicals. Solid trol and treatment of uncertainty. waste collection, recycling, refuse derived fuels, CE 511 Pavement Design—3 cr. hrs. and sanitary landfill design. Preparation of a Design of flexible and rigid pavements; physical comprehensive design report encompassing and chemical properties of pavement compo- risk assessment, treatment/storage disposal nents and highway material characterization; facility design, remedial investigations and fea- pavement distress and performance evaluation. sibility studies, fate and transport analysis, Introduction to pavement evaluation, rehabili- remediation of contaminated groundwater and tation, and pavement management. soils. CE 516 Traffic Engineering—3 cr. hrs. CE 590 Directed Study—credit arranged. Introduction to traffic engineering; traffic CE 591-592 Seminars—credit arranged. stream components and characteristics; funda- CE 599 Thesis—credit arranged. mental principles of traffic flow; studies of traf- CE 599x Thesis in Progress—0 cr. hrs. fic speed, volume, travel time, delay, and Registration for any graduate student who has pedestrian; capacity analysis of freeways, high- received the grade of IP in Thesis 599 is required ways, signalized and unsignalized intersections; while the thesis is in progress. Fee: $40. traffic control devices; traffic signals; traffic accidents and safety; and traffic management. 156 — Communication Studies COURSE DESCRIPTIONS CST 320 Rhetorical Theory and Criticism— Communication Studies 3 cr. hrs. CST 100 Persuasion and Leadership— Introduces students to theories and concepts of 3 cr. hrs. rhetoric useful in understanding and evaluating Course provides a framework for students to persuasive communication. (Prerequisite for improve oral communication abilities essential CST 435, 440, 445.) for leadership responsibilities in professional, CST 332 Small Group Communication— social, or volunteer groups. This course will 3 cr. hrs. enhance a student’s ability to present ideas in Provides theory and experiences necessary to dyads, small groups, and public presentations. develop an understanding of group dynamics The course will help student articulate argu- and the role of communication in building ments, analyze messages, and evaluate evi- group skills. Emphasizes understanding groups dence in the course of achieving goals. Differ- as they are situated in natural contexts. Stu- ent sections will address specific content areas dents use theories of collaboration, dialogue, such as poverty, the environment, or politics. principled negotiation and consensus decision (Restricted to freshmen only.) making as applied to group process. CST 101 Introduction to Communication CST 333 Organizational Communication Studies—3 cr. hrs. Skills—3 cr. hrs. Introduces theories of communication. Builds Designed to develop and apply oral and written academic writing and research strategies. Con- communication skills in organizational settings. siders various academic and career options. Skills such as web page design, conducting and CST 107 Effective Public Speaking—3 cr. responding to interviews, group decision mak- hrs. ing, and writing business reports are studied. Theory and practice of oral communication, CST 352 Writing and Reporting—3 cr. hrs. with special emphasis on issue analysis and Instruction in news gathering and writing. argumentation in public communication. Includes a variety of assignments such as hard CST 200 University Speech Team—1 cr. hr. news, speeches, sports, feature subjects, and This course is designed for students participating interviews. in intercollegiate forensics. Students are actively *CST 361 Introduction to Advertising— involved in researching and writing speeches, 3 cr. hrs. debate cases, and oral interpretations. Study of theory, practical, and ethical aspects of CST 225 Fundamentals of Interpersonal the advertising business. The course includes Communication—3 cr. hrs. guest lectures and interviews with professionals. Students study theories and pragmatics of inter- (Prerequisite: CST 352 or concurrent enrollment.) personal communication. Topics include per- CST 362 Introduction to Public Relations— ception, language, self-concept, nonverbal mes- 3 cr. hrs. sages, formation and deterioration of relation- Survey course provides understanding of the ships. role of public relations in the profit-making and CST 290 Directed Study—credit arranged. non-profit sectors, and specific working knowl- CST 297 Practicum—1-3 cr. hrs. edge of the various facets of the public relations CST 300 Communication Research—3 cr. hrs. process. Planning and implementing public Introduces students to quantitative research campaigns will be discussed. (Prerequisite: CST methods used to study human communication. 352 or concurrent enrollment.) Designed to prepare students to be critical con- CST 363 Journalistic Writing Practicum— sumers of research reports. (Prerequisite: MTH 3 cr. hrs. 161.) Instruction and experience in writing for publica- CST 301 Media and Society—3 cr. hrs. tion. Student class work will be published in either Course views mass media from a variety of per- The Beacon or other publications. Course may be spectives: psychological, sociological, political, repeated one time. (Prerequisite: CST 352.) cultural, and commercial. *CST 364 Visual Communication—3 cr. hrs. CST 307 Advanced Public Speaking— Study of effective communication of visual mes- 3 cr. hrs. sages in the mass media. Students will learn Students attain advanced public speaking skills design, concept, and composition strategies for through the study and application of rhetorical visual messages in print media. elements. Emphasis is on persuasive speaking. CST 391-392 Seminars—credit arranged. (Prerequisite: CST 107.) *CST 401 Rhetoric and Politics—3 cr. hrs. Detailed study of the role of political rhetoric and mass media in the formulation of public policy. State and national elections are studied,

*Course offered in alternate years. COURSE DESCRIPTIONS Communication Studies — 157 and students write criticisms of campaign CST 433 Organizational Communication rhetoric and mass media. Theory–3 cr. hrs. *CST 402 Computer-Mediated Communica- Exposes students to theories of organizational tion in Context—3 cr. hrs. communication and to methods used in their This course explores communication implications application. Emphasis is on solving actual business of on-line interaction in a variety of contexts. and organizational communication problems. Students investigate: problems of doing research CST 434 Examining Organizational Com- in CMC, identity in virtual space, creating com- munication in Natural Settings—3 cr. hrs. munity on-line, effectiveness of social support in This course focuses on the qualitative research cyberspace, creating and maintenance of rela- methods in an organizational setting. Students tionships on-line, computer-supported coopera- explore designing and implementing a qualita- tive work, organizational use of CMC, long-dis- tive research project. tance learning, and political uses of CMC. *CST 435 Advanced Rhetorical Theory— *CST 403 Communication Law—3 cr. hrs. 3 cr. hrs. Survey course designed to increase students’ Study of mass media communication using vari- understanding of First Amendment law as it ous critical frameworks, including rhetorical, relates to individual citizens, mass media, and ideological, semiotic, argumentation, and narra- corporate communication. Ethical considera- tive analysis. (Prerequisite: CST 320.) tions inherent in communication law decisions *CST 440 Broadcast Criticism—3 cr. hrs. will be emphasized. Students will study and write televisual criticism *CST 410 Communication Theory—3 cr. hrs. which closely analyzes messages as cultural Course investigates the major social scientific repositories of meaning or which investigates theories of communication, with emphasis on the interaction between television and culture. understanding theorizing as a process of con- Emphasis is on the method, stance, and purpose structing visions of reality. Students develop the of broadcast critics. (Prerequisite: CST 320.) ability to analyze critically the underlying *CST 445 Cinema and Society—3 cr. hrs. assumptions of theoretical models of communi- Explores the influence of movies on American cation. culture. Students explore theories and ideas *CST 411 Communication Across Barriers— concerning film, society, conflict, visual persua- 3 cr. hrs. sion, and narrative. Students view popular Exploration of barriers to effective communica- American movies as focal points for lecture and tion between members of differing sexes, races, discussion. (Prerequisite: CST 320.) and generations. Consideration of causes of *CST 452 Public Affairs Reporting—3 cr. hrs. problems and effective strategies for solutions. Provides instruction about news reporting of (Also listed as SJP 411.) public affairs, and covers such areas as crime CST 416 Negotiation and Conflict Manage- and police, courts, government, politics, and ment—3 cr. hrs. education. Students learn the common prob- An intensive study of orientations toward man- lems and techniques for covering public affairs aging disputes and of specific processes and agencies. (Prerequisite: CST 352.) techniques currently in use. Course includes *CST 463 Opinion Writing—3 cr. hrs. consideration of both organizational and inter- Survey of various forms of opinion writing. personal disputes and also focuses on the role of Includes instruction in writing and critiqued the mediator. (Also listed as SJP 416.) written assignments. (Prerequisite: CST 352.) *CST 425 Advanced Interpersonal Communi- *CST 464 Feature Writing—3 cr. hrs. cation—3 cr. hrs. Instruction in writing feature stories. Students Investigates the dynamics of human communi- study, write, and critique a number of kinds of cation in building, maintaining, or altering stories, including recollections, profiles, issue interpersonal relationships. Particular empha- stories, travel and leisure features, and trend sis is given to family communication. articles. (Prerequisite: CST 352.) *CST 431 Intercultural Communication— *CST 470 Communication History—3 cr. hrs. 3 cr. hrs. Surveys the development of communication Course provides an introduction to the dynamics history from the colonial period to the late- of intercultural communication. Content includes twentieth century. Examines communication the importance of understanding one’s own cul- as both an institution and as a set of historically ture, the culture similarities and differences in grounded social practices. Includes a research communication, relationships, and the work- component in which students conduct histori- place, and the ability to adapt to various cultures. cal research using primary sources. (Also listed as SJP 431.)

*Course offered in alternate years. 158 — Communication Studies COURSE DESCRIPTIONS CST 474 Communication Studies Intern- Graduate Courses ship—3-6 cr. hrs. CST 500 Research and Writing—3 cr. hrs. Academic internships are available for certified Introduction to methods and findings of critical, students. Communication or organizational analytical, qualitative, and quantitative communication majors may be assigned to on- research and techniques of preparing graduate- the-job training positions with professional level research papers. organizations. May be taken twice. Only 3 cred- *CST 501 Rhetoric and Politics—3 cr. hrs. its can apply to the major. Detailed study of the role of political rhetoric CST 475 Senior Project—3 cr. hrs. and media in the formulation of public policy. Under faculty supervision, each student works State and national elections are studied, and independently on a comprehensive project students write criticisms of campaign rhetoric designed to display advanced skills. (Prerequi- and media coverage. site: Senior standing.) *CST 502 Computer-Mediated Communica- CST 483 Grace In The Wilderness: Conflict tion in Context—3 cr. hrs. in The Bible—3 cr. hrs. This course explores communication implica- Offers students the opportunity to explore the tions of on-line interaction in a variety of con- topic of conflict through a biblical, theological, texts. Students investigate problems of doing and social scientific lens. Using biblical text, research in CMC, identity in virtual space, cre- related topical readings, and conflict theory, the ating community on-line, effectiveness of social course examines intrapersonal conflict, inter- support in cyberspace, creating and mainte- personal conflict, and conflict between humans nance of relationships on-line, computer-sup- and God. The course also provides students the ported cooperative work, organizational use of opportunity to explore a variety of conflict CMC, long-distance learning, and political uses mediation and negotiation skills aimed at devel- of CMC. oping just and transformative relationships for *CST 510 Communication Theory—3 cr. hrs. life in a complex world. Fulfills requirement of Course investigates the major social scientific a 400-level theology course and either a social theories of communication, with emphasis on science or upper-division College of Arts and understanding theorizing as a process of con- Sciences elective. Fulfills the requirements of structing visions of reality. Students develop the CST 416. (Prerequisites: THE 101 and THE 205. ability to analyze critically the underlying assump- Also listed as THEP 483.) tions of theoretical models of communication. CST 485 Rhetoric of Social Justice—3 cr. hrs. *CST 511 Communication Across Barriers— This class covers the rhetoric of social justice 3 cr. hrs. through the lens of U.S. social movements. Exploration of barriers to effective communica- From the founding of the United States, to aboli- tion between members of differing sexes, races, tion, suffrage, labor rights, and civil rights and generations. Consideration of causes of prob- groups of Americans have joined together to cre- lems and effective strategies for solutions. ate messages in order to change the fabric of our CST 516 Negotiation and Conflict Manage- cultural norms. We will acquaint ourselves with ment—3 cr. hrs. some of the rhetorical theories, research and An intensive study of orientations toward man- issues that deal with social movement message aging disputes and of specific processes and making. These issues will include an examina- techniques currently in use. Course includes tion of the available means and limits of rhetori- consideration of both organizational and inter- cal influence within the context of social move- personal disputes and also focuses on the role of ments other topics. (Also listed as SJP 485.) the mediator. CST 490 Directed Study—credit arranged. CST 520 Rhetorical Theory and Criticism— CST 491-492 Seminars—credit arranged. 3 cr. hrs. CST 495-496 Workshops—credit arranged. Introduces students to theories and concepts of CST 499 Senior Thesis—3-6 cr. hrs. rhetoric useful in understanding and evaluating Research, study, or original work under the persuasive communication. direction of a faculty mentor, leading to a schol- *CST 525 Advanced Interpersonal Communi- arly thesis document with a public presentation cation—3 cr. hrs. of results. Requires approval of thesis director, Investigates the dynamics of human communi- department chair, dean, and the director of the cation in building, maintaining, or altering honors program, when appropriate. (Prerequi- interpersonal relationships. Particular empha- sites: Senior standing; 3.0 G.P.A. in the thesis sis is given to family communication. area, or good standing in the honors program.)

*Course offered in alternate years. COURSE DESCRIPTIONS Communication Studies/Computer Science — 159 *CST 531 Intercultural Communication— as both an institution and as a set of historically 3 cr. hrs. grounded social practices. Includes a research Course provides an introduction to the dynamics component in which students conduct histori- of intercultural communication. Content includes cal research using primary sources. the importance of understanding one’s own cul- CST 574 Graduate Internship—3 cr. hrs. ture, the culture similarities and differences in Academic internships are available for qualified communication, relationships, and the work- students. Graduate students may be assigned to place, and the ability to adapt to various cultures. on-the-job training positions with professional CST 533 Organizational Communication organizations. An average of 20 hours of work Theory—3 cr. hrs. per week is required. Exposes students to theories of organizational CST 581 Advanced Business Communi- communication and to methods used in their ap- cation—3 cr. hrs. plication. Emphasis is on solving actual business Course designed to help students attain profes- and organizational communication problems. sional-level competence in oral and written *CST 534 Examining Organizational Com- business communication. Students learn rhetor- munication in Natural Settings—3 cr. hrs. ical principles and apply them to business com- This course focuses on the qualitative research munication situations. Included: making formal methods in an organizational setting. Students oral presentations, conducting meetings, writ- explore designing and implementing a qualita- ing business reports. (Also listed as BUS 581.) tive research project. CST 590 Directed Study—credit arranged. *CST 535 Advanced Rhetorical Theory and CST 591-592 Seminars—credit arranged. Criticism—3 cr. hrs. CST 593 Advanced Research—3 cr. hrs. Study of mass media communication using vari- This course is for students nearing completion ous critical frameworks, including rhetorical, ideo- of their academic program. It will provide an logical, semiotic, argumentation, narrative analysis. opportunity for students to explore a research *CST 540 Broadcast Criticism—3 cr. hrs. project in more depth and explore areas of spe- Students will study and write televisual criti- cial interest in communication. cism which closely analyzes messages as cultur- CST 595-596 Workshops—credit arranged. al repositories of meaning or which investigates CST 599 Thesis—3-6 cr. hrs., 1 or 2 sems. the interaction between television and culture. CST 599x Thesis in Progress—0 cr. hrs. Emphasis is on the method, stance, and pur- Registration for any graduate student who has pose of broadcast critics. (Prerequisite: CST 520 received the grade of IP in Thesis 599 is required or permission of instructor.) while the thesis is in progress. Fee: $40. *CST 545 Cinema and Society—3 cr. hrs. Explores the influence of movies on American Computer Science culture. Students explore theories and ideas concerning film, society, conflict, visual persua- CS 201 Introduction to Scientific Program- sion, and narrative. Students view popular ming—1 cr. hr. Introduction to programming in C++. Numeric American movies as focal points for lecture and variables, control structures, arrays, functions, discussion. (Prerequisite: CST 520 or permis- and file input/output. Emphasis on writing sion of instructor.) numerically-oriented programs to solve engi- *CST 552 Public Affairs Reporting—3 cr. hrs. neering and scientific problems. Provides instruction about news reporting of public affairs, and covers such areas as crime and CS 203 Computer Science I—3 cr. hrs. police, courts, government, politics, and educa- Create a foundation for computer science and tion. Students learn the common problems and the software development process. Emphasis techniques for covering public affairs agencies. on good design and programming techniques *CST 563 Opinion Writing—3 cr. hrs. through practice in writing, running, and Survey of various forms of opinion writing. debugging programs. Study of a programming Includes instruction in writing and critiqued language which incorporates objects, structured written assignments. control statements, classes, strong data typing, *CST 564 Feature Writing—3 cr. hrs. sub-programs with parameters, and elementary Instruction in writing feature stories. Students user interfaces. (Corequisite: CS 273.) study, write, and critique a number of kinds of sto- CS 204 Computer Science II—3 cr. hrs. ries, including recollections, profiles, issue stories, Continue to build a computer science founda- travel and leisure features, and trend articles. tion. Study of intermediate programming lan- *CST 570 Communication History—3 cr. hrs. guage constructs: event handling, graphical user Surveys the development of communications interfaces, inheritance, threads, and networking. history from the colonial period to the late- Introduction to object patterns (e.g. model view twentieth century. Examines communication controller, composite, template, singleton, and *Course offered in alternate years. 160 — Computer Science COURSE DESCRIPTIONS others). Introduction to the software engineering books, participate in class discussions, and give process and programming-in-the-large. (Prereq- presentations. (Prerequisite: Upper-division uisite: CS 203. Corequisite: CS 274.) standing.) CS 273 Computer Science Laboratory I— CS 411 Analysis of Algorithms—3 cr. hrs. 1 cr. hr. Design, analysis and correctness proofs of Weekly three-hour laboratory to support CS important algorithms from areas such as combi- 203. (Corequisite: CS 203.) natorics, seminumerical algorithms, data stor- CS 274 Computer Science Laboratory II— age and retrieval, systems programming, and 1 cr. hr. artificial intelligence. Includes a study of com- Weekly three-hour laboratory to support CS plexity theory. (Prerequisites: CS 304, MTH 311, 204. (Corequisite: CS 204.) and MTH 461.) CS 290 Directed Study—credit arranged. *CS 421 Artificial Intelligence—3 cr. hrs. CS 303 Data Structures I—3 cr. hrs. The history and applications of artificial intelli- Continues the study of computer science and gence. Inference, pattern recognition, knowl- software engineering methodologies. Analysis edge representation, image understanding, of common data structures, time and space effi- search, language acquisition, learning. Course ciency, stacks, queues, linked lists, trees, recur- is taught in fall of odd-numbered years. (Prereq- sion, back-tracking, searching, and sorting algo- uisite or corequisite: CS 304.) rithms. Study of the program language features *CS 431 Human-Computer Interaction— required to support these data structures: 3 cr. hrs. dynamic memory management, inheritance, The theory, design, and usability testing of arrays. Object-oriented design and testing (C++ human-computer interaction techniques and language). (Prerequisite: CS 203.) strategies. Topics include user-centered design, CS 304 Data Structures II—3 cr. hrs. learning styles, components of usability, the Advanced data structures, including trees, design of a usability test, and how interface graphs, hash tables, heaps. Study of the pro- development fits into the overall software life- gram language features required to support cycle. Students design an interface, prototype it, these features: templates, inheritance, and and then design and run usability tests with exception handling (C++ language). (Prerequi- their prototypes. Course is taught in fall of site: CS 303.) even-numbered years. (Prerequisite or corequi- CS 352 Programming Languages—3 cr. hrs. site: CS 304.) Comparative analysis of several modern high *CS 432 Computer Graphics—3 cr. hrs. level languages in terms of data types, control An examination of topics in computer graphics, structure, and data control, with emphasis on run- including graphical output devices, line-draw- time behavior of programs. (Prerequisite: CS 304.) ing and clipping algorithms, representation and CS 373 Data Structures Laboratory—1 cr. hr. drawing of curves, techniques for transforming Weekly 3-hour laboratory to support CS 303. graphical images, and methods of modeling and Using software tools and C language to support rendering in three-dimensions. Course is taught software development (UNIX operating sys- in spring of even-numbered years. (Prerequi- tem). (Prerequisite or corequisite: CS 303.) sites: MTH 201 and CS 303.) CS 374 Computing Systems Laboratory— *CS 434 Database Management—3 cr. hrs. 1 cr. hr. The design, implementation, and application of Weekly 3-hour laboratory. Assembly language and database management systems (DBMS) soft- systems programming. (Prerequisite: CS 303.) ware, DBMS architecture, and DBMS languages. CS 382 Advanced Programming Examples of hierarchic, network, and relational Techniques—1 cr. hr. based DBMS. (Prerequisite or corequisite: CS The course focuses on developing and practic- 304.) ing techniques for rapid programming in a CS 441 Software Engineering I—3 cr. hrs. small team environment: approaches to prob- Software lifecycle models. Requirements engi- lem assessment, selection of data structures neering. Planning and managing software pro- and algorithms, implementation, and testing. jects. Software design methods. System integra- Students will hone their skills by working in tion, software quality assurance, testing, and small teams to produce correct solutions to a validation. Software maintenance. (Prerequi- wide variety of computing problems under time site: CS 303 or equivalent.) constraints. (Prerequisite or corequisite: CS 303.) *CS 442 Software Engineering II—3 cr. hrs. CS 400 Seminar—2 cr. hrs. A detailed, hands-on examination of the various In-depth study of professional responsibility in software design techniques and tools. Students the field of computer science. Students are will work in teams to develop both architectural expected to read journal papers, articles, and and detailed design in a semester-long project. (Prerequisite: CS 441.) *Course offered in alternate years. COURSE DESCRIPTIONS Computer Science — 161 CS 445 Computer Networks and Internet- cessful completion of a comprehensive exami- working—3 cr. hrs. nation based on the CS curriculum is a gradua- A broad first course in computer networks and tion requirement as part of this course. (Prereq- internetworking. OSI and TCP/IP layered mod- uisite: CS 480.) els, TCP/IP protocol suite, transmission media, CS 490 Directed Study—credit arranged. local area networks, network and transport- CS 499 Senior Thesis—3-6 cr. hrs. layer protocols, internetworking, UNIX TCP/IP Research, study, or original work under the network programming, internet addressing and direction of a faculty mentor, leading to a schol- routing. (Prerequisite: CS 303 or equivalent.) arly thesis document with a public presentation CS 446 Operating Systems—3 cr. hrs. of results. Requires approval of thesis director, Functions, structure, design, and problems of department chair, dean, and the director of the operating systems. Concepts and principles of honors program, when appropriate. (Prerequi- operating system design and implementation sites: Senior standing; 3.0 G.P.A. in the thesis including file system, CPU scheduling, memory area or good standing in the honors program.) management (including virtual memory), dead- locks in computer systems, concurrent process- Graduate Courses es and programming, threads, and protection. A computer science graduate degree is not (Prerequisite: CS 304 or equivalent.) offered, but courses are offered that may apply *CS 447 Game Design and Theory—3 cr. hrs. toward graduate programs in education or engi- This course will provide an introduction to the neering. The following courses are available field of computer game design. The philosophy, and offered annually or in alternate years. objectives, and history of this field will be CS 500 Seminar—2 cr. hrs. explored. In addition, the course will emphasize In-depth study of professional responsibility in practical applications of some of the more the field of computer science. Students are prevalent techniques. (Prerequisite or corequi- expected to read journal papers, articles, and site: CS 304. Prerequisite: CS 421.) books, participate in class discussions, and give *CS 448 Computer Systems Security—3 cr. hrs. presentations. Cryptography, program security, security in CS 511 Analysis of Algorithms—3 cr. hrs. operating systems, security in computer net- Design, analysis, and correctness proofs of works, security administration and policies. important algorithms from areas such as combi- (Prerequisite: CS 303 or equivalent.) natorics, seminumerical algorithms, data stor- CS 451 Theory of Computation—3 cr. hrs. age and retrieval, systems programming, and Introduction to finite automata, Turing machines, artificial intelligence. Includes a study of com- formal languages, and computability. (Prerequi- plexity theory. sites: CS 303; MTH 311 or MTH 341.) *CS 521 Artificial Intelligence—3 cr. hrs. CS 452 Compiler Design—3 cr. hrs. The history and applications of artificial intelli- Lexical analysis, syntactic analysis, type check- gence. Inference, pattern recognition, knowl- ing, and code generation. Introduction to opti- edge representation, image understanding, mization. (Prerequisites: CS 304, CS 374, and CS search, language acquisition, learning. Course 451.) is taught in the fall of odd-numbered years. CS 480 Senior Design Project Preparation— *CS 531 Human-Computer Interaction— 3 cr. hrs. 3 cr. hrs. Selection of and preparation for a senior cap- The theory, design, and usability testing of stone project in computer science. Students human-computer interaction techniques and working as members of a design team prepare a strategies. Topics include user-centered design, formal proposal and a preliminary design to learning styles, components of usability, the meet performance specifications and/or design of a usability test, and how interface research goals. Written and oral reports on the development fits into the overall software life- design project or research are required. (Prereq- cycle. Students design an interface, prototype it, uisite: Senior standing.) and then design and run usability tests with CS 481 Senior Design Project—3 cr. hrs. their prototypes. Course is taught in the fall of A continuation of CS 480, this course provides even-numbered years. practical design or research experience in a *CS 532 Computer Graphics—3 cr. hrs. team environment. Requirements include the An examination of topics in computer graphics, final design, implementation, testing, and eval- including graphical output devices, line-draw- uation of a relatively complex software system ing and clipping algorithms, representation and to meet specifications, or a comprehensive drawing of curves, techniques for transforming research paper. Written and oral reports on the graphical images, and methods of modeling and design project or research are required. Suc- rendering in three-dimensions. Course is taught in spring of even-numbered years. *Course offered in alternate years. 162 — Computer Science/Dance/Drama COURSE DESCRIPTIONS *CS 534 Database Management—3 cr. hrs. The design, implementation, and application of Dance database management systems (DBMS) soft- DNC 214 Jazz Dance—2 cr. hrs. ware, DBMS architecture, and DBMS languages. A jazz dance technique class. Emphasis in learn- Examples of hierarchic, network, and relational ing proper body alignment, and the value of body based DBMS. conditioning. Class includes warm-up and jazz CS 541 Software Engineering I—3 cr. hrs. combinations of movement. May be repeated for Software lifecycle models. Requirements engi- a maximum of 6 credit hours. May not be audited. neering. Planning and managing software pro- DNC 216 Introduction to Ballet I—2 cr. hrs. jects. Software design methods. System integra- Beginning instruction in classical ballet tion, software quality assurance, testing, and includes barre and center exercises designed to validation. Software maintenance. develop coordination, balance, and strength for *CS 542 Software Engineering II—3 cr. hrs. dance and fitness. May be repeated for a maxi- A detailed, hands-on examination of the various mum of 6 credit hours. May not be audited. software design techniques and tools. Students DNC 315 Jazz and Modern—2 cr. hrs. will work in teams to develop both architectural Dance technique class. Emphasis on jazz and and detailed design in a semester-long project. modern dance. Class includes warm-up, CS 545 Computer Networks and Internet- strengthening and stretching exercises, and working—3 cr. hrs. combinations of movement and fundamental A broad first course in computer networks and steps to music. May be repeated for a maximum internetworking. OSI and TCP/IP layered mod- of 6 credit hours. May not be audited. els, TCP/IP protocol suite, transmission media, DNC 316 Choreography Styles—2 cr. hrs. local area networks, network and transport- An exploration of various dance styles. May be layer protocols, internetworking, UNIX TCP/IP repeated for a maximum of 6 credit hours. May network programming, internet addressing and not be audited. (Prerequisite: DNC 315.) routing. DNC 317 Ballet II—2 cr. hrs. CS 546 Operating Systems—3 cr. hrs. Continuation of Ballet I. May be repeated for a Functions, structure, design, and problems of maximum of 6 credit hours. May not be audited. operating systems. Concepts and principles of operating system design and implementation Drama including file system CPU scheduling, memory DRM 210 Introduction to Theatre—3 cr. hrs. management (including virtual memory), dead- Introductory course examines the development locks in computer systems, concurrent process- of theatre from historical, aesthetic, and pro- es and programming, threads, and protection. duction perspectives. It looks at the individual *CS 547 Game Design and Theory—3 cr. hrs. components of theatre and shows how they Provides an introduction to the field of comput- work in collaboration. Prerequisite for fresh- er game design. The philosophy, objectives, and men anticipating drama-related degrees or history of this field will be explored. In addition, endorsements; suitable introductory course for the course will emphasize practical applications non-majors. of some of the more prevalent techniques. DRM 272 Production Practicum I—1 cr. hr. *CS 548 Computer Systems Security—3 cr. hrs. Supervised participation in one or more phases of Cryptography, program security, security in the production process (set construction, costume operating systems, security in computer net- construction, lighting, sound, props, stage man- works, security administration and policies. agement, box office, public relations, etc.) on CS 551 Theory of Computation—3 cr. hrs. two University productions. Required of drama Introduction to finite automata, Turing machines, majors spring semester of the freshman year formal languages, and computability. when registered as full-time students. (Graded CS 552 Compiler Design—3 cr. hrs. on a pass/no pass basis.) Lexical analysis, syntactic analysis, type check- DRM 290 Directed Study—credit arranged. ing, and code generation. Introduction to opti- Individualized programs which focus on a spe- mization. cialized area of theatre. These are available CS 590 Directed Study—credit arranged. only when developed through a contractual agreement between the student and a supervis- ing faculty member. DRM 310 Modern Production Theory— 3 cr. hrs. This course is designed to give students a foun- dation of primary sources that have influenced our sense and expectations of modern theatre.

*Course offered in alternate years. COURSE DESCRIPTIONS Drama — 163 The course will explore major acting and design *DRM 343 Drama and Children—3 cr. hrs. theories, along with modern philosophies of Course is designed for students who expect to performance, direction, and design. Works will work with young children. Techniques include include those of Stanislavski, Brook, Schechner, storytelling, creative dramatics, and ideas for Robert Edmond Jones, Lee Simonson, Grotow- using drama to enliven the general elementary- ski, Brecht, and others. age curriculum. Students will apply theories and DRM 321 Acting Workshop I—3 cr. hrs. techniques through classroom presentations. This course explores the fundamentals of acting DRM 350 Theatre Crafts—3 cr. hrs. for both majors or those anticipating drama- Introductory course for majors and minors to related degrees. Includes the study of relax- familiarize them with the basic techniques, ation, concentration, imagination, and physical tools, and materials of construction for both and psychological awareness. Focuses on the scenery and costumes for the stage. (Prerequi- basic tenets of Stanislavski’s acting system. For site: DRM 210 or permission of instructor.) majors and minors only. *DRM 351 Stage Lighting and Sound—3 cr. hrs. DRM 322 Acting Workshop II—3 cr. hrs. An introductory study of the principles of stage Continuation of DRM 321. Focuses to a greater lighting and sound design for theatrical produc- extent on Stanislavski method of acting. Contin- tion. Emphasis will be on both design and oper- ues to assist the actor with a process for charac- ation of sound and lighting equipment. Students ter development while stressing actor interac- will apply theory through a number of projects. tion through basic scene work taken from realis- *DRM 353 Stage Design—3 cr. hrs. tic plays. (Prerequisite: DRM 321 or 325.) An introductory study of the theories and skills DRM 325 Acting for Non-Majors—3 cr. hrs. of stage design. Assignments will guide the stu- The purpose of this course is to introduce the dent to learning the practices of drafting, per- elements of the acting process to the beginning spective drawing, and watercolor rendering. A student. The class will practice a variety of act- focus on the necessity of how to obtain good ing methods based upon the concepts of Kon- visual research will be studied. Students will stantin Stanislavsky, Uta Hagen, Stella Adler, apply these learned techniques and research Stanford Meisner, and others. The student will skills to several projects. learn the necessity of script analysis and how to *DRM 363 Costume Design—3 cr. hrs. make choices based on circumstances, objec- Survey of costume history, rendering, and design tives, and actions. They will understand the techniques. Students will be expected to apply importance of discovering the physical, vocal, the historical and technical elements to render- and psychological aspects of the character and ings of specific theatrical periods and works. will apply this process to specific dramatic texts DRM 365 Theatrical Makeup—3 cr. hrs. through scene study and performance. Introductory course in the basic principles of *DRM 333 Directing for the Theatre—3 cr. hrs. the art and technique of makeup. Emphasis will Course involves the study of stage directorial be on both creative design and execution of a techniques. Includes text analysis, the visual range of methods and styles. elements of composition, picturization, and DRM 372 Production Practicum II—1 cr. hr. movement, as well as the communicative skills Supervised participation in one or more phases needed in working in this collaborative art form. of the production process (set construction, cos- DRM 335 Voice for the Stage—3 cr. hrs. tume construction, lighting, sound, props, etc.) Course is designed to help students incorporate on two University productions. Required of the significant elements of vocal production drama majors during spring semester of the into their acting. The process then proceeds junior year. (Graded on a pass/no pass basis.) one step further by applying these skills to DRM 373 Management Practicum II–1 cr. dialect work. Class will focus on correct pronun- hr. ciation using the International Phonetic Alpha- Supervised participation in one or more phases bet (IPA). (Prerequisite: DRM 321 or 325.) of management responsibilities (box office, DRM 337 Stage Combat/Movement for the public relations, events coordination, etc.) dur- Actor—3 cr. hrs. ing the spring semester of the junior year. Course is designed to introduce the student to (Graded on a pass/no pass basis.) various types of combat used on stage (i.e. *DRM 407 Survey of Theatre History I— hand-to-hand, rapier/dagger, broadsword). Also 3 cr. hrs. introduces different movement techniques and A chronological study of the historical develop- incorporate movement to enhance character ment of theatre from its beginnings through the work. (Prerequisite: DRM 322.) English Restoration. Emphasis will be on histor- ical research and dramatic literature.

*Course offered in alternate years. 164 — Drama COURSE DESCRIPTIONS *DRM 408 Survey of Theatre History II— applied through several in-class assignments 3 cr. hrs. and project presentations. (Prerequisite: DRM A chronological study of the historical develop- 351 or permission of instructor.) ment of theatre from the eighteenth century to *DRM 453 Advanced Stage Design—3 cr. hrs. the present. Emphasis will be on historical A course in stage design where students will be research and dramatic literature. introduced to the more advanced practices of DRM 422 Advanced Acting—3 cr. hrs. stage design, model building, and drafting. Stu- First of a rotating series of upper-division acting dents will apply learned theories and skills to courses. Course focuses on a variety of dramatic several projects and written presentations. (Pre- styles. Students will perform monologues and requisite: DRM 353 or permission of instructor.) scenes from Greek plays as well as those of the DRM 455 Musical Theatre Workshop— English Renaissance, French Neoclassic period, 3 cr. hrs. and English Restoration. (Prerequisite: DRM 322.) Study of theatrical singing and acting tech- DRM 424 Graduate Preparation niques as applicable to all varieties of musical Workshop—1 cr. hr. theatre pieces. Students are expected to partici- One of a rotating series of upper division acting pate in various performances prepared by the courses, this course prepares the student for the class. Open to all students with instructor’s per- rigors of graduate school auditions. The course mission. (Also listed as MUS 455.) will focus on building the audition portfolio *DRM 456 The History and Use of Decorative from selection of contrasting pieces to obtaining Arts for the Stage—3 cr. hrs. professional head shots and developing an This course is an elective course for undergrad- effective resume. It will also prepare students uate students with an interest in directing or for the process, from entering the room through design. It will give students a historical founda- the post-audition interview. (Prerequisite: per- tion of the decorative arts for the varying styles mission of instructor.) of theatre production. The student will apply *DRM 427 Playwriting Workshop—3 cr. hrs. this knowledge to several scenic arts projects. Study of the aesthetics and techniques involved in *DRM 463 Advanced Costume Design— the writing of plays. Selected readings, lectures, 3 cr. hrs. and discussions. Emphasis upon writing, work- Students will participate in advanced discussions shop critiques, and discussion of students’ plays. and projects in textiles, color palettes, silhou- DRM 437 Audition Techniques—3 cr. hrs. ettes, and costume fashion research. These con- This course is designed to prepare the student cepts will be implemented in formal costume for the entire professional auditioning process. design projects utilizing a variety of dramatic It focuses on selection and performance of styles. (Prerequisite: DRM 363 or equivalent.) monologues, prepared auditions, cold readings, *DRM 467 Costume Construction—3 cr. hrs. commercial and film auditions. It also covers This course is designed to encourage students creating appropriate resumes, getting the best to master construction techniques through head shots, and the details of getting a theatrical building their own designs. Pattern drafting, agent and working in union and non-union situ- tailoring, and fabric manipulation will be ations. (Prerequisite: DRM 322.) emphasized. Students will be expected to pro- *DRM 450 Production Management— vide fabrics and notions for most projects. 3 cr. hrs. *DRM 471 Principles of Theatre Manage- An advanced stage craft course which will focus ment—3 cr. hrs. on the theories and practices of stage, produc- Course introduces students to the diverse issues tion, and artistic management. There will be a involved in managing a theatre company. It focus on union stipulation and rules and how begins with a history of the issues leading up to they apply to the professional arena. Students the regional theatre movement and includes an will be able to apply learned principles to sever- examination of the manager’s role, budgeting, al projects and written presentations. (Prerequi- marketing, fundraising, the role of a board of site: DRM 310 and DRM 350 or permission of directors, as well as an understanding of the instructor.) modern context/trends/needs of artists which *DRM 451 Advanced Stage Lighting and management supports. This course serves as Sound—3 cr. hrs. capstone experience for students in Theatre Advanced course of study in the area of lighting Management Emphasis. for musicals, opera, dance, TV, and film as well as a focus in the areas of projections and effects for the stage. The student will also get a stronger understanding of sound recording and production. Theories and principles will be

*Course offered in alternate years. COURSE DESCRIPTIONS Drama — 165 DRM 472 Management Internship—3 cr. hrs. *DRM 510 Theories of Dramatic Criticism— Qualified students are assigned to the manage- 3 cr. hrs. ment office or production team of a local the- Study of selected theories of dramatic criticism atre production company or closely affiliated from Aristotle to the present. arts organization for work experience. Place- DRM 522 Advanced Acting—3 cr. hrs. ment is arranged through the faculty member Intensive work on scene study, development of assigned as program director. characterizations, and advanced acting DRM 490 Directed Study—credit arranged. approaches. Work in acting theory and history. Individualized programs which focus on a spe- *DRM 527 Playwriting Workshop—3 cr. hrs. cialized area in theatre. These are available Study of the aesthetics and techniques involved in only when developed through a contractual the writing of plays. Selected readings, lectures, agreement between the student and a supervis- and discussions. Emphasis upon writing, work- ing faculty member. shop critiques, and discussion of student plays. DRM 491-492 Seminar—3 cr. hrs. Will include a public reading of final projects. DRM 493-494 Research—credit arranged. *DRM 531 Advanced Production Seminar— DRM 495-496 Workshops—credit arranged 3 cr. hrs. DRM 497 Internship—credit arranged A graduate course that helps students develop a DRM 498 Senior Capstone Project—3 cr. hrs. personal creative process for conceptualization This is a capstone course for all majors with a and collaboration necessary in theatrical pro- Performance or Design/Technical Emphasis in duction. Students will explore proper produc- the B.A. program. Each student, in consultation tion procedures and techniques. Finally, stu- with a supervising faculty member, is responsi- dents will practice approaches to writing about ble for designating a specific project to satisfy conceptual ideas for thesis projects. this requirement. The project may be in the *DRM 533 Advanced Play Direction—3 cr. hrs. areas of performance, directing, costume design This advanced course is designed to include lec- and construction, scene design, lighting, or tures and practical experience in directorial research. Documentation of the project will be techniques. determined by the faculty advisor. A public pre- *DRM 537 Advanced Directing Seminar— sentation of the results will be made by the stu- 3 cr. hrs. dent at the end of spring term. This course will focus on more specialized pro- DRM 499 Senior Thesis—3-6 cr. hrs. jects related to a director’s production prepara- Research, study, or original work under the tion; production styles, creating dramatic adap- direction of a faculty mentor, leading to a schol- tations, selecting translations, and script editing. arly thesis document with a public presentation DRM 539 Production Process Qualifier— of results. Requires approval of thesis director, 3 cr. hrs. department chair, dean, and the director of the This course is designed to supervise students honors program, when appropriate. (Prerequi- through the major steps in the production sites: Senior standing; 3.0 G.P.A. in the thesis process. This course allows student directors to area, or good standing in the honors program.) acquire production laboratory experience prior to the thesis production project. Graduate Courses *DRM 541 Script Analysis—3 cr. hrs. DRM 500 Research Techniques in the Per- This is a core course for all M.F.A. candidates in forming Arts—3 cr. hrs. drama. It is designed to give directors a variety Intensive examination of research methods and of script analysis strategies for use in preparing resources and the principles of advanced schol- a production. Students will explore the value of arly writing in the performing arts. Must be the chronological, character, and audience-based taken within the first nine hours of graduate analysis structures and apply them to a variety study. (Also listed as MUS 500.) of styles of dramatic literature. In addition, action- *DRM 507 Survey of Theatre History I—3 cr. hrs. based analysis will be used for interpretation of A chronological study of the historical develop- individual scenes within particular dramas. ment of theatre from its beginnings through the *DRM 551 Advanced Stage Lighting and Restoration period. Emphasis will be on histori- Sound—3 cr. hrs. cal research and dramatic literature. Advanced course of study in the area of lighting *DRM 508 Survey of Theatre History II— for musicals, opera, dance, TV, and film as well 3 cr. hrs. as a focus in the areas of projections and effects A chronological study of the historical develop- for the stage. The student will also get a ment of theatre from the eighteenth century to stronger understanding of sound recording and the present. Emphasis will be on historical production. Theories and principles will be research and dramatic literature. applied through several in-class assignments

*Course offered in alternate years. 166 — Drama/Economics COURSE DESCRIPTIONS and project presentations. (Prerequisite: DRM DRM 590 Directed Study—1-3 cr. hrs. 351 or permission of instructor.) Individualized programs which focus on a spe- *DRM 553 Advanced Stage Design—3 cr. hrs. cialized areas in theatre. These are available A graduate course in stage design where students only when developed through a contractual will be introduced to the more advanced practices of agreement between the student and a supervis- stage design, model building, and drafting. Students ing faculty member. will apply learned theories and skills to several pro- DRM 591-592 Seminars—3 cr. hrs. jects and written presentations. (Prerequisite: DRM DRM 593-594 Research—credit arranged. 353 or permission of instructor.) DRM 595-596 Drama Workshops—credit DRM 555 Musical Theatre Workshop— arranged. 3 cr. hrs. DRM 597 Internship—credit arranged. Study of theatrical singing and acting tech- DRM 598 Capstone Project—credit arranged. niques as applicable to all varieties of musical DRM 599 Thesis—6 cr. hrs. theatre pieces. Students are expected to partici- DRM 599x Thesis in Progress—0 cr. hrs. pate in various performances prepared by the Registration for any graduate student who has class. In this combined undergraduate and grad- received the grade of IP in Thesis 599 is required uate student pool, graduate students will be while the thesis is in progress. Fee: $40. expected to take on more challenging pieces and to provide mentoring to those undergradu- Economics ates who require it. (Also listed as MUS 555.) †ECN 120 Principles of Macroeconomics— *DRM 556 The History and Use of Decorative 3 cr. hrs. Arts for the Stage—3 cr. hrs. Investigates the determinants of national out- This course is an elective course for M.F.A. can- put, the unemployment rate, and inflation, as didates in drama. It is designed to give directing well as the use of monetary and fiscal policies to students a historical basis and technical under- regulate the economy. Examines international standing of the decorative arts for the varying trade and determinants of exchange rates. styles of theatre productions. The course is †ECN 121 Principles of Microeconomics— divided into two sections: 1) history of decora- 3 cr. hrs. tive arts (interior decoration: furniture, drap- Analyzes the behavior of consumers, workers, ery, wall treatments) from classic to modern and firms in market economies. Examines issues times; 2) practical application of these arts in in the context of both competitive and monopo- stage and interior design. listic markets, with a comparison of the way in *DRM 563 Advanced Costume Design— which prices and output levels are determined 3 cr. hrs. in different markets. Extends analysis to include Students will participate in advanced discussions the role of government in market economies. and projects in textiles, color palettes, silhou- ECN 220 Statistics for Business—3 cr. hrs. ettes, and costume fashion research. These con- Covers topics relevant to understanding busi- cepts will be implemented in formal costume ness statistics as well as carrying out indepen- design projects utilizing a variety of dramatic dent research. Topics include descriptive statis- styles. (Prerequisite: DRM 363 or equivalent.) tics, probability distributions, hypothesis test- DRM 571-573 Program Extension Tutorial ing, and regression analysis. (Prerequisites: I-III—9 cr. hrs. MTH 121 and MTH 141.) Required of all M.F.A. candidates. Repeated for ECN 310 Econometrics —3 cr. hrs. three semesters early in the program. The indi- Applies statistical methods to economic or vidualized projects are to be proposed, devel- financial data to investigate the validity of oped, and accomplished in consultation with a hypotheses or theoretical models. Develops var- faculty advisor. Each student’s three projects ious techniques used in multiple regression must serve a distinct and different collective: analysis of time series and cross-section data. the department, the University, and the off- (Prerequisites: ECN 120, ECN 121, ECN 220, or campus community. the equivalent) DRM 579 Production Internship—3-9 cr. hrs. ECN 319 Intermediate Microeconomics—3 Students in the final year of the program will be cr. hrs. assigned to a professional theatre company Draws on the knowledge of economic theory, where they will gain work experience in their statistics, and calculus in order to provide man- specialization as assistant directors or stage agers with applicable tools for decisions regard- managers. Total hours of internship will deter- ing prices, production, and efficient resource mine level of credit. allocation in business firms and other organiza- tions. Through problem-solving and hands-on projects, students gain an appreciation for the *Course offered in alternate years. †Required of all undergraduate business students. COURSE DESCRIPTIONS Economics — 167 role of quantitative tools and economic theory ECN 427 Sports Economics—3 cr. hrs. in modern management. (Prerequisites: ECN Applies microeconomic concepts to analyze 120, ECN 121, ECN 220 or the equivalent.) contemporary issues in professional and college ECN 320 Intermediate Macroeconomics— athletics. Topics include the role of sports in 3 cr. hrs. society, the structure of sports markets, fran- Studies macroeconomic theories, including chises, entry barriers, contracts and compensa- those about the determinants of output, the tion, media, financing of new stadiums, ticket unemployment rate, and the inflation rate in pricing, and labor-management disputes. (Pre- the short run, and those about the rate of eco- requisites: ECN 120, ECN 121.) nomic growth in the long run. The predictions ECN 428 Public Finance —3 cr. hrs. of these theories will be contrasted with eco- Studies the economics of the public sector, part- nomic experience in the US and elsewhere. ly by examining the appropriate role for govern- (Prerequisites: ECN 120, ECN 121.) ment in the economy. Course content focuses ECN 322 Environmental Economics— on the nature of public goods, externalities, and 3 cr. hrs. taxation. Topics include public choice, cost-ben- Provides economic analysis of public policy efit analysis, and the incidence of taxes. Also issues in resource utilization and environmen- includes an analysis of the effects of govern- tal quality, considering political and macroeco- ment resource allocation on private sector deci- nomic aspects of environmental policy. Discus- sions. (Prerequisites: ECN 120, ECN 121.) sion includes externalities, property rights, ben- ECN 429 Development Economics—3 cr. hrs. efit-cost analysis, and local water and air pollu- Explores why some less-developed countries tion issues. In addition, analyzes global prob- have seen substantial rises in living standards lems such as acid rain and global warming.(Pre- and others have not. Includes an examination requisite: ECN 121 or permission of instructor.) of the roles of education, income distribution, ECN 420 Industrial Organization —3 cr. hrs. the rural and urban sectors, technology, invest- Analyzes the structure and conduct of Ameri- ment, financial markets, foreign trade, domes- can industry, with special focus on govern- tic institutions (like maquiladoras), and interna- ment’s role, for example in enforcing antitrust tional institutions (like the World Bank). (Pre- law. Examines the evolution of present-day requisites: ECN 120, ECN 121.) industrial structure and the possible conse- ECN 431 Financial Markets and Institutions— quences of market power for pricing, output 3 cr. hrs. decisions, profits, innovation, and efficiency. Examines the various financial markets that (Prerequisites: ECN 121 or the permission of play a crucial role in helping individuals, corpo- instructor.) rations, and governments obtain financing and ECN 424 Income Inequality—3 cr. hrs. invest in financial assets such as stocks, bonds, Examines the determinants of incomes in mar- mortgages, and derivatives. Includes the study ket economies, including education, training, of financial institutions that facilitate manage- experience, hours worked, discrimination, ment of financial market transactions. (Prerequi- inheritance, unions, and government transfers. site: ECN 120 or BUS 305. Also listed as BUS 431.) Studies causes of change in the extent of ECN 440 International Economics—3 cr. hrs. inequality and social impacts of inequality. Helps students understand how trade among Analyzes government policies to reduce nations takes place and why free trade may inequality, including anti-poverty policies. (Pre- improve the standard of living for all nations. requisites: ECN 121 or the permission of The course also examines how the value of cur- instructor. Also listed as SJP 424.) rencies is determined in world markets and the ECN 426 Comparative Economics—3 cr. hrs. balance of payments. The effects of trade barri- Examines major economies of the world from a ers and domestic monetary and fiscal policies historical, theoretical and applied perspective. are considered as well. (Prerequisites: ECN 120, Students will analyze how different national ECN 121.) economic systems have evolved through time ECN 490 Directed Study—3 cr. hrs. as changing economic ideas and practices Guided inquiry for superior students to pursue spread across national boundaries. Examples of a particular subject area more intensively than possible case studies include the end of the course offerings permit. By special arrange- Soviet economic experiment, the extraordinary ment with economics faculty. growth rates of Post-World War II East Asia, the ECN 491-492 Seminars—credit arranged. U.S. economic boom in the 1990s, and the late In the semesters in which offered, varying sub- 1990s crisis in developing economies. (Prerequi- ject matter as economics faculty deems appro- sites: ECN 120 or the permission of instructor. priate for needs of the student in meeting the Also listed as PCS 426.) objectives of the undergraduate business pro- gram. 168 — Economics/Education COURSE DESCRIPTIONS ECN 499 Senior Thesis—3-6 cr. hrs. ED 301 MS/HS Psychology of Learning— Research study or original work under the 3 cr. hrs. direction of a faculty mentor, leading to a schol- Gives future teachers deep knowledge of how arly thesis document with a public presentation people learn, focusing on children from grades of results. Requires approval of thesis director, 5 through grade 12. Learning, motivation, intel- department chair, dean, and the director of the ligence, and assessment are explored through honors program, when appropriate. (Prerequi- perspectives including behaviorist, construc- sites: Senior and 3.0 G.P.A. in the thesis area or tivist, and cognitive science. Candidates will use good standing in the honors program.) their emerging knowledge of learning theories to make developmentally sound instructional Education decisions, both theoretically and in practice, in ED 150 Introduction to Education—3 cr. hrs. a concurrent field experience. Explores the profession of education and what ED 320 Foundations of Education—3 cr. hrs. is required to be a teacher whose values include Examines the relationship between schools and life-long learning, empathy, and respect. Criti- the larger society and analyzes the historical cal thinking, reflection, written and oral com- traditions, philosophical perspectives, and munication facility, and technological skills are social practices that interact in American educa- developed and employed in examining philo- tion. The course is designed to help candidates sophical and current education issues and the understand the ways in which schools affect the professional behaviors needed as a teacher in a lives of individuals and to help students value diverse society. Through a weekly field experi- the diversity of the communities in which they ence students observe K-12 teachers in action in work. This course will also focus on writing and their classrooms and assist them with student other communication skills. Field experience instruction. Field experience required. (Prereq- required. (Also listed as SJP 320. Prerequisite: uisite: Fingerprinting clearance.) Fingerprint clearance.) ED 230 ECE/ELEM Human Development— ED 330 Policies and Practices for Diverse 3 cr. hrs. Learners—3 cr. hrs. Traces the life span of human development Identifies and addresses population characteris- from age 3 through grade 8. Candidates will tics, incidence, and general educational place- gain empathy and respect for the diversity pre- ment options for the different categories of sent in the classroom through the study of phys- exceptional learners. Assessment practices and ical, social, moral, psychomotor, emotional, and exemplary teaching techniques are also cognitive developmental theories. Field experi- explored for multicultural and diversity issues. ence required. (Prerequisite: Fingerprinting Law, policy, and IEP procedures are empha- clearance.) sized. Field experience required. (Prerequisite: ED 231 MS/HS Human Development— ED 230 or ED 231, fingerprint clearance.) 3 cr. hrs. ED 391 Seminar—credit arranged Traces the life span of human development ED 400 ECE/ELEM Curriculum and Instruc- from grades 5-12. Candidates will gain empathy tion—3 cr. hrs. and respect for the diversity present in the Introduces candidates to an overview of the classroom through the study of physical, social, early childhood/elementary curriculum, moral, psychomotor, emotional and cognitive instruction, and assessment cycle in various developmental theories. Field experience subject areas with an emphasis on the social required. (Prerequisite: Fingerprinting clear- studies. Curricular and instructional theories ance.) are examined. The course also provides candi- ED 300 ECE/ELEM Psychology of Learning— dates with an opportunity to develop curricu- 3 cr. hrs. lum, plan instruction, write clear and focused Gives future teachers deep knowledge of how instructional objectives, and design lesson people learn, focusing on children from age 3 plans. A simulated work sample is prepared through grade 8. Learning, motivation, intelli- helping candidates demonstrate the relation- gence, and assessment are explored through ship between curriculum, instruction, and perspectives including behaviorist, construc- assessment. Field experience required. (Prereq- tivist, and cognitive science. Candidates will use uisites: ED 320, ED 230, fingerprint clearance.) their emerging knowledge of learning theories ED 403 Language and Communication: to make developmentally sound instructional Support and Strategies—3 cr. hrs. decisions, both theoretically and in practice, in Focuses on the linguistic and cultural relation- a concurrent field experience. ships between language and learners including the assessment and evaluation of applied lin- guistics, the structures and function of spoken and written languages. Candidates practice numerous assessments and language interven- COURSE DESCRIPTIONS Education — 169 tion strategies designed as supports for learn- guage system, including phonology, morpholo- ing, language disabilities, and cultural linguistic gy, syntax, semantics, pragmatics, semiotics, differences. (Prerequisites: ED 330 or ED 502.) discourse varieties, aspects of social and acade- ED 404 School, Parent, and Community mic language, rhetorical registers, and writing Relations—3 cr. hrs. conventions. (Prerequisite for the ESOL pro- Emphasizes developing knowledge, under- gram. Also listed as ENG 410.) standing, and communication skills to discover ED 411 Assessment—3 cr. hrs. and apply the resources of communities and Examines various theories and current practices families to meet the needs of students in their in employing discrete and holistic assessment to classroom and school. Special attention is given inform instruction and measure student learn- to understanding the concept of “family” as a ing. Formative and summative techniques in social structure and to appreciating the histori- traditional and performance-based approaches, cal, cultural and social forces which shape fami- and the aggregation and desegregation of stu- lies, school, and community. (Junior or senior dent data to inform instructional practices in status required.) diverse classrooms are some of the topics ED 405 Behavior Support: Consultative and explored. Collaborative—3 cr. hrs. ED 414 Children’s and Adolescent Analyzes and plans toward productive behavior Literature and Library—3 cr. hrs. in academic and social settings. Candidates will Examines various genres of literature, pre-pri- participate in developing support systems for mary through grade 8. Includes book selection behavior in the classroom (PreK-transition) by appropriate to age and interest level. The course learning alternative forms of intervention as uses literature to enrich integrated school cur- well as collaborative and consultative tech- riculum and demonstrates techniques for niques. (Prerequisites: ED 330 or ED 502.) increasing reading motivation and teaching ED 406 Assessment, Evaluation, and Diag- through print and technological media. nosis of Exceptional Learners and English ED 424 Computers and Educational Language Learners—3 cr. hrs. Technology—3 cr. hrs. Establishes principles and criteria for assess- Explores the impact of computer technology on ment, evaluation, and diagnosis based on for- today’s schools. Emphasis is placed on develop- mal, informal, and standardized measures. Can- ing skills for integrating technology to facilitate didates participate in the administration, inter- learning. pretation, and design of measurements for groups ED 425 Intercultural and Civil Rights and individuals. (Prerequisites: ED 330 or ED 502.) Education—3 cr. hrs. ED 408 Methods and Materials for Teaching Includes the content of comparative education Diverse Learners—3 cr. hrs. and global education. Emphasis on multicultural Candidate learns to select, modify, and evaluate education, civil rights, student and teacher rights curricular materials for individuals and groups in the context of school law and discrimination of exceptional learners, taking into account the awareness with emphasis on school applications. learners’ abilities, learning rates, and styles of ED 426 ECE/ELEM Classroom Relationships learning. Candidates are also given field practice and Management—3 cr. hrs. time to work with exceptional individuals using Emphasizes problem solving, analytical reason- the methods and materials discussed in class. ing, and communication including information (Prerequisites: ED 330 or ED 502, plus 12 hours literacy in the secondary classroom as a means in special education or ESOL and fingerprint of creating a positive learning environment. clearance.) Offers insights and practical strategies for work- ED 409 Methods and Materials for Teaching ing with students from diverse backgrounds and ESOL—3 cr. hrs. learning styles and for establishing effective Candidate learns to select, modify, and evaluate classroom relationships, procedures, and rou- curricular materials for individuals and groups tines that encourage students’ intellectual, per- of English as a second language learners taking sonal, and moral development. This course into account the learners’ abilities, learning offers practical strategies for engaging students rates, and styles of learning. Candidates are also in the active process of constructing social given field practice time to work with ESOL order, building self-esteem, encouraging posi- individuals using the methods and materials tive social interactions, active engagement in discussed in class. (Prerequisite: fingerprint learning, and building relationships. Field expe- clearance.) rience required. (Prerequisite: ED 300, ED 330 or ED 410 Linguistics—3 cr. hrs. concurrent, and fingerprint clearance.) Examines and applies the major concepts, theo- ries, and research related to the nature and acquisition of language as a system. This includes a focus on the components of a lan- 170 — Education COURSE DESCRIPTIONS ED 427 MS/HS Classroom Relationships tional and assessment models. Current theory and Management—3 cr. hrs. and practice about reading and writing in mid- Emphasizes problem solving, analytical reason- dle and high school classrooms are explored. ing, and communication including information Candidates acquire various methods for inte- literacy in the secondary classroom as a means grating reading and writing into content-area of creating a positive learning environment. planning and instruction and for improving and Offers insights and practical strategies for work- assessing literacy skills in ethnically and lin- ing with students from diverse backgrounds and guistically diverse classrooms. Field experience learning styles and for establishing effective required. (Prerequisites: ED 231, ED 301, ED classroom relationships, procedures, and rou- 320, ED 330, and fingerprint clearance.) tines that encourage students’ intellectual, per- ED 452 MS/HS Content Methods: Language sonal, and moral development. This course Arts—3 cr. hrs. offers practical strategies for engaging students Focuses on the design of effective language arts in the active process of constructing social curriculum, instruction, and assessment. Candi- order, building self-esteem, encouraging posi- dates will learn content-specific instructional tive social interactions, active engagement in and assessment methods and will plan and learning, and building relationships. Field expe- teach lessons that integrate these methods with rience required. (Prerequisite: ED 300, ED 330 existing understanding of their content-area, or concurrent, and fingerprint clearance.) how people learn, and the diverse communities ED 442 ECE/ELEM Reading and Language in which they work. Coursework will address Arts Methods—3 cr. hrs. both middle school and high school authoriza- Develops reading and language arts skills, tion levels. Field experience required. (Prereq- including speaking, listening and writing from uisites: ED 231, ED 301, ED 320, ED 330, ED age 3 through grade 8. Includes an emphasis on 427, ED 450, and fingerprint clearance.) reading readiness, emergent literacy, assess- ED 453 MS/HS Content Methods: Math—3 ment, methods, materials, recent research, and cr. hrs. theoretically sound practices for improvement Focuses on the design of effective math curricu- and instruction of reading and language arts lum, instruction, and assessment. Candidates skills. All coursework will be evenly distributed will learn content-specific instructional and between early childhood and elementary autho- assessment methods and will plan, teach, and rization levels. Field experience required. (Pre- assess lessons that facilitate the learning of requisites: ED 400, fingerprint clearance.) important knowledge, skills, and dispositions ED 445 ECE/ELEM Mathematics and Science related to math. Coursework will address both Methods—3 cr. hrs. middle school and high school authorization Provides opportunities for candidates to explore levels. Field experience required. (Prerequi- trends, practices, materials, and resources for sites: ED 231, ED 301, ED 320, ED 330, ED 427, teaching mathematics and science to children ED 450, and fingerprint clearance.) ages 3 through grade 8. The course includes ED 454 MS/HS Content Methods: World content-specific methods, materials, and assess- Language—3 cr. hrs. ments appropriate to an integrated elementary Focuses on the design of effective world lan- curriculum. Field experience required. (Prereq- guage curriculum, instruction, and assessment. uisites: ED 400, ED 426, ED 442 and fingerprint Candidates will learn content-specific instruc- clearance.) tional and assessment methods. Integrating ED 447 ECE/ELEM Art, Music, and Physical these methods with existing understandings of Education Methods: 3 cr. hrs. their content-area, how people learn, and the Provides opportunities for candidates to explore diverse communities in which they work, can- trends, practices, materials, and resources for didates will plan and teach lessons that facilitate teaching art, music, and physical education in the the learning of important knowledge, skills, and early childhood/elementary classroom. Candi- dispositions related to the world language. dates are expected to integrate curriculum Coursework will address both middle school through developmentally appropriate assess- and high school authorization levels. Field expe- ments and teaching practices. Candidates will rience required. (Prerequisites: ED 231, ED 301, have the opportunity to demonstrate skills/con- ED 320, ED 330, ED 427, ED 450, and finger- cepts through public presentations. Field experi- print clearance.) ence required. (Prerequisites: ED 400, ED 426, ED ED 456 MS/HS Content Methods: Social 442, MUS 100, and FA 207, and fingerprint clear- Studies—3 cr. hrs. ance.) Focuses on the design of effective social studies ED 450 Models of Teaching and Literacy curriculum, instruction, and assessment. Candi- Development—3 cr. hrs. dates will learn content-specific instructional Introduces candidates to the basic principles of and assessment methods and will plan and curriculum planning and a variety of instruc- teach lessons that integrate these methods with COURSE DESCRIPTIONS Education — 171 existing understandings of their content-area, under the direction of qualified personnel and how people learn, and the diverse communities will produce a work sample demonstrating in which they work. Coursework will address acquired professional knowledge, skills, and both middle school and high school authoriza- dispositions. (Prerequisites: ED 400, ED 426, ED tion levels. Field experience required. (Prereq- 442.) uisites: ED 231, ED 301, ED 320, ED 330, ED ED 471 MS/HS Student Teaching—3 cr. hrs. 427, ED 450, and fingerprint clearance.) Provides student teachers opportunities to ED 457 MS/HS Content Methods: Science— apply professional and pedagogical principles in 3 cr. hrs. a classroom and school community. Student Focuses on the design of effective science cur- teachers assume major responsibilities on a part riculum, instruction, and assessment. Candi- time basis of the wide range of teaching duties dates will learn content-specific instructional under the direction of qualified personnel and and assessment methods and will plan, teach, will produce a work sample demonstrating and assess lessons that facilitate the learning of acquired professional knowledge, skills, and dis- important knowledge, skills, and dispositions positions. (Prerequisites: ED 427, ED 450.) related to science. Coursework will address ED 472 ECE/ELEM Student Teaching— both middle school and high school authoriza- 3 cr. hrs. tion levels. Field experience required. (Prereq- Provides student teachers opportunities to apply uisites: ED 231, ED 301, ED 320, ED 330, ED professional and pedagogical principles in a 427, ED 450, and fingerprint clearance.) classroom and school community. Student ED 464 Reading Practicum PK-12—3 cr. hrs. teachers assume major responsibilities on a full Practicum teaching in a public school reading time basis of the wide range of teaching duties resource room or self-contained classroom in under the direction of qualified personnel and elementary, middle, or high school. Schedule will produce a work sample demonstrating ac- negotiable. Supervision provided by school dis- quired professional knowledge, skills, and disposi- trict reading educators and University supervi- tions. (Prerequisite: ED 470.) sor. (Prerequisite: Completion of reading ED 473 MS/HS Student Teaching—3 cr. hrs. endorsement coursework.) Provides student teachers opportunities to apply ED 466 Practicum—1-4 cr. hrs. professional and pedagogical principles in a Opportunity to blend study and practice in a classroom and school community. Student teach- specialized area such as a field placement. ers assume major responsibilities on a full time Regardless of setting, the practicum is under basis of the wide range of teaching duties under the direction of a university instructor. Candi- the direction of qualified personnel and will pro- date is expected to develop a proposal for study duce a work sample demonstrating acquired pro- which must be approved by instructor, associ- fessional knowledge, skills, and dispositions. ate dean, and the dean. May be repeated up to 9 (Prerequisites: ED 471.) hours. ED 475 MS/HS Student Teaching: ED 468 Special Education Practicum PK- Advanced—3 cr. hrs. 12—3 cr. hrs. Student teachers continue to apply professional Practicum teaching in a public school special and pedagogical principles in a classroom and education resource room or self-contained school community. Student teachers assume classroom in elementary, middle, or high full-time teaching responsibilities for an extend- school. Schedule negotiable. Supervision pro- ed period of time under the direction of qualified vided by school district special educators and personnel. A work sample is required. (Prerequi- University supervisor. (Prerequisite: Comple- site: ED 471.) tion of special education coursework.) ED 476 ECE/ELEM Student Teaching: ED 469: ESOL Practicum PK-12– 3 cr. hrs. Advanced—3 cr. hrs. Practicum teaching in a public school ESOL Student teachers continue to apply professional resource room or self-contained classroom in and pedagogical principles in a classroom and elementary, middle, or high school. Schedule school community. Student teachers assume negotiable. Supervision provided by school dis- full-time teaching responsibilities for an extend- trict ESOL educators and University supervisor. ed period of time under the direction of quali- (Prerequisite: Completion of ESOL endorse- fied personnel. A work sample is required. (Pre- ment coursework.) requisite: ED 470.) ED 470 ECE/ELEM Student Teaching— ED 480 Elements of Reading K-12—3 cr. hrs. 3 cr. hrs. Studies components of the reading process and Provides student teachers opportunities to the various operations performed while read- apply professional and pedagogical principles in ing. Candidates develop empathy and respect a classroom and school community. Student for the learner of reading while exploring the teachers assume major responsibilities on a part stages of reading and the particular operations time basis of the wide range of teaching duties and strategies necessary in the ability to be a 172 — Education reader. Required for reading endorsement. information about licensure. (Prerequisites: ED 442 or ED 450, and permis- ED 490 Directed Study—credit arranged. sion of instructor.) ED 491-492 Seminars—credit arranged. ED 481 Reading, Language, and Cultural ED 495-496 Workshops—credit arranged. Diversity in Schools—3 cr. hrs. ED 499 Senior Thesis—3-6 cr. hrs. Introduces candidates with no previous course- Research, study, or original work under the work in linguistics or cultural studies to the direction of a faculty mentor, leading to a schol- broad areas of language and culture relevant to arly thesis document with a public presentation PK-12 classrooms. Introduces theories, materi- of results. Requires approval of thesis director, als, and methods (including the writing of les- department chair, dean, and the director of the son plans) for reading/language instruction for honors program, when appropriate. (Prerequi- diverse classrooms. Candidates develop empa- sites: Senior standing; 3.0 G.P.A. in the thesis thy and respect for students with language and area or good standing in the honors program.) cultural differences, and for students with learning problems related to language. Graduate Courses Required for reading and ESOL endorsement. ED 502 Policies and Practices for Diverse Field experience arranged by instructor may be Learners—3 cr. hrs. required. Identifies and addresses population characteris- ED 482 Content Area Literacy—3 cr. hrs. tics, incidence, and general educational place- Reviews current theory, knowledge, and prac- ment options for the different categories of tice about reading and written communication exceptional learners. Assessment practices and for students in PK-12 classrooms. Integrates exemplary teaching techniques are also pedagogical knowledge of literacy development explored for multicultural and diversity issues. of theory into practice. Candidates learn various Law, policy, and IEP procedures are empha- methods for facilitating the use of reading and sized. Field experience required. (Prerequisite: writing skills in the content area classroom. An human development course, fingerprint clear- emphasis is placed on teaching for diversity and ance.) developing empathy and respect for all learn- ED 503 Language and Communication: ers. Field experience required. (Prerequisite: Support and Strategies—3 cr. hrs. Fingerprint clearance.) Focuses on the linguistic and cultural relation- ED 483 Diagnosis and Instruction of Learn- ships between language and learners including ing Problems Related to Reading and the assessment and evaluation of applied lin- Language Differences PK-12—3 cr. hrs. guistics, and the structures and function of spo- Studies theories, strategies, assessment methods, ken and written languages. Candidates practice case studies of assessment, diagnosis, and numerous assessments and language interven- instruction of reading-related learning prob- tion strategies designed as supports for learn- lems which exist in PK-12 classrooms. Focuses ing, language disabilities, and cultural linguistic on working with individual learners’ problems differences. (Prerequisite: ED 330 or ED 502.) in reading and the language arts related to ED 504 School, Parent, and Community diverse learners. Required for reading endorse- Relations—3 cr. hrs. ment. Field experience required. (Prerequi- Emphasizes developing knowledge, under- sites: ED 480, ED 450 or ED 442, permission of standing, and communication skills to discover instructor, and fingerprint clearance.) and apply the resources of communities and ED 486 MS/HS Seminar for Student Teach- families to meet the needs of students in their ers—3 cr. hrs. classroom and school. Special attention is given Provides student teachers opportunities to examine to understanding the concept of “family” as a accomplishments and share concerns regarding social structure and to appreciating the histori- their teaching performance in the middle and high cal, cultural, and social forces which shape fam- school classrooms. Student teachers will acquire ilies, school, and community. information about transition to the profession, pro- ED 505 Behavior Support: Consultative and fessional development plans, and information Collaborative—3 cr. hrs. about initial and continuing licensure. Analyzes and plans toward productive behavior ED 487 ECE/ELEM Seminar for Student in academic and social settings. Candidates will Teachers—3 cr. hrs. participate in developing support systems for Provides student teachers opportunities to behavior in the classroom (PreK-transition) by examine accomplishments and share concerns learning alternative forms of intervention as regarding their teaching performance in the early well as collaborative and consultative tech- childhood/elementary classrooms through par- niques. (Prerequisites: ED 330 or ED 502.) ticipation in group discussion. Student teachers will acquire information about transition to the profession, professional development plans, and COURSE DESCRIPTIONS Education— 173 ED 506 Assessment, Evaluation, and Diag- erature review is required. May be taken as a nosis of Exceptional Learners and English standard class or as an independent study. Language Learners—3 cr. hrs. ED 516 Readings in Catholic Education— Establishes principles and criteria for assess- 1-4 cr. hrs. ment, evaluation, and diagnosis based on for- An exposure to the core Church documents mal, informal, and standardized measures. Can- concerning Catholic education beginning with didates participate in the administration, inter- Vatican II. In addition to reading in-depth pretation, and design of measurements for research related to Catholic education, reading groups and individuals. (Prerequisites: ED 330 logs and reflective journal assignments and for or ED 502.) three or more credits a literature review is ED 508 Methods and Materials for Teaching required. May be taken as a standard class or as Diverse Learners—3 cr. hrs. an independent study. Candidate learns to select, modify, and evaluate ED 517 Catholic Educator Seminar—3 cr. hrs. curricular materials for individuals and groups Explores topics of teaching in learning through of exceptional learners, taking into account the the lens of the Catholic faith tradition and the learners’ abilities, learning rates, and styles of responsibilities of Catholic school teachers. learning. Candidates also are given field prac- ED 518 Life Span Personal and Professional tice time to work with exceptional individuals Development—3 cr. hrs. using the methods and materials discussed in Provides early career Catholic school teachers class. (Prerequisites: ED 330 or ED 502, plus 12 opportunities for developing personal under- hours in special education, and fingerprint standing and professional experience in master- clearance.) ing the skills of a reflective practitioner in a ED 509 Methods and Materials for Teaching school/classroom setting. New teachers reflect ESOL—3 cr. hrs. on what it means to be a Catholic educator and Candidate learns to select, modify, and evaluate how to model the virtues of and teach the val- curricular materials for individuals and groups ues of the faith. Opportunities afforded to learn of English as a second language learners taking personal strengths, to share teaching experi- into account the learners’ abilities, learning ences, and to explore concerns regarding teach- rates, and styles of learning. Candidates are also ing performance. Young teachers receive sup- given field practice time to work with ESOL port while they explore and reflect on teaching individuals using the methods and materials practices and develop a philosophy of education discussed in class. (Prerequisite: fingerprint that integrates Catholic values. clearance.) ED 519 Dimensions of Adult Learning— ED 510 Linguistics—3 cr. hrs. 3 cr. hrs. Examines and applies the major concepts, theo- The purpose of this course is to introduce prin- ries, and research related to the nature and ciples of adult learning and teaching to higher acquisition of language as a system. This education instructors. Through an introduction includes a focus on the components of a lan- to philosophy education theories of learning guage system, including phonology, morpholo- behavior, models of teaching, strategies of criti- gy, syntax, semantics, pragmatics, semiotics, cal thinking and metacognition, and the purpos- discourse varieties, aspects of social and acade- es and methods for assessment of learning, can- mic language, rhetorical registers, and writing didates will formulate their own knowledge conventions. (Also listed as ENG 510. Corequi- base relative to their own goals as higher educa- site for the ESOL program.) tion instructors. ED 514 Children’s and Adolescent ED 524 Computers and Educational Literature and Library—3 cr. hrs. Technology—3 cr. hrs. Examines various genres of literature, pre-pri- Explores the impact of computer technology on mary through grade eight. Includes book selec- today’s schools. Emphasis is placed on develop- tion appropriate to age and interest level. The ing skills for integrating technology to facilitate course uses literature to enrich integrated learning. school curriculum and demonstrates tech- ED 525 Intercultural and Civil Rights niques for increasing motivation and teaching Education—3 cr. hrs. through print and technological media. Includes the content of comparative education ED 515 Readings in Education Administra- and global education. Emphasis on multicultur- tion—1-4 cr. hrs. al education, civil rights, student and teacher Opportunity to create, under the guidance of an rights in the context of school law and discrimi- instructor, an in-depth, selective education nation awareness with emphasis on school administration bibliography to enrich personal applications. knowledge and to augment professional career goals. Reading logs and reflective journal assignments and for three or more credits a lit- 174 — Education COURSE DESCRIPTIONS ED 530 Dimensions of Education—3 cr. hrs. Content is parallel to the field experience Introduces the responsibilities of teaching required at one of four levels of licensure: early through the lens of social, cultural, philosophi- childhood, elementary, middle, or high school. cal, economic, and legal perspectives. Emphasis ED 535 Literacy Across the Curriculum— is on understanding the linking of theory and 3 cr. hrs. practice and developing a pre-service profes- Emphasizes how children develop various types sional knowledge skills and dispositions espe- of literacy. Theory of development of literacies cially related to lifelong learning and written will be emphasized along with actual applica- and oral communication skills. tion of skills in the classroom. The course will ED 531 Theories of Development and focus upon how literacy development is related Learning—3 cr. hrs. to language, cognitive, moral, and physical Candidates examine behavioral, social, cogni- development of learners. Diagnosis of skill tive, biological, and cultural perspectives on development will also be emphasized. Instruc- human learning and development across the tion emphasis will be determined by the life span. Those multiple theories are fused to focused interests of candidates enrolled in the the practice of applying research about how class. This course is taught in conjunction with children learn and develop to the design and a field experience. implementation of inclusive pedagogy. An ED 536 Student Teaching Seminar—3 cr. hrs. array of instructional practices aimed at accom- Provides student teachers opportunities to modating the varied needs of diverse learners examine accomplishments and share concerns are employed by the instructor and practiced by regarding their teaching performance in the the candidate in the context of a tutoring experi- early childhood/elementary classrooms ence. through participation in group discussion. Stu- ED 532 Assessment and Evaluation in dent teachers will acquire information about Inclusive Classrooms—3 cr. hrs. transition to profession, professional develop- Candidates explore current assessment and ment plans, and information about licensure. evaluation methods used in diverse PK-12 class- ED 537 Research in Schools—3 cr. hrs. rooms. Using criteria from multiple perspec- Examines educational research and statistical tives, candidates will study and create tradition- methods (both qualitative and quantitative) in al and performance-based strategies for analyz- light of current research on effective teaching ing and reporting individual and group perfor- and school practices. Candidates locate, read, mances. Course content is tied to a concurrent and critique the results of current educational field experience at one of four levels of licen- research and apply research techniques to sure: early childhood, elementary, middle, or classroom and school issues. Candidates will be high school. expected to identify and describe an important ED 533 Methods of Teaching and Learn- research-appropriate educational issue and/or ing—3 cr. hrs. problem and develop a research proposal. Focuses on the design and implementation of ED 538 Master of Arts in Teaching Cap- effective curriculum and instruction through stone Project—3 cr. hrs. the mastery of planning skills and instructional Candidates will develop a research project methods. Candidates will plan and teach a unit which addresses the candidate’s application and of instruction that incorporates their under- integration of research course content, profes- standing of the needs and cultures of a diverse sional knowledge, and the School of Education’s body of learners. The level of desired licensure conceptual framework and is intended to trans- (early childhood, elementary, middle, or high late theory and research into practice. The pro- school) will determine the specific content of ject is completed independently in consultation the course. Taught in conjunction with field with a project advisor. Dissemination of the experience. research will include a written paper and an ED 534 Classroom Management and Organi- oral component. zation—3 cr. hrs. ED 540 Student Teaching—3 cr. hrs. Promotes the development of a theoretical Provides student teachers opportunities to framework for generating educational practices apply professional and pedagogical principles in that encourage the intellectual, personal, and a classroom and school community. Student moral development of students from diverse teachers assume major responsibilities on a part cultural backgrounds. Candidates learn practi- time basis of the wide range of teaching duties cal strategies for engaging students in the active under the direction of qualified personnel and process of constructing social order, building will produce a work sample demonstrating self-esteem, encouraging positive social interac- acquired professional knowledge, skills, and tion, active engagement in learning, solving dispositions. human relations problems, and establishing effective classroom procedures and routines. COURSE DESCRIPTIONS Education — 175 ED 541 Student Teaching—3 cr. hrs. ED 547 Resource Allocation, Finance, and Provides student teachers opportunities to Management—3 cr. hrs. apply professional and pedagogical principles in Provides skills and techniques for effectively a classroom and school community. Student and efficiently managing and evaluating fiscal teachers assume major responsibilities on a full- operations on the local school level, including time basis of the wide range of teaching duties field-based and/or simulated experiences in under the direction of qualified personnel and budget development, implementation, and will produce a work sample demonstrating monitoring. Examines strategies for resource acquired professional knowledge, skills, and allocation and finance at various levels of dispositions. schooling. Includes an analysis of current ED 542 Student Teaching—Advanced— national, state, and district-based sources of rev- 3 cr. hrs. enue and also the identification and develop- Student teachers continue to apply professional ment of alternative revenue sources to support and pedagogical principles in a classroom and local school development. school community. Student teachers assume ED 548 Supervision for Instructional full time teaching responsibilities for an extend- Improvement—3 cr. hrs. ed period of time under the direction of quali- Familiarizes candidates with the benefits and fied personnel. A work sample is required. challenges of supervision and coaching for ED 544 Human Resource Development and instructional improvement. Theories of plan- Management—3 cr. hrs. ning, analysis, and evaluation in conjunction Explores interpersonal dynamics and those per- with supervision as well as models of supervi- formance competencies that relate to human sion will be explored and practiced. The rela- resource management in early childhood, ele- tionship of the supervisor to curriculum devel- mentary, middle school, and high school. Issues opment, staff development, and teacher evalua- addressed range from hiring, supervising, and tion will also be addressed. evaluating of personnel to personnel processes ED 549 IAL Leadership Practicum— and systems, including empowering stakehold- 3 cr. hrs. ers, staff development, labor relations and col- This capstone course is an integrative experi- lective negotiations, school-community rela- ence that is anchored in a partnership among tionships and partnerships. the candidate, his/her advisor-instructor, and a ED 545 Leadership and Organizational field-based mentor-administrator. It is tailored Change—3 cr. hrs. to the appropriate levels of authorization. Can- Focuses on perspectives and skills in leading didates are required to design an integrative and navigating schools through multi-level and field-based experience that demonstrates their systemic change. Change theory, the building abilities to lead the development, implementa- of learning communities, and transformational tion, and/or the institutionalization of a school- leadership represent the core knowledge bases wide change initiative using the skills, knowl- upon which candidates build their own mental edge, and experiences gained from course models of administrative leadership. The work. Field experiences will be supplemented course emphasizes using a local school as a cen- with monthly class seminars, on-site dialogues ter of inquiry and change. The particular school with the instructor-advisor and field-based men- is aligned with the appropriate authorization tor/administrator, and more frequent electron- level of early childhood, elementary, middle ic communication between the student and school, and high school. instructor-advisor. The candidate must demon- ED 546 Policy, Ethics, and the Law— strate the dynamic relationship between theory 3 cr. hrs. and practice and, in so doing, develop a portfo- Examines legal foundation of educational policy lio that describes his/her personal theory-of- by focusing on constitutional and statutory pro- action for leadership. A leadership portfolio will visions governing schools and the changing be maintained and submitted at the end of the roles of federal, state, and local levels of govern- practicum. The portfolio will be assessed to ment. Analysis, through selected case studies at determine the extent to which the candidate various levels of schooling, of research, trends, completed a set of leadership competencies. and emerging issues in the politics of education- ED 550 Personal and Professional Growth al governance equip the candidate with skills and Development—3 cr. hrs. and understandings in interacting with local Offers opportunities for life-long learning by boards, teacher groups, administrators, parents, developing personal understanding and mas- and other citizen groups within local school sys- tery as a reflective practitioner and teacher tems in ethically responsible ways. leader. Candidates make explicit their values, goals, and preferred learning/leadership/teach- ing styles in order to deepen their knowledge of students. As a final outcome, candidates devel- 176 —Education COURSE DESCRIPTIONS op a personal and professional plan to guide parents, teachers, and other administrators to their growth which applies theory to practice. support an educational vision and address stu- ED 551 Social and Cultural Foundations— dent and family conditions that affect learning. 3 cr. hrs. Practice effective strategies for media relations. Examines social and cultural forces that affect ED 557 Ethical Leadership and Moral schools and the experiences of students and Imperative for Inclusive Practice—3 cr. hrs. teachers. This course encourages practitioners Explore ethical decision-making, hone political to value, embrace, and affirm the cultural, understandings and skills, learn to capitalize on racial, class, and gender diversity of both their diversity through inclusive practices, and devel- local and global communities and will help op a personal mantle of moral responsibility. them to design and implement instructional Through case methodology, learn to act with practices that empower all students. integrity and justice while helping every stu- ED 552 Leadership for Sustaining the dent achieve. Vision—3 cr. hrs. ED 558 Educational Research for Improved Assess your personal leadership attributes and Student Learning—3 cr. hrs. craft a personal leadership development plan Examines educational research and statistical that leads to building an achievement-oriented methods in light of current research on effec- district. Consider research which informs tive teaching and schooling practices. The visions of current and future public and private course is developed to enhance practicing edu- schooling in a diverse and democratic society. cators’ understanding and application of Practice the art and science of leading toward research findings in the classroom. Candidates and sustaining a vision through nurturing rela- will be expected to develop a project which tionships, motivating stakeholders, and collabo- applies course knowledge. rating with others. ED 559 CAL Leadership Practicum—3 cr. ED 553 Leadership for Instructional hrs. Improvement—3 cr. hrs. This practicum will be conducted at the district Examine best practices and sound educational level. It will involve a field experience that will research that lead to achievement for all stu- provide the candidate with opportunities to par- dents. Learn strategies to create a culture of ticipate in district leadership decision-making, high expectations with academic and behavioral policy design and implementation, uses of data foci through leadership practices, staff develop- and technology in communication, human ment, policy development, and the allocation of resources, building positive community rela- time, funds, and human resources. tions, and conflict management. Through ED 554 Leadership for Effective Date Dri- action research, participants will synthesize ven Decision Making—3 cr. hrs. knowledge in these areas and enhance skills Explore the uses of data-based research and and dispositions while interning in district-level technology in leadership, business, and student functions. learning in an era of information and communi- ED 562 Professional Development Process: cation expansion. Discern meaningful uses of Portfolio—3 cr. hrs. technology and data to advance learning and Serves as a capstone experience in which stu- organizational development. Explore the data- dents produce a professional portfolio demon- based management principles related to strating skills related to the 10 standards for finance and other operational services such as continuing licensure in Oregon. Simultaneously nutrition, transportation, maintenance, and candidates develop a continuing professional communication. development plan. ED 555 Teacher as Researcher—3 cr. hrs. ED 563 Master of Arts Capstone Project— Introduces research as a means to improve 3 cr. hrs. instructional and school-based decision-making. Serves as a capstone in which students design Various qualitative research techniques will be and conduct a classroom, school, or communi- applied to classroom or school observation. As ty-based research project written in formal aca- an extension of reflective practice, candidates demic style that addresses the candidate’s inte- will be expected to produce a qualitative gration of the professional knowledge and the research-based proposal. School of Education’s conceptual framework in ED 556 Leadership in the Socio-Political the non-thesis graduate program. The project is Context—3 cr. hrs. completed independently in consultation with a Examine effective strategies for collaborating project advisor. (Prerequisite: Candidates must with the boards of education, legislature, com- be eligible to graduate in the subsequent acade- munity, business, religious, and service organi- mic term.) zation leaders to create broad-based support for ED 564 Reading Practicum PK-12—3 cr. hrs. education and children within a diverse com- Student teaching in a public school reading munity. Learn how to effectively interact with resource room or self-contained classroom in COURSE DESCRIPTIONS Education — 177 elementary, middle, or high school. Schedule ty. Candidates examine and apply new tech- negotiable. Supervision provided by school dis- niques in their classrooms and assess them as trict reading educators and University supervi- members of a peer critical learning group. sor. (Prerequisite: Completion of reading Helps candidates formulate a theoretical or endorsement coursework.) Fee: $55 per credit. research-based foundation that will guide them ED 565 Teacher Internship—3 cr. hrs. in developing classroom relationships and man- The course provides experiences with intern agement. teaching in a PK-12 school classroom under the ED 573 Quality Teaching and Peer Consul- direction of a mentor and a University supervisor. tation—3 cr. hrs. This course may be repeated. Introduces systematic and objective processes ED 566 Practicum PK-12—1-4 cr. hrs. for identifying, analyzing, and refining effective Opportunity to fuse theory and practice in a spe- instructional practices providing the practition- cialized area in a field placement. The practicum er with skills and experiences in observing is under the direction of a university instructor. peers as well as an understanding of his or her Candidates are expected to demonstrate teaching actions. acquired knowledge skills and dispositions relat- ED 574 The Teacher as Leader: Challenges ed to the specialized area of study. A professional and Opportunities—3 cr. hrs. work sample is required. The course may be Develops new understandings about the role of repeated as required up to 9 hours. Fee: $55 per teacher as constructivist leader in today’s credit. schools. This keystone course focuses on new ED 567 CAP Practicum PK-12—1 cr. hr. role opportunities and expectations for teachers Opportunity to fuse theory and practice in a as participatory decision-makers in school-based specialized area in a field placement. The change initiatives. Using their schools as labora- practicum is under the direction of a University tories, teacher leaders test assumptions and instructor. Candidates are expected to demon- develop a professional theory-of-action for their strate acquired knowledge skills and disposi- roles as emerging teacher leaders. tions related to the specialized area of study. A ED 575 Transforming Schools and Systemic professional work sample is required. The Change—3 cr. hrs. course may be repeated as required up to 9 Identifies and analyzes current educational hours. Fee: $55 per credit. reform initiatives and evaluates them based on ED 568 Special Education Practicum PK- theoretical and research-based (Best Practices) 12—3 cr. hrs. models of change. Candidates are required to Student teaching in a public school special educa- engage in formal inquiry and dialogue about the tion resource room or self-contained classroom in challenges confronting their own schools as elementary, middle, or high school. Schedule dynamic units of change. Key concepts include negotiable. Supervision provided by school dis- school growth and renewal, effective schooling, trict special educators and University supervisor. and professionalism. (Prerequisite: Completion of special education ED 578 Improving the Instructional endorsement coursework.) Fee: $55 per credit. Process—3 cr. hrs. ED 569 ESOL Practicum PK-12—3 cr. hrs. Provides insights into models of teaching and Student teaching in a public school ESOL learning with focus on distinct learning activi- resource room or self-contained classroom in ele- ties, environment, evaluation, and assessment. mentary, middle, or high school. Schedule nego- Emphasis is placed on expanding personal tiable. Supervision provided by school district repertoires to become competent in the selec- ESOL educators and University supervisor. (Pre- tion and use of appropriate and effective teach- requisite: Completion of ESOL endorsement ing strategies. coursework.) Fee: $55 per credit. ED 580 Elements of Reading PK-12—3 cr. hrs. ED 570 Curriculum Development and Studies components of the reading process and Implementation—3 cr. hrs. the various operations performed while read- Examines the spectrum of curriculum reform ing. Candidates develop empathy and respect issues and tensions confronting today’s schools for the learner of reading while exploring the and classroom. Candidates will develop a criti- stages of reading and the particular operations cal perspective that reflects the complexity of and strategies necessary in the ability to be a political, social, and pedagogical pressures and reader. Required for reading endorsement. trends impacting teaching and learning. (Prerequisites: ED 442/450 or ED 535, and per- ED 571 Enhancing Classroom Relation- mission of instructor.) ships—3 cr. hrs. ED 581 Reading, Language, and Cultural Offers practical classroom-based strategies for Diversity in Schools—3 cr. hrs. ensuring active engagement in learning posi- Introduces candidates with no previous course- tive social interactions, and responsible contri- work in linguistics or cultural studies to the butions to the classroom as learning communi- broad areas of language and culture relevant to 178 — Education/Electrical Engineering COURSE DESCRIPTIONS PK-12 classrooms. Introduces theories, materi- ED 598 M.Ed. Capstone Project—3 cr. hrs. als, and methods (including the writing of les- Serves as a capstone in which candidates design son plans) for reading/language instruction for and conduct a classroom, school, or community diverse classrooms. Candidates develop empa- based research project written in formal acade- thy and respect for students with language and mic style that addresses the candidate’s integra- cultural differences, and for students with tion of the professional knowledge and the learning problems related to language. School of Education’s conceptual framework in Advanced study of issues related to reading, the non-thesis graduate program. The project is language, and cultural diversity is required. completed independently in consultation with a Required for reading endorsement and ESOL. project advisor. (Prerequisite: Candidates must Field experience arranged by instructor may be be eligible to graduate in the subsequent acade- required. mic term.) ED 582 Content Area Literacy—3 cr. hrs. ED 599 Thesis—3-6 cr. hrs. Reviews current theory, knowledge, and prac- Candidates develop a research thesis with a tice about reading and written communication major professor and two other committee mem- for students in PK-12 classrooms. Integrates bers for the master of arts degree. pedagogical knowledge of literacy development ED 599x Thesis in Progress—0 cr. hrs. of theory into practice. Candidates learn various Registration for any candidate who has received methods for facilitating the use of reading and the grade of IP in Thesis 599 is required while writing skills in the content area classroom. An the thesis is in progress. Fee: $40. emphasis is placed on teaching for diversity and developing empathy and respect for all learn- Electrical Engineering ers. Field experience required. (Prerequisite: EE 111 Introduction to Multimedia Process- fingerprint clearance.) ing—2 cr. hrs. ED 583 Diagnosis and Instruction of Learn- This course will examine how speech, music, ing Problems Related to Reading and Lan- and images can be represented as digital signals guage Differences PK-12—3 cr. hrs. that can be readily manipulated using comput- Studies theories, strategies, assessment meth- ers. The course introduces mathematical mod- ods, case studies of assessment, diagnosis, and els used to represent these signals and software instruction of reading-related learning prob- tools used to perform manipulations such as sig- lems which exist in PK-12 classrooms. Focuses nal creation, filtering, and analysis. Several on working with individual learners’ problems applications, such as speech filtering, music in reading and the language arts related to compression, and image enhancement, will be diverse learners. Required for reading endorse- explored. The various areas of electrical engi- ment. Field experience required. (Prerequi- neering will also be introduced by examining a sites: ED 480 or ED 580, or ED 442, permission commercial system such as digital TV. (Prereq- of instructor, and fingerprint clearance.) uisite or corequisite: MTH 201.) ED 584 Administration and Evaluation of EE 231 Logic Design—3 cr. hrs. Reading Programs—3 cr. hrs. Number systems and data representation. Increased understanding of reading program Boolean algebra and logic devices. Simplification management as it applies to the development, of Boolean functions. Design and analysis of LSI implementation, and improvement cycle at the and MSI combinational logic circuits. Hierarchi- department, building, and district level. cal construction. Design and analysis of synchro- Includes evaluation and role development. In nous sequential circuits, including registers, order to develop an understanding for the total counters, and random access memory (RAM). school reading instructional program, students Design and simulation of combinational circuits integrate into practice theoretical content are integrated with the course. knowledge of reading, theoretical knowledge of EE 261 Electrical Circuits—3 cr. hrs. diverse learners, and pedagogical knowledge of An overview of circuit analysis. Circuit elements reading. An appropriate and required field and concepts. Ohm’s and Kirchhoff’s laws. Sim- experience allows for integration of theory into ple resistive circuits. Review of matrix algebra. practice. Required for Reading Endorsement in Node-voltage and mesh-current analysis using Oregon, elective for Reading Endorsement in matrix equations. Superposition principle. Washington. (Prerequisites: ED 480 or ED 580, Thevenin and Norton equivalent circuits and the ED 481 or ED 581, ED 483 or ED 583, and per- maximum power transfer theorem. Capacitance mission of instructor.) and inductance. Natural and step responses of ED 590 Directed Study—credit arranged. first- and second-order circuits. Review of com- ED 591-592 Seminar—credit arranged. plex algebra. Sinusoidal steady-state circuits and ED 595-596 Workshop—credit arranged. the phasor concept. Impedance and admittance. Analysis techniques of sinusoidal steady-state COURSE DESCRIPTIONS Electrical Engineering — 179 circuits using phasors. A circuit simulation soft- EE 352 Electronic Circuits II—3 cr. hrs. ware such as PSPICE is also introduced. (Prereq- Continuation of EE 351. A more systems-orient- uisite or corequisite: MTH 202, PHY 205. Coreq- ed view of electronic circuits is presented. Top- uisite: EE 271) ics include single-stage, multistage, and differ- EE 262 Signals and Systems—3 cr. hrs. ential amplifiers, frequency response, and basic Introduction to signals and systems. Time- concepts of feedback. Use of SPICE as a design domain analysis of linear time-variant continu- tool. This course presents the theoretical elec- ous-time and discrete-time systems. Laplace tronic design and analysis issues which are transform analysis of continuous-time systems applied in the required companion laboratory and its applications. Z-transform analysis of dis- course, EE 371. (Prerequisite: EE 351. Corequi- crete-time systems and its applications. Fourier site: EE 371.) series and Fourier transform of continuous- EE 371 Electronic Circuits Laboratory— time signal and their applications. Sampling 1 cr. hr. theorem. Fourier analysis of discrete-time sig- Required electronics laboratory companion nals and its applications. MATLAB software is course to the EE 352 Electronic Circuits II lec- incorporated throughout the course. (Prerequi- ture course. Candidates perform various elec- site: EE 261.) tronic laboratory experiments which directly EE 271 Electrical Circuits Laboratory— apply the electronics theory learned in EE 352. 1 cr. hr. Candidates design, simulate, assemble, and test Measurement experience with a variety of basic electronic circuits, including single-stage and electrical instruments. The student engineer multi-stage amplifiers. Candidates are required will verify many of the principles of electrical to perform rigorous DC and AC measurements circuit theory. (Corequisite: EE 261.) Fee: $20. on their laboratory electronic circuits and corre- EE 301 Electromagnetic Fields—3 cr. hrs. late their measurements to their corresponding Lumped vs. distributed electrical circuits. Tran- theoretical electronic analysis values. Candi- sient response of lossless transmission lines. dates are also required to perform rigorous writ- Sinusoidal steady-state waves on lossless trans- ten reporting of their laboratory results. (Coreq- mission lines. Smith chart and impedance uisite: EE 352.) Fee: $20. matching techniques and networks.Review of EE 373 Digital Logic Laboratory—1 cr. hr. vector calculus. Maxwell’s equations and solu- Familiarization with the laboratory equipment. tion of wave equations. Uniform plane electro- Basic gate operations. Combinational logic magnetic waves in a simple unbounded lossless design using SSI, MSI, and LSI logic devices. medium. (Prerequisites: EE 261, MTH 301, PHY Logic design with programmable logic devices. 205.) Sequential logic circuits. MSI counters. (Coreq- EE 332 Digital Systems Design—3 cr. hrs. uisite: EE 332.) Fee: $20. Introduction to digital systems. TTL and CMOS EE 402 Microwave and Optical Transmis- 74-series logic families. Register-transfer level sion—3 cr. hrs. (RTL) combinational logic circuit using 74- Review of Maxwell’s equations and the wave series MSI digital functions. Overview of pro- equation. Uniform plane waves in a lossy medi- grammable logic device (PLD) architectures. um. Wave polarization. Reflection and trans- RTL combinational circuit design using ABEL mission of electromagnetic waves at planar hardware description language and PLDs. boundaries. Normal incidence. Antireflection Sequential circuit design principles and state coatings and radomes. Oblique incidence. machine design using ABEL and PLD. Introduc- Brewster angle. Total internal reflection. Theo- tion to logic circuit testing. (Prerequisite: EE ry of parallel-plate waveguides. Rectangular and 231. Corequisite: EE 373.) circular waveguides. Dielectric slab wave- EE 333 Computer Organization—3 cr. hrs. guides. (Prerequisite: EE 301.) Introduction to computer system hardware EE 403 Communication Systems—3 cr. hrs. including Arithmetic and Logic Unit (ALU), Introductory survey of communication sys- main memory, cache memory, I/O devices, tems. Modeling of signals and systems. Analog busses and interfaces, control unit, addressing and digital modulation techniques. Introduction techniques, micro-computer architecture. (Pre- to source coding and error correcting codes. requisite: EE 231.) (Prerequisite: EE 262.) EE 351 Electronic Circuits I—3 cr. hrs. EE 420 Energy Conversion—3 cr. hrs. Basic concepts of electronic circuit analysis and Principles, applications, and control of modern design. Physical operation and modeling of electromagnetic and electromechanical devices. diodes, Bipolar Junction Transistors and MOS- Physical principles are used to develop mathe- FETs. Small-signal analysis of electronic cir- matical models of various devices (including cuits. Amplifier biasing and bias-point stability. actuators, transformers, and motors) to aid in the Use of SPICE as a design tool. (Prerequisite: EE process of analysis, selection, and design. Appli- 262.) cations include power systems, industrial manu- 180 — Electrical Engineering COURSE DESCRIPTIONS facturing processes, robotics, and consumer EE 436 VHDL-Based Digital Systems products. An introduction to power electronic Design—3 cr. hrs. control systems for electromechanical devices is Hardware design environment. Introduction to presented. (Prerequisite: EE 261.) VHDL. Design methodology based on VHDL. EE 421 Electric Power Systems—3 cr. hrs. Basic concepts in VHDL. Structural specifica- Introduction to the modeling, design, and oper- tion of hardware. Design organization and para- ation of modern power generation, transmis- meterization. Utilities for high-level description. sion, and distribution systems. Topics include Data flow description in VHDL. Behavioral complex power, three-phase systems, compen- description of hardware. (Prerequisite: EE 231 sation, and power flow. (Prerequisite: EE 261.) or equivalent.) EE 423 Power Electronics and Applica- EE 437 Advanced Computer Architecture— tions—3 cr. hrs. 3 cr. hrs. Electronic conversion and control of electrical Design and analysis of parallel computers power. Includes semiconductor switching including shared memory multiprocessors and devices, power converter circuits, control of scalable, distributed memory multiprocessors. power converters, and applications in electric Bus support for snoop-based caching protocols utilities, motor drives, and power supplies. (Pre- is developed along with coherence conditions. requisite or corequisite: EE 351.) These techniques are extended to the scalable EE 424 Power System Applications—3 cr. hrs. computer with distributed memory through Investigation into the principles and applica- caching directories. Scalable interconnection tions of selected energy conversion and power networks are studied including trees, meshes, system technologies. Extensive literature and hypercubes. Two programming models, search and/or laboratory experimentation cul- shared memory and message passing illustrate minating in a formal report. (Prerequisite: EE the design challenges for parallel applications. 420, EE 421, or EE 423.) (Prerequisite: EE 333.) EE 433 Microprocessor Interfacing and EE 438 Introduction to Digital VLSI Communications—3 cr. hrs. Design—3 cr. hrs. Introduction to microprocessors and microcon- Introduction to digital CMOS VLSI chip design trollers. RISC microcontroller instruction set using computer-aided design (CAD) tools includ- architecture and assembly language program- ing Tanner’s L-EDIT software and PSPICE. Top- ming. Timers and interrupt handling. Parallel ics include MOS transistors, CMOS gate logic input/output device interfacing. Serial commu- design simulation and layout, scalable design nications using UART, Inter-IC (I2C) bus, and rules, speed and power considerations, full-cus- synchronous serial interface. I/O port expan- tom VLSI design, semi-custom VLSI design using sion. Analog-to-digital converter interface. A Standard Cells, floor planning, and advanced PIC18F452 8-bit RISC microcontroller-based layout techniques. Candidates are required to embedded system consisting of keypad and complete a modest-sized CMOS integrated circuit LCD display is implemented through a series of design project through layout, simulation, and laboratory assignments. (Prerequisite: EE 231.) verification. (Prerequisites: EE 231 and EE 351.) EE 434 ASIC Design—3 cr. hrs. EE 439 Microprocessor System Design— Introduction to ASIC (application-specific inte- 3 cr. hrs. grated circuits) design flow. Synthesis of combi- Microprocessor-based design procedure. Intro- national and sequential logic. Synthesis of hard- duction to 80x86 instruction set architecture ware description language constructs. Post-syn- and assembly language programming. 80186 thesis design tasks. FPGA (field programmable microprocessor architecture, interfacing sig- gate array) architectures. Design prototyping nals, and bus timing. ROM and SRAM memory with FPGAs. (Prerequisite: EE 435 or EE 436.) subsystem design. Parallel I/O and 8255A inter- EE 435 Verilog Digital Systems Modeling— facing. Keyboard and printer interfacing. Direct 3 cr. hrs. memory access. Introduction to USB. Micro- Introduction to Verilog-based design process. computer system bus structures. High-speed Hierarchical modeling methodology. Basic Ver- design considerations. Hot-swap system design ilog language structures for modeling digital methods. (Prerequisite: EE 433.) hardware functions. Modules and ports. Gate- EE 443 Computer Vision—3 cr. hrs. level modeling. Data flow modeling. Behavioral Introduction to computer vision. Computer modeling. Tasks and functions. Useful model- vision system components and lighting tech- ing techniques in digital system design. Compo- niques. Binary image processing: image filtering, nent timing and delay modeling. Logic synthe- histogram equalization, thresholding, and edge sis with Verilog HDL. (Prerequisite: EE 231 or detection. Image analysis and representation: equivalent.) region segmentation and low-level image descrip- tion. Camera model and stereo vision. (Prerequi- site: Senior standing.) COURSE DESCRIPTIONS Electrical Engineering — 181 EE 451 Advanced Analog Electronics— boundaries. Normal incidence. Antireflection 3 cr. hrs. coatings and radomes. Oblique incidence. Brew- Analysis and design of advanced MOS analog ster angle. Total internal reflection. Theory of electronic circuits and analog VLSI integrated parallel-plate waveguides. Rectangular and cir- circuits. Topics include advanced MOS semi- cular waveguides. Dielectric slab waveguides. conductor device models, active loaded single- EE 503 Communication Systems—3 cr. hrs. stage, multistage, and differential amplifiers, Introductory survey of communication systems. operational amplifiers, switched-capacitor fil- Modeling of signals and systems. Analog and dig- ters, deviations from ideality in real amplifiers ital modulation techniques. Introduction to and operational amplifiers via second-order source coding and error correcting codes. A spe- effects, stability, and noise analysis. Use of cial project will be assigned. PSPICE as a design tool. A brief introduction to EE 520 Energy Conversion—3 cr. hrs. nanoelectronics is also included. (Prerequisite: Principles, applications, and control of modern EE 352.) electromagnetic and electromechanical EE 462 Digital Signal Processing—3 cr. hrs. devices. Physical principles are used to develop Properties and applications of continuous and mathematical models of various devices discrete signals. Z-Transform and Fast-Fourier (including actuators, transformers, and motors) Transform, digital filter design, applications of to aid in the process of analysis, selection, and digital signal processing. (Prerequisite: EE 262.) design. Applications include power systems, EE 480 Senior Design Project Preparation— industrial manufacturing processes, robotics, 3 cr. hrs. and consumer products. An introduction to Selection of and preparation for a senior cap- power electronic control systems for electro- stone project in electrical or computer design. mechanical devices is presented. Electrical design projects incorporating both EE 521 Electric Power Systems—3 cr. hrs. analog and digital aspects and computer design Introduction to the modeling, design, and oper- projects incorporating both software and hard- ation of modern power generation, transmis- ware aspects are encouraged. Candidates work- sion, and distribution systems. Topics include ing as members of a design team prepare a for- complex power, three-phase systems, compen- mal proposal and a preliminary design to meet sation, and power flow. performance specifications. Written and oral EE 523 Power Electronics and Applica- reports on the design project are required. (Pre- tions—3 cr. hrs. requisite: Senior standing.) Electronic conversion and control of electrical EE 481 Senior Design Project—3 cr. hrs. power. Includes semiconductor switching A continuation of EE 480, this course provides devices, power converter circuits, control of practical design experience in a team environ- power converters, and applications in electric ment. Requirements include the final design, utilities, motor drives, and power supplies. implementation, testing, and evaluation of a EE 524 Power System Applications—3 cr. hrs. relatively complex electrical or computer Investigation into the principles and applica- system to meet specifications. Written and oral tions of selected energy conversion and power reports on the design project are required. Suc- system technologies. Extensive literature cessful completion of a comprehensive exami- search and/or laboratory experimentation cul- nation based on the EE curriculum is a gradua- minating in a formal report. tion requirement as part of this course. (Prereq- EE 533 Microprocessor Interfacing and uisite: EE 480.) Communications—3 cr. hrs. EE 490 Directed Study—1-3 cr. hrs. Introduction to microprocessors and microcon- Selected study, project, or research in electrical trollers. RISC microcontroller instruction set engineering for upper-division students. Must be architecture and assembly language program- arranged between the student and an individual ming. Timers and interrupt handling. Parallel faculty member and subsequently approved by input/output device interfacing. Serial commu- the dean of engineering. No more than three of nications using UART, Inter-IC (I2C) bus, and the technical elective hours taken at the Universi- synchronous serial interface. I/O port expan- ty may be satisfied with individualized study. sion. Analog-to-digital converter interface. A EE 491-492 Seminars—credit arranged. PIC18F452 8-bit RISC microcontroller-based embedded system consisting of keypad and Graduate Courses LCD display is implemented through a series of EE 502 Microwave and Optical Transmis- laboratory assignments. sion—3 cr. hrs. EE 534 ASIC Design—3 cr. hrs. Review of Maxwell’s equations and the wave Introduction to ASIC (application-specific inte- equation. Uniform plane waves in a lossy medi- grated circuits) design flow. Synthesis of combi- um. Wave polarization. Reflection and trans- national and sequential logic. Synthesis of hard- mission of electromagnetic waves at planar ware description language constructs. Post-syn- 182 — Electrical Engineering/Engineering COURSE DESCRIPTIONS thesis design tasks. FPGA (field programmable tem bus structures. High-speed design considera- gate array) architectures. Design prototyping tions. Hot-swap system design methods. with FPGAs. EE 543 Computer Vision—3 cr. hrs. EE 535 Verilog Digital Systems Modeling— Introduction to computer vision. Computer vision 3 cr. hrs. system components and lighting techniques. Introduction to Verilog-based design process. Binary image processing: image filtering, his- Hierarchical modeling methodology. Basic Ver- togram equalization, thresholding, and edge ilog language structures for modeling digital detection. Image analysis and representation: hardware functions. Modules and ports. Gate- region segmentation and low-level image descrip- level modeling. Data flow modeling. Behavioral tion. Camera model and stereo vision. modeling. Tasks and functions. Useful model- EE 551 Advanced Analog Electronics— ing techniques in digital system design. Compo- 3 cr. hrs. nent timing and delay modeling. Logic synthe- Analysis and design of advanced MOS analog sis with Verilog HDL. electronic circuits and analog VLSI integrated EE 536 VHDL-Based Digital Systems circuits. Topics include advanced MOS semi- Design—3 cr. hrs. conductor device models, active-loaded single- Hardware design environment. Introduction to stage, multistage, and differential amplifiers, VHDL. Design methodology based on VHDL. operational amplifiers, switched-capacitor fil- Basic concepts in VHDL. Structural specification ters, deviations from ideality in real amplifiers of hardware. Design organization and parameteri- and operational amplifiers via second-order zation. Utilities for high-level description. Data effects, stability, and noise analysis. Use of flow description in VHDL. Behavioral description PSPICE as a design tool. A brief introduction to of hardware. nanoelectronics is also included. EE 537 Advanced Computer Architecture— EE 562 Digital Signal Processing—3 cr. hrs. 3 cr. hrs. Properties and applications of continuous and Design and analysis of parallel computers discrete signals. Z-Transform and Fast-Fourier including shared memory multiprocessors and Transform, digital filter design, applications of digi- scalable, distributed memory multiprocessors. tal signal processing. Bus support for snoop-based caching protocols EE 590 Directed Study—credit arranged. is developed along with coherence conditions. EE 591-592 Seminars—credit arranged. These techniques are extended to the scalable EE 599 Thesis—credit arranged. computer with distributed memory through EE 599x Thesis in Progress—0 cr. hrs. caching directories. Scalable interconnection Registration for any graduate student who has networks are studied including trees, meshes, received the grade of IP in Thesis 599 is required and hypercubes. Two programming models, while the thesis is in progress. Fee: $40. shared memory and message passing illustrate the design challenges for parallel applications. Engineering EE 538 Introduction to Digital VLSI EGR 110 Introduction to Engineering— Design—3 cr. hrs. 2 cr. hrs. Introduction to digital CMOS VLSI chip design An exploration of the engineering profession, using computer-aided design (CAD) tools including careers, aspects of engineering educa- including Tanner’s L-EDIT software and tion, and case studies. Introduction of ethical and PSPICE. Topics include MOS transistors, CMOS social issues related to technology. Development gate logic design simulation and layout, scalable of engineering design methodology utilizing a design rules, speed and power considerations, semester-long project. Study of oral, written, and full-custom VLSI design, semi-custom VLSI graphical communication of technical material design using Standard Cells, floor planning, and in conjunction with the project. Fee: $20. advanced layout techniques. Candidates are EGR 211 Engineering Mechanics-Statics— required to complete a modest-sized CMOS 3 cr. hrs. integrated circuit design project through layout, Quantitative description of forces, moments, simulation, and verification. and couples acting upon engineering struc- EE 539 Microprocessor System Design— tures. The free-body diagram is used to under- 3 cr. hrs. stand the equilibrium of a whole physical sys- Microprocessor-based design procedure. Intro- tem through isolation of each component parti- duction to 80x86 instruction set architecture and cle or body. (Prerequisites: MTH 201, PHY 204.) assembly language programming. 80186 micro- EGR 212 Engineering Mechanics-Dynam- processor architecture, interfacing signals, and ics—3 cr. hrs. bus timing. ROM and SRAM memory subsystem Dynamics mathematically describes the design. Parallel I/O and 8255A interfacing. Key- motions of bodies under the action of forces. board and printer interfacing. Direct memory The first part introduces kinematics which access. Introduction to USB. Microcomputer sys- deals with the geometry of motion without con- COURSE DESCRIPTIONS Engineering — 183 sidering applied forces. The second part, kinet- Computer simulation of control systems. Labo- ics, relates the forces on bodies to the resulting ratory demonstrations of position and speed motions. (Prerequisites: MTH 202 , EGR 211.) control of servosystems. Applications in process EGR 213 Introduction to Dynamics—1 cr. hr. control, manufacturing, and robotics. (Prerequi- Mathematical description of the motion of bod- site: MTH 321.) ies. Introduction of kinematics without consid- EGR 422 Composite Materials—3 cr. hrs. ering applied forces. (Prerequisite: EGR 211.) An overview of the different types of composite EGR 221 Materials Science—3 cr. hrs. materials; processing and performance charac- Provides a fundamental understanding of the teristics of fibers, particulates, and matrix mate- principles of materials science as they apply to rials and their interactions in the resulting com- typical engineering materials. Includes consid- posites; micromechanics and macromechanics eration of atomic bonding, crystal structures, of fiber-reinforced composites at the lamina and phase transformations, and mechanical proper- laminate levels; fatigue and fracture behavior of ties. (Prerequisite: CHM 207.) composites; design of laminates using analytical EGR 270 Materials Laboratory—1 cr. hr. and computer techniques. A project is required Provides hands-on experience with the standard as part of the course. (Prerequisites: EGR 221, methods of processing and evaluating typical EGR 322.) engineering materials. Includes experiments in EGR 425 Welding Engineering—3 cr. hrs. tensile testing, heat treatment, microscopic Review of different types of welding power examination, strain hardening, and impact test- sources, processes, and types of electrodes/ ing. (Prerequisite: EGR 221.) Fee: $20. wires. Basic welding metallurgy, weld joint EGR 322 Strength of Materials—3 cr. hrs. design, and NDE techniques. A project on weld- Behavior of deformable body systems under ment analysis is required. (Prerequisite: EGR 221.) various external loadings is presented. analysis EGR 481 Capstone Project—2 cr. hrs. of stress, deformation, strain, failure, fatigue, Candidates are required to do projects including and creep are included. Mathematical, graphi- literature search, analysis, and written and oral cal, and energy methods are utilized. (Prerequi- presentations. These projects are a culminating site: EGR 211.) experience in the Engineering Management EGR 351 Engineering Economics—3 cr. hrs. program. Interdisciplinary projects between Economic analysis for choice among alterna- engineering and business, as well as other disci- tives; present worth analysis, annual worth, plines appropriate to the project, are encour- rate of return and benefit-cost ratio analysis; aged and may include feasibility studies, busi- effects of depreciation, sources of funds, infla- ness plans, marketing strategies, entrepreneur- tion and income tax; analysis of decision under ial ideas, etc. Course to be taken in Fall semes- risk and uncertainty. Discussion of unemploy- ter. (Prerequisite: Senior standing.) ment rate and inflation, financial markets, as EGR 482 Capstone Project—2 cr. hrs. well as the use of monetary and fiscal policies to Candidates are required to do projects including regulate the economy. (Prerequisite: Sopho- literature search, analysis, and written and oral more standing.) presentations. These projects are a culminating EGR 360 Analysis of Engineering Data— experience in the Engineering Management 2 cr. hrs. program. Interdisciplinary projects between This course offers an overview of basic probabil- engineering and business, as well as other disci- ity and statistical procedures used in the analy- plines appropriate to the project, are encour- sis of engineering data. Methods for displaying aged and may include feasibility studies, busi- engineering data, commonly used probability ness plans, marketing strategies, entrepreneur- distributions for discrete and continuous ran- ial ideas, etc. Course to be taken in Spring dom variables, and statistical tools such as esti- semester. (Prerequisite: Senior standing.) mation and simple linear regression are pre- EGR 490 Directed Study—1-3 cr. hrs. sented. Candidates design and conduct experi- Selected study, project, or research in engineer- ments and interpret results by using appropri- ing for upper-division students. Must be ate statistical analysis. (Prerequisite: MTH 202.) arranged between the student and an individual EGR 404 Automatic Control Systems— faculty member, and subsequently approved by 3 cr. hrs. the dean of engineering. No more than three of Linear system theory applied to the modeling, the technical elective hours taken at the Univer- measurement, and control of continuous-time sity may be satisfied with individualized study. processes. Topics include the nature and effects EGR 491-492 Seminars—credit arranged. of feedback, transfer functions, continuous- EGR 499 Senior Thesis—3-6 cr. hrs. time state variables, matrix formulation, Research, study, or original work under the responses in the time-domain and frequency- direction of a faculty mentor, leading to a schol- domain, system stability, and the design of com- arly thesis document with a public presentation pensation networks such as PID controllers. of results. Requires approval of thesis director, 184 — Engineering/English COURSE DESCRIPTIONS department chair, dean, and the director of the ENG 112 Introduction to Literature— honors program, when appropriate. (Prerequi- 3 cr. hrs. sites: Senior standing; 3.0 G.P.A. in the thesis Introduction to literary genres and the tools of area or good standing in the honors program.) literary interpretation and criticism promoting reader understanding and enjoyment. Recom- Graduate Courses mended as preparation for upper-division litera- EGR 504 Automatic Control Systems— ture courses. A writing-embedded course. 3 cr. hrs. ENG 225 Introduction to Literary Linear system theory applied to the modeling, Studies—3 cr. hrs. measurement, and control of continuous-time This course provides English and foreign lan- processes. Topics include the nature and effects guage majors with an introduction to literary of feedback, transfer functions, continuous-time research and literacy theory, applying both to state variables, matrix formulation, responses specific works of literature. It also provides stu- in the time-domain and frequency-domain, sys- dents with an introduction to effective use of tem stability and the design of compensation the academic library and of online resources as networks such as PID controllers. Computer a part of the research process. It exposes stu- simulation of control systems. Laboratory dents to classical and contemporary theories of demonstrations of position and speed control of literature underlying the acts of reading and servosystems. Applications in process control, interpreting. Required of English majors; optional manufacturing, and robotics. A special project for foreign language majors. Can be taken con- will be assigned. currently with a 300-level English course. EGR 522 Composite Materials—3 cr. hrs. ENG 290 Directed Study—credit arranged. An overview of the different types of composite ENG 311 Advanced Writing—3 cr. hrs. materials; processing and performance charac- The writing and editing of various kinds of teristics of fibers, particulates, and matrix mate- essays in a workshop setting, plus an examina- rials and their interactions in the resulting com- tion of the writing process itself and the reading posites; micromechanics and macromechanics of fine essays. of fiber-reinforced composites at the lamina and ENG 320 Anglo-Saxon and Medieval laminate levels; fatigue and fracture behavior of Literature—3 cr. hrs. composites; design of laminates using analytical In modern jargon the term “medieval” often has and computer techniques. A project is required derogatory connotations. We use this adjective to as part of the course. describe something hyperbolically old-fashioned EGR 525 Welding Engineering—3 cr. hrs. or disconnected from our everyday lives. In Review of different types of welding power short, the Middle Ages were frequently seen as sources, processes, and types of electrodes/ what we are not—what we are different from. In wires. Basic welding metallurgy, weld joint many ways, this course will adopt this theme of design, and NDE techniques. A project on weld- difference as a central focal point as we explore ment analysis is required. the heroism of Beowulf, the fantastical magic con- EGR 590 Directed Study—credit arranged. tained in Sir Gawain and the Green Knight, and EGR 591-592 Seminars—credit arranged. the miracles depicted on stage in the Play of the Sacrament. However, we will also consider the English connections that we have with the texts written ENG 101 English as a Second Language for between the Anglo-Saxon period and 1500 as we Foreign Students: Advanced—3 cr. hrs. analyze the first autobiography written in Eng- Advanced ESL reading and writing; study skills; lish (by a woman), The Book of Margery Kempe, vocabulary; sentence structure; writing of para- explore depictions of poverty in Piers Plowman, graphs and short essays to prepare students for and think about the role of violence contained in college writing. medieval saints’ lives. In addition to the above ENG 107 College Writing—3 cr. hrs. texts we will read Chaucer, perform some mys- Course aimed at the development of writing tery plays, and engage with other poems, prose, skills with emphasis on instruction and practice and drama from this formative period. (Also list- in writing the college essay and the library ed as PCS 320.) research paper. Restricted to students with 59 ENG 323 Chaucer—3 cr. hrs. or fewer credit hours. Students with 60 or more What happens when a woman with five hus- credit hours who are not exempted from ENG bands, a man too drunk to sit on his horse, and a 107 take ENG 311. (Prerequisites: ENG 101 for hotel manager with a gambling streak get togeth- students who need this preparatory course.) er? Chaucer’s Canterbury Tales. This course will introduce you to the above characters in addition to a gallery of equally colorful and unforgettable men and women in Chaucer’s writing. Wending our way alongside these chatty narrators we will COURSE DESCRIPTIONS English — 185 take frequent rest stops to survey the terrain of ENG 341 Studies in the Short Story—3 cr. Chaucer’s late medieval English world and his hrs. own reading list of literary sources. In addition, Appreciation for the short story and its practi- we will look ahead and try to figure out what it is tioners from around the world. Readings reflect about Chaucer’s writing that has proved to be so the history of the genre, notable figures, fiction- influential for so long. Like the many different al techniques, and representative themes. characters that populate Chaucer’s texts, our ENG 342 Studies in Poetry—3 cr. hrs. questions about them will be numerous and var- Intensive practice in reading lyric poetry in ied as we examine issues such as gender, lan- English (plus a few snippets from English nar- guage, violence, religion, science, exploration, rative epics) in the framework of the history of economics, and nation-building. the genre, with attention paid to representative ENG 324 Renaissance British Literature forms, subjects, themes, and kinds of poetry (1500-1600)—3 cr. hrs. from the beginnings of modern English to the Readings from the greatest playwrights, poets, present. and prose writers of the British Renaissance, set ENG 344 Romantic Literature—3 cr. hrs. within a framework of the changing ideas and Works of Wordsworth, Coleridge, Bryon, Shel- fascinating cultural tapestry of the period. ley, Clare, and Keats examined in the context of Authors studied include More, Marlowe, Spenser, political, social, and literary history of the early Jonson, Shakespeare, Webster, Donne, Wroth, nineteenth century. Herbert, Lanyer, and Milton. ENG 345 Victorian Literature—3 cr. hrs. ENG 325 Eighteenth Century British Litera- Works of Tennyson, Browning, Arnold, Dick- ture—3 cr. hrs. ens, Hardy, and Wilde examined in the context Readings in the fiction, poetry, drama, and of the political, social, and literary history of the essays of the wittiest, most pungently satirical late nineteenth century. and most artfully artificial era in all of British lit- ENG 346 Modern British Literature—3 cr. hrs. erature (1660-1770), set against the cultural and A survey of representative authors and texts economic background. Particular attention paid from 1900 to 1945, including Conrad, Forster, to the origins of the English novel. Works by Ford, Lawrence, Joyce, Shaw, Woolf, Mans- Dryden, Behn, Wycherley, Congreve, Pope, field, and the war poets, with special focus on Finch, Astell, Manley, Swift, Gay, Defoe, John- the Great War’s aesthetic, social, and historical son, Burney, Haywood, Barker, and others. repercussions on literature and culture. ENG 326 Shakespeare: Representative ENG 350 History and Politics in Literature: Plays—3 cr. hrs. American Literature and Social Change— Introduction to Shakespeare’s works including 3 cr. hrs. analysis and discussion of several of the come- This class will investigate the rich tradition of dies, histories, and tragedies with attention protest literature in the U.S., from the nation’s given to the cultural background and the inter- founding to contemporary times. What role esting particulars of the Elizabethan theater. have literary texts played in American move- ENG 330 Dante’s Divine Comedy—3 cr. hrs. ments of social change? Can a work of social A study of Dante the pilgrim’s journey through protest also count as a work of “good litera- the realms of hell, purgatory, and heaven in ture?” What constitutes the line between beau- search of Beatrice— “the one who will make ty and propaganda? Readings may include writ- him happy” —with commentary and satire ings by Thomas Paine, Frederick Douglass, along the way on the state of his times Harriet Beecher Stowe, Upton Sinclair, Eugene (medieval Florence and Italy), which are a dis- O’Neill, Richard Wright, John Steinbeck, John tant mirror of our own, the need for justice, and Okada, Micael Herr, Adrienne Rich, Richard the nature of true love, A study, also, of Dante’s Rodriguez, and others. Vita Nuova, the book that records how Dante ENG 351 Satire—3 cr. hrs. came to write the Comedy. (Also listed as PCS Explorations in the themes, forms, and theories 330.) of satire, past and present, examining how ENG 337 Modern World Novel—3 cr. hrs. great writers have turned malice and moral Examination of the remarkable achievement in indignation into witty, funny, or biting fiction, form as well as the modernist search for mean- poetry, and drama. Readings drawn from ing in great world novelists like Conrad, Hesse, authors such as Orwell, Houellebecq, Heller, Camus, Faulkner, Achebe, Joyce, Kazantzakis, West, Voltaire, Swift, Atwood, Pope, Jonson, Solzhenitsyn, Mishima. Horace, and Juvenal. ENG 338 Modern World Drama—3 cr. hrs. ENG 352 Film and Literature—3 cr. hrs. Discussion of masterpieces of twentieth-century Investigating a century of imaginative synergy theatre by dramatists including Ibsen, Chekhov, between the medium of film and the medium Shaw, Pirandello, O’Neill, Ionesco, Beckett, Shaffer. of literature, this course explores connections, divisions, and adaptations between these two 186 — English COURSE DESCRIPTIONS vehicles for narrative and ideas. Readings and ENG 380 Empire, Colonialism, and Inde- viewings will exemplify how history, genre, and pendence: Postcolonial Literature and Cul- artistic form influence the translations of pic- ture —3 cr. hrs. tures and words. Historically framed survey of representative ENG 355 Nineteenth-Century American authors from former British colonies in Asia, Literature—3 cr. hrs. Africa, and the Caribbean. Introduction to key A survey of the transformation of American cul- theorists of postcolonialism from Said to Spivak tural and literary expression from romanticism and discussion of key concepts such as imperi- in the early decades to realism and naturalism in alism, racism, hybridity, mimicry, decolonial- the decades following the Civil War. Possible ization, neo-colonialism, nationalism(s), and inclusions are Irving, Bryant, Poe, Thoreau, immigration. (Also listed as SJP 380.) Hawthorne, Stowe, Melville, Whitman, Dickin- ENG 406 Writing Workshop: Poetry— son, Howells, James, Twain, Crane, and Chopin. 3 cr. hrs. ENG 356 American Modernism(s)—3 cr. hrs. Elements of poetry for beginning and interme- Investigation of the multiple American artistic diate poets who wish to receive guidance for responses to twentieth-century modernity. Pos- their own work and who wish to read the work sible inclusions are Pound, H.D., Eliot, Stevens, of both contemporary poets and fellow stu- Williams, Hughes, Hurston, Wright, Faulkner, dents; an opportunity for writing, reading, and Cather, Hemingway, and O’Neill. discussing poetry. (Prerequisite: Successful ENG 363 The Literature of Nature and the completion of an English or American literature Out-of-Doors—3 cr. hrs. course from the 300 level or permission of Study of British and American authors from instructor.) Wordsworth to Lewis Thomas who have cele- ENG 409 Writing Workshop: Fiction— brated, defended, and popularized themes and 3 cr. hrs. subjects from nature and natural history. Principles and techniques necessary to the ENG 370 American Women Writers— short story writer. Analysis of professional fic- 3 cr. hrs. tion as well as guidance for original work of A survey of women writers from America’s beginning and intermediate writers. Limited to beginnings to present day with attention to the juniors and seniors. (Prerequisite: Successful historical and social context of writers and works. completion of an English or American literature ENG 371 African American Writers— course from the 300 level or permission of 3 cr. hrs. instructor.) Study of important works of African American ENG 410 Linguistics—3 cr. hrs. literature from the slave narratives of the nine- Examines and applies the major concepts, theo- teenth century to the prose and poetry of the ries, and research related to the nature and twentieth century. acquisition of language as a system. This ENG 372 Multi-Ethnic American includes a focus on the components of a lan- Literature— 3 cr. hrs. guage system, including phonology, morpholo- A comparative study of representative works by gy, syntax, semantics, pragmatics, semiotics, American writers of African, Asian, Latin Amer- discourse varieties, aspects of social and acade- ican, American Indian, and Jewish descent, mic language, rhetorical registers, and writing within a historically situated understanding of conventions. (Also listed as ED 410.) issues, such as cultural continuity, immigration, ENG 417 Composition Theory and Practice— assimilation, civil rights, and citizenship, affect- 3 cr. hrs. ing the lives of ethnic Americans. Readings Study of relevant research and theory from drawn from authors including Anzaldua, composition, rhetoric, linguistics, and psycholo- Cahan, Castillo, Cisneros, Douglass, Erdrich, gy applicable to practice. Required course for Hurston, Hwang, Kingston, Morrison, Mukher- writing assistants. (Prerequisite: 3.0 in writing jee, Silko, and Roth, as well as key theorists of courses, including ENG 107.) ethnicity. ENG 426 Shakespeare’s History Plays— ENG 375 Studies in Irish Writers—3 cr. hrs. 3 cr. hrs. This survey of Irish fiction, drama, and poetry Studies in the two tetralogies of Shakespeare’s from 1900 to today explores issues of identity, English plays with emphasis on sources, Eng- nationalism, gender, history, and faith through lish history, the political meaning of the plays, works by heavyweights Joyce and Yeats, but and the dramatic intentions of the author. (Pre- also by Lady Gregory, Sean O’Casey, Edna requisite: Successful completion of an English O’Brien, Roddy Doyle, Colm Toibin, Brian Friel, or American literature course from the 300 Seamus Heaney, Eavan Boland, and Marina level or permission of instructor.) Carr, among others. COURSE DESCRIPTIONS English— 187 ENG 430 International Literature of Peace figurations of urban spaces force us to ask. and Justice—3 cr. hrs. Writes may include Hawthorne, Poe, Melville, The impact of language on human life, especial- Whitman, Yezierska, Dos Passos, Parker, West, ly its importance in creating and sustaining Wright, Lowell, Smith, Auster, Rybczynski. peace or violence. Works of contemporary writ- ENG 471 American Romanticism—3 cr. hrs. ers. (Prerequisite: Successful completion of An intensive investigation of figures associated English or American literature course from the with the flowering of a distinct American 300 level or permission of instructor. Also listed romanticism occurring in the mid-19th century. as SJP 430.) Possible inclusions are Emerson, Thoreau, Fuller, ENG 447 British Literature Since 1945— Poe, Stowe, Sedgwick, Hawthorne, Melville, 3 cr. hrs. and Whitman. (Prerequisite: Successful comple- Survey of representative works published since tion of an English or American literature course World War II, with an emphasis on historical and from the 300 level, or permission of instructor.) cultural contexts. Authors may include Bowen, ENG 472 American Realism and Natural- Greene, Spark, Stoppard, Pinter, McEwan, Byatt, ism—3 cr. hrs. Barker, Lively, Weldon, and Ishiguro. An intensive investigation of the major literary ENG 457 Contemporary American Litera- figures and the artistic response to the United ture—3 cr. hrs. States’ emergence as a world power in the years An intensive investigation of recent move- 1865-1914. Possible inclusions are Dickinson, ments in American literature, including various Howells, Twain, Crane, James, Chopin, Norris, aspects of postmodernism. Possible inclusions Adams, Wharton. (Prerequisite: Successful com- are Ginsberg, Kerouac, Bishop, Roethke, Plath, pletion of an English or American literature Lowell, Nabokov, Morrison, Dillard, Barth, Pyn- course from the 300 level, or permission of chon, Kushner, and Spiegelman. (Prerequisite: instructor.) Successful completion of an English or Ameri- ENG 482 Modernism in British Fiction— can literature course from the 300 level, or per- 3 cr. hrs. mission of instructor.) Major British and Irish writers of the early ENG 460 Contemporary American twentieth century who responded to the dra- Poetry—3 cr. hrs. matic historical and philosophical changes that Class will survey contemporary American poet- mark the period, and who developed new fic- ry, both lyric and narrative, and examine tional techniques to express those responses. diverse voices, languages, and styles as well as Readings drawn from such authors as Conrad, common post-modern concerns. Course materi- Woolf, Joyce, Lawrence, Richardson, Forster, als will include essays on modern and post- Mansfield. (Prerequisite: Successful completion modern poetics, a sampling of poems from the of an English or American literature course 1950s-1980s by Lowell, Bishop, Wilbur, Gins- from the 300 level, or permission of instructor.) berg, O’Hara, Snyder, and others, and books by ENG 490 Directed Study—credit arranged. such contemporary American poets as Clifton, ENG 491-492 Seminars—credit arranged. C.K. Williams, Glück, Doty, Oliver, Rita Dove, ENG 493 Research—1 cr. hr. Dunn, Addonizio, Levine, Simic, and Hudgins. The aim of this course is to involve students in (Prerequisite: Successful completion of an Eng- professional level research. They will be invited lish or American literature course from the 300 to assist faculty in their research or creative level, or permission of instructor.) projects. The course provides an opportunity ENG 461 Oregon and Northwest Writers— for mentoring beyond the classroom and 3 cr. hrs. involvement in processes and procedures of Selections from the prose and poetry of past and professional research and publication. The present Northwest writers. Includes works of required work will vary from project to project Berry, Doig, Kesey, LeGuin, Lopez, Roethke, and but could include researching primary and sec- Stafford. (Prerequisite: Successful completion of ondary materials, summarizing articles and an English or American literature course from books, compiling bibliographies, indexing, copy the 300 level, or permission of instructor.) editing, manuscript preparation, and dissemi- ENG 470 City Life in American nation of manuscripts. Literature—3 cr. hrs. ENG 495-496 Workshops—credit arranged. Most of the human population now live in ENG 497 English Internship—1-3 cr. hrs. cities. Americans, in particular, saw their Academic internships are available for qualified spaces restructured around cities throughout students (3.0 G.P.A.; 3.25 G.P.A. in English). the nineteenth and twentieth centuries. Internships provide English majors with job Through the varying perspectives of prose, experience pertinent to the study of English. poetry, and drama, the course explores ques- The internship may be taken for one to three tions of politics, power, identity, growth, indi- credit hours, and the credit can apply to the vidualism, and cooperation that evolving con- English major. 188 — English/Environmental Studies COURSE DESCRIPTIONS ENG 499 Senior Thesis—1-3 cr. hrs. systems, digital image processing, and automat- Research, study, or original work under the ed information extraction. Specific GIS topics direction of a faculty mentor, leading to a schol- include spatial database management systems, arly thesis document with a public presentation data analysis, and environmental modeling. of results. The Senior Thesis is taken in con- Special emphasis will be placed on biological junction with an approved upper division Eng- applications (e.g., vegetation mapping, habitat lish class. Requires approval of thesis director, identification, wildfire regeneration, and field department chair, dean, and the director of the data mapping). Three hours of lecture per week. honors program, when appropriate. (Prerequi- (Also listed as BIO 384.) sites: Senior standing; good standing in the the- ENV 385 Environmental Microbiology— sis area or the honors program.) 3 cr. hrs. ENG 510 Linguistics—3 cr. hrs. Morphology, physiology, and ecology of micro- Examines and applies the major concepts, theo- organisms, emphasizing their role in environ- ries, and research related to the nature and mental processes such as nutrient cycling, bio- acquisition of language as a system. This remediation,waste treatment, and food produc- includes a focus on the components of a lan- tion. Three hours of lecture per week. (Prereq- guage system, including phonology, morpholo- uisites: CHM 207-208. Also listed as BIO 385.) gy, syntax, semantics, pragmatics, semiotics, ENV 386 Environmental Chemistry—3 cr. hrs. discourse varieties, aspects of social and acade- This course takes the perspective of environ- mic language, rhetorical registers, and writing mental chemistry to address topics including: conventions. (Also listed as ED 510.) energy forms, the atmosphere, the hydro- sphere, the biosphere, transport of materials, Environmental Studies chemical transformations, and modeling. (Pre- ENV 349 Environmental Policy—3 cr. hrs. requisite: CHM 208. Also listed as CHM 386.) This course surveys environmental policy in ENV 387 Environmental Laboratory—1 cr. hr. three parts. The course will consider how envi- This course will bring together environmental ronmental problems arise, looking at environ- analysis techniques from chemistry, microbiol- ment as an influence in American history and ogy, and ecology. Permission of instructor how a progression of natural and human cir- required. Fee: $60. cumstances becomes an “environmental prob- ENV 400 Integrating Seminar in Environ- lem.” It will survey environmental policies and mental Studies—3 cr. hrs. programs, the law, politics, and institutions that A project-oriented seminar in which student manage pollution nationally and natural teams with varying backgrounds in environ- resources in the American West. The course mental studies develop action plans to deal with will also look closely at a handful of environ- regional environmental issues. (Also listed as mental policy issues particularly in the Colum- PCS 400.) bia River, the role of technology and its limits, ENV 482 Theology in Ecological Perspec- alternatives to limits and control, the role of law tive—3 cr. hrs. Explores contemporary Christian theology and and litigation, and the interplay of science, risk, its response to environmental and ecological and uncertainty in environmental policy. (Also issues. The course will investigate the nature of listed as POL 349, SJP 349.) ENV 383 Environmental Geoscience— our current ecological crisis and the emerging 3 cr. hrs. theological insights by Christians deeply con- This course focuses on the interrelationships cerned about our global environment. Special between the inanimate Earth and all life forms, emphasis will be given to the God-world rela- with special emphasis on environmental inter- tionship, biblical and ethical considerations, as actions between the Earth and human beings. well as ecological issues germane to the North- Specific topics include the environmental sig- west. (Also listed as PCS 482, THEP 482.) nificance of natural resources (including ener- ENV 493 Environmental Research—1-3 cr. gy, minerals, soil, and water), natural hazards hrs. (including earthquakes, mass wasting, subsi- Faculty-directed student research. Before enroll- dence, and volcanoes), ocean processes (includ- ing, a student must consult with an environmen- ing basins and coastlines), and waste manage- tal studies faculty member to define the project. ment (including burial, movement, remediation). ENV 497 Environmental Internship— ENV 384 Remote Sensing and Geographic 1-6 cr. hrs. Information Systems—3 cr. hrs. Practical field experience working with govern- This course focuses on environmental applica- mental agencies, corporations, or environmen- tions of multispectral remote sensing (RS) and tal organizations. Students will be required to do its integration into geographic information sys- appropriate readings and an appropriate report. tems (GIS). Specific RS topics include sensor COURSE DESCRIPTIONS Fine Arts — 189 FA 244 Sculpture I—2 cr. hrs. Fine Arts Introductory studio course examines historical FA 125 Basic Design—3 cr. hrs. and contemporary issues relevant to creating a A course designed to involve students in the personal visual vocabulary and communicating creative process while concentrating on the through sculptural forms. Classes will be struc- fundamental concepts of design through a tured around presentations, demonstrations, series of exercises using a variety of art media. ongoing group discussions, critiques, and studio FA 203 Development of the Fine Arts in work in various media. May not be audited. Europe—3 cr. hrs. FA 246 Printmaking—2 cr. hrs. Western culture through the study of art forms Introduction to the art of printmaking. A studio from Roman-Hellenistic times to the Renais- course in which students will make prints using sance. (Salzburg only.) a variety of techniques. May not be audited. FA 207 Introduction to Fine Arts—3 cr. hrs. FA 290 Directed Study—credit arranged. Presentation, analysis, and discussion of selected FA 304 Development of the Fine Arts in expressions in film, music, visual art, theatre, and Europe—3 cr. hrs. architecture designed to acquaint the student with Western culture through the study of art forms the influences, developments, and interrelations from the Renaissance to the twentieth century. of the fine arts in the history of Western civiliza- (Salzburg only.) tion and contemporary life. Fee: $60. FA 307 The Arts in Portland—3 cr. hrs. FA 215 Introduction to Photography— An exploration of the arts in Portland, including 2 cr. hrs. music, theatre, film, visual arts, and architec- A comprehensive introduction to aesthetic as ture. A majority of the class sessions are field well as technical aspects of photography, with trips to experience the arts in person. Fee: $60. emphasis on developing the students’ creative FA 315 Black and White Photography II— potential. Study of the fundamentals of black 3 cr. hrs. and white film and print processing, and the Students will expand their knowledge of tradi- basics of photographic composition. Course tional black and white photographic processes includes lectures, slide presentations, field by getting hands-on experience with a range of trips, and weekly assignments. Students must materials like infrared and technical-pan films, furnish a 35mm SLR camera. Film and paper cold and warm tone fiber base papers, and sele- will be purchased in bulk collectively. May be nium toning procedures, while completing a taken a second time using color negative film. series of images with a common theme. Multiple May not be audited. exposures, blurred images, paper negatives, and FA 216 Photography Laboratory—1 cr. hr. solarizations will also be introduced. May be Practical application of the aesthetic and techni- repeated for a maximum of 6 credit hours. May cal options studied in FA 215. Students will not be audited. (Prerequisites: FA 215 and FA develop one roll of BW film, make a contact 216, or permission of instructor.) Fee: $75. sheet, and at least two 8"x10" enlargements per FA 317 Creative Photography—3 cr. hrs. week, with emphasis on correct exposure and Students will learn a range of alternative photo- contrast of prints. Taken concurrently with FA graphic processes, such as making and using a 215. May be taken a second time developing pinhole camera; using plastic panoramic, 4-in-1, color enlargements. May not be audited. Fee: $75. and “Holga” cameras; and making enlarged neg- FA 226 Painting I—2 cr. hrs. atives to use with 19th century processes like Studio supervision in basic design and painting cyanotypes (blue prints). Three Polaroid techniques. Class is conducted by a series of processes, image and emulsion transfers, and seminar conferences and projects with the SX-70 images are also introduced. May be requirement of a terminal creative project. Stu- repeated for a maximum of 6 credit hours. May dents are expected to provide all necessary not be audited. (Prerequisites: FA 215 and FA materials. May not be audited. 216, or permission of instructor.) Fee: $75. FA 228 Ceramics I—2 cr. hrs. FA 318 Digital Photography—2 cr. hrs. Introduction to both wheel and hand-building An introduction to digital photography: basic techniques using cone 6 clay. Glazing and firing digital camera operations, digital photographic procedures and the use of clay as both a func- techniques for adjusting and manipulating tional and expressive medium will be demon- images in Adobe Photoshop, and fundamentals strated. May not be audited. Fee: $20. of digital image capture, output, and workflow FA 242 Drawing I—2 cr. hrs. management including scanning, printing, and Studio training in the observation of objects. preparing images for the Internet. Course con- Basic drawing of inanimate objects in graphite sists of lectures, demonstrations, lab exercises, and ink. Course also includes application of the field trips, weekly shooting assignments, cri- principles of object drawing to sketching. May tiques, and a final project/portfolio. (Prerequi- not be audited. sites: FA 215, FA 216.) Fee: $75. 190 — Fine Arts/French COURSE DESCRIPTIONS FA 325 3-D Design—3 cr. hrs. nificant works studied in their cultural context. Helps the student to build his/her own unique Beyond the High Renaissance, topics include language as an expressive tool for art making. the Baroque and Rococo, Neoclassicism, Real- The creation of 3-D objects will be made from a ism, Impressionism, Cubism, and the many variety of materials such as wood, clay, found trends of the modern and postmodern periods. objects, and maché. Enhances skills in percep- Visual resources include slides, video and a tion, balance, and composition. museum visit. No prerequisite, but both FA 350 FA 327 Painting II—2 cr. hrs. and 351 complement overseas study of the arts Studio supervision in advanced design and and architecture, either before or after the expe- painting techniques. Class is conducted by a rience. series of seminar conferences and projects with FA 490 Directed Study—credit arranged. the requirement of a terminal creative project. FA 491-492 Seminars—credit arranged. Students are expected to provide all necessary FA 493-494 Research—credit arranged. materials. May be repeated for a maximum of 6 FA 495-496 Workshops—credit arranged. credit hours. May not be audited. (Prerequisite: FA 497 Internship—credit arranged. FA 226 or permission of instructor.) FA 329 Ceramics II—2 cr. hrs. French Advanced methods of forming and glazing pots. FRN 101-102 Elementary French—2 sems., Individual exploration of clay is encouraged. 6 cr. hrs. May be repeated for a maximum of 6 credit Acquisition of vocabulary and structures neces- hours. May not be audited. (Prerequisite: FA sary to execute basic communicative tasks. Ele- 228 or equivalent, or permission of instructor.) mentary readings and simple compositions. Fee: $20. One additional hour per week of lab work in the FA 343 Drawing II—2 cr. hrs. language learning center required. Courses Advanced studio training in figure drawing and must be taken in sequence. mixed media in graphite and ink. Course also FRN 201-202 Intermediate French—2 sems., includes application of the principles of object 6 cr. hrs. drawing and sketching to outdoor settings. May Intensive review and further development of be repeated for a maximum of 6 credit hours. oral and written proficiency skills. Short oral May not be audited. (Prerequisite: FA 242 or presentations on cultural topics. One additional permission of instructor.) hour per week of lab work in the language FA 344 Figure Drawing—2 cr. hrs. learning center required. (Prerequisite: One Advanced studio training in the techniques of year of college French, two years of high school drawing the human form, including the use of French, or equivalent.) live models. May not be audited. (Prerequisite: *FRN 205 Accelerated Intermediate FA 242 or permission of instructor.) French—6 cr. hrs. FA 345 Sculpture II: Stone Carving— This course will offer the students an opportu- 2 cr. hrs. nity to immerse themselves in the French lan- This advanced studio class focuses entirely on guage and strengthen their linguistic skills. This stone carving. Skills and concepts learned in FA course follows FRN 102 and will build on the 244 will be strengthened while furthering a per- concepts covered at the introductory level. This sonal visual vocabulary using stone. May be intensive class substitutes for FRN 201-202, thus repeated for a maximum of 6 credit hours. May making it possible to complete the language not be audited. (Prerequisite: FA 244 or permis- requirement in the B.A. core curriculum. For sion of instructor.) those students who are interested in advancing FA 350 Survey of Art Masterpieces I— to literature and culture classes, this class will 3 cr. hrs. offer a thorough review of grammar concepts, Study art in its cultural context from ancient and opportunity to converse in French and times to the early Renaissance. Topics include introduction to the literature of France and the Paleolithic art and artifacts; the art and architec- French-speaking world. ture of the ancient civilizations of Egypt, the Near FRN 290 Directed Study—credit arranged. East, Greece and Rome; plus works and issues FRN 301 Advanced French Conversation— arising from the Christian tradition and its dia- 3 cr. hrs. logue with the ancient world. Visual resources Advanced review and expansion of grammar include slides and video. No prerequisite. and idiomatic expressions to prepare students FA 351 Survey of Art Masterpieces II— for the 400-level courses. A broad variety of 3 cr. hrs. activities and reading materials are used to devel- Study works of art and architecture from the op conversational proficiency and improve High Renaissance to Postmodernism. Emphasis accuracy in oral and written expression. Con- is on individual artists, art movements, and sig- ducted in French. (Prerequisite: Two years of *Course offered Summer Session only. COURSE DESCRIPTIONS French/Geography/German — 191 college French, four years of high school newspapers, radio and television, as well as French, or equivalent.) movies, advertising, and songs. Taught in FRN 302 Advanced French Conversation French. (Prerequisite: FRN 302 or permission and Composition—3 cr. hrs. of instructor.) Continued review and expansion of grammar, FRN 490 Directed Study—credit arranged. vocabulary, and idiomatic expressions. A broad FRN 491-492 Seminars—credit arranged. variety of activities and reading materials are FRN 497 French Internship—1-3 cr. hrs. used to develop conversational proficiency and Academic internships are available for quali- improve accuracy in oral and written expres- fied students (3.0 GPA; 3.25 GPA in French). sion. Weekly compositions on a variety of topics. Internships provide students with job experi- Conducted in French. (Prerequisite: FRN 301.) ence pertinent to the study of French. The FRN 403-404 Survey of French Literature— internship may be taken for one to three credit 2 sems., 6 cr. hrs. hours. Representative works and authors from the Middle Ages to the twentieth century. Reading, Geography discussion, and text analysis. Papers and GEO 301 Cultural Geography—3 cr. hrs. reports. Taught in French. (Prerequisite: FRN A survey of global cultures and interrelation- 302 or equivalent.) ships between environment and culture. Focus FRN 411 French Phonetics—3 cr. hrs. on language, religion, migrations, and cultural Systematic study of the pronunciation, articula- transformation in an increasingly interdepen- tion, and intonation of Modern French. Exercises dent world. (Also listed as SJP 301.) in phonetic transcription. French songs, radio broadcasts, and laser disks. Taught in French. German (Prerequisite: FRN 302 or permission of instruc- GRM 100 Conversational German for tor.) Salzburg Program—3 cr. hrs. FRN 417 Advanced French Grammar and Conversationally oriented program intended Conversation I—3 cr. hrs. especially for students going on to the Salzburg Thorough review and refinement of the essen- program, but open to anyone who has not stud- tials of French grammar in order to enhance ied German before. writing, reading, and speaking skills. Conducted GRM 101-102 Elementary German— in French. (Prerequisite: FRN 302 or permission 2 sems., 6 cr. hrs. of instructor.) Acquisition of vocabulary and structures neces- FRN 418 Advanced French Vocabulary and sary to execute basic communicative tasks. One Conversation Workshop—3 cr. hrs. additional hour per week of lab work in the Extensive practice in speaking the language with Language Learning Center required. emphasis on the acquisition and use of new GRM 105 Accelerated Elementary Ger- vocabulary and more complex idiomatic phrases. man—6 cr. hrs. FRN 419 Advanced French Grammar and This class provides students with the opportu- Conversation II—3 cr. hrs. nity to learn a full year of German in six weeks Continued in-depth study of advanced French with the advantage of intensive study, which grammar. Application of the new, more com- promotes greater retention. It provides a solid plex structures in conversation. Conducted in foundation for second-year German at the Uni- French. (Prerequisite: FRN 302 or permission of versity of Portland or for students going to instructor.) Salzburg who did not take German 101-102. FRN 421 Advanced French Culture and GRM 113-114 Advanced Elementary Ger- Civilization—3 cr. hrs. man—2 sems., 6 cr. hrs. Study of the social, artistic, philosophical, and Continued development of vocabulary, struc- political currents of France and other French- tures, and speaking strategies, partially through speaking countries. Taught in French. (Prereq- cultural assignments in Salzburg. (Prerequisite: uisite: FRN 302 or permission of instructor.) GRM 100 or equivalent. Salzburg only.) FRN 422 Spoken French—3 cr. hrs. GRM 201-202 Intermediate German— Study of the phonology, syntax, and lexicon of 2 sems., 6 cr. hrs. colloquial French in order to improve compre- Review and further development of proficiency hension. Taught in French. (Prerequisite: FRN skills. One additional hour per week of lab work 302 or permission of instructor.) in the Language Learning Center required. FRN 423 Contemporary France—3 cr. hrs. (Prerequisite: Full year of college German, two Study and discussion of the main social and cul- years of high school German, or equivalent.) tural issues in France from the 1960s to the pre- GRM 207 Accelerated Intermediate sent. Exploration and evaluation of current German—6 cr. hrs. events covered in the French media. The mate- This course will offer the students an opportu- rial used will come from French cultural texts, nity to immerse themselves in the German lan- 192 — German COURSE DESCRIPTIONS guage and strengthen their linguistics skills. culture. When the course is taught at home, stu- This course follows GRM 102 or GRM 105 and dents can explore these issues via the internet will build upon the concepts covered at the and through e-mail correspondence. introductory level. When this course is offered GRM 403-404 Survey of 20th-Century at the University’s Salzburg, Austria campus German Literature—2 sems., 6 cr. hrs. additional opportunities for immersion in Ger- Exploration of major 20th-century writers in man and Germanic culture in Austria, Ger- Germany, Austria, and Switzerland. Conducted many, and the surrounding countries will be in German. provided. GRM 406 Understanding Contemporary GRM 290 Directed Study—credit arranged. Germany through Film—3 cr. hrs. GRM 301-302 German Conversation and An exploration of German history, culture, lan- Composition—2 sems., 6 cr. hrs. guage, and the German psyche via German film. Broad variety of activities and reading materials Cinematic samples representing each major peri- are used together with partner, group, and indi- od of German history from the 1920s to the pre- vidualized approaches to develop conversation- sent will be explored to gain an understanding of al proficiency, improve accuracy in writing and the prevailing zeitgeist and the artistic means speaking, and expand active and passive vocab- used in portraying it. Conducted in German. ulary. Conducted in German. GRM 408 German Play Reading and GRM 303 Introduction to German Cultural Performance—3 cr. hrs. Studies: Contemporary German Identity— Contemporary German plays will be read in a 3 cr. hrs. “reader’s theater” format, discussed in the con- Examines the social and cultural developments, text of current social/cultural events, and per- which frame the ongoing discussion concerning formed in German. Emphasis upon expanding German identity in modern German-speaking vocabulary and improving pronunciation, into- countries through the lenses of various disci- nation, and expression. Conducted in German. plines such as literature, history, politics, the GRM 421 Advanced German Culture— arts, and media. Topics may include national 3 cr. hrs. identity, unity, globalization, German language Exploration of Germany’s historical develop- in the world, and “Germanness” outside of Ger- ment and contemporary German culture. Con- many. ducted in German. GRM 304 Contemporary German Culture— GRM 422 Advanced Austrian Culture— 3 cr. hrs. 3 cr. hrs. Examines the social and cultural developments Cultural and historical exploration of Austria. in contemporary German-speaking countries Students will research and discuss topics rele- via media (e.g. newspapers, online environ- vant to contemporary Austria. Conducted in ments, popular music, current film). Emphasis German. will be placed on synthesizing and analyzing GRM 491-492 Seminars—credit arranged. media to arrive at a reading of German-speak- GRM 497 German Internship—1-3 cr. hrs. ing cultures in context, which examines all lev- Academic internships are available for qualified els of cultural production. students (3.0 GPA; 3.25 GPA in German). GRM 311 Austrian Traditions, Traditional Internships provide students with job experi- Austria—3 cr. hrs. ence pertinent to the study of German. The This course provides students with a broad con- internship may be taken for one to three credit text for understanding Austrian social, political, hours. and cultural traditions in customs, art, litera- GRM 499 Senior Thesis—1-3 cr. hrs. ture, film and music from 1740 to 1945. The Research, study, or original work under the course focuses in particular on the creative ten- direction of a faculty mentor, leading to a schol- sion between the conservative values of primar- arly thesis document with a public presentation ily rural Austria and the avant-garde move- of results. Requires approval of thesis director, ments associated with the big city of Vienna. department chair, dean, and the director of the GRM 312 The Austrian Image: Dream or honors program, when appropriate. (Prerequi- Reality?—3 cr. hrs. sites: Senior standing, 3.0 GPA in the thesis area Analysis of contemporary literature, film, and or good standing in the honors program.) music will help students to understand how Austria’s cultural history defines its present. Students will also be encouraged to explore their own preconceptions about Austrian cul- ture, including a chance to revisit The Sound of Music. When the course is taught in Salzburg, students will have the opportunity to interview Austrians about their perceptions of their own COURSE DESCRIPTIONS Health and Physical Education — 193 critically reviewing and analyzing the resources Health and Physical for the teaching of physical education. Education HPE 405 Kinesiology for Physical Educa- HPE 108 Life Skills for Student Athletes— tors—3 cr. hrs. 1 cr. hr. Students apply their knowledge of human Recognizes the unique demands of college stu- anatomy to the study of movement with major dent athletes and assists them in acquiring emphasis placed upon the action of bones, skills which will allow them to respond to those joints, and muscles and the role of the nervous challenges. Course content will reflect issues system in relation to body control. The applica- relevant to adjustment to college life; social, ble mechanical principles to gross motor activi- academic, and athletic performance demands. ties are stressed. (Prerequisites: HPE 204, BIO HPE 109 Personal Fitness—1 cr. hr. 307, BIO 377.) Development of personal fitness goals in HPE 406 Medical Aspects of Athletic strength, muscular endurance, flexibility, and Injuries—3 cr. hrs. cardio-respiratory endurance using a variety of Equips the student with the knowledge, proce- exercise techniques, anaerobic and aerobic dure, and techniques an athletic trainer uses to activities, and run/walk programs. perform joint evaluations, apply therapeutic HPE 110 Beginning Weight Training— modalities, and rehabilitate athletic injuries. 1 cr. hr. Students will be expected to complete a project Introduction to weight training techniques for involving procedures used in specific athletic the development of muscular strength and injuries. (Prerequisite: HPE 204.) endurance. The course includes the develop- HPE 407 Sports Psychology for Physical ment of an individualized program. Educators—3 cr. hrs. HPE 115 Swimming Skill Improvement— Provides the student with knowledge and skill 1 cr. hr. application germane to the psychological envi- Development of swimming techniques focusing ronment of sports and its implications. on stroke improvement and achievement of HPE 408 Exercise Physiology for Physical personal goals. Educators—3 cr. hrs. HPE 116 Swim Conditioning—1 cr. hr. Provides the student with a workable knowledge Development of fitness for swimming using a of human physiological response to exercise and variety of training techniques to achieve indi- other environmental stresses. Students will be vidual goals. involved in such practices as the use of graded HPE 117 Water Aerobics—1 cr. hr. exercise testing to determine physical fitness Development of strength, endurance, flexibility, levels. (Prerequisites: HPE 204, BIO 308, BIO 378.) balance, and feelings of well-being through aero- HPE 491 Stress Management—3 cr. hrs. bics in the water. Students will examine the nature and physio- HPE 204 Introduction to Athletic logical impact of stress including stress emo- Training—3 cr. hrs. tions and personalities. Stress management Designed to provide a working knowledge of the techniques will be examined and practiced in prevention, care, treatment, and rehabilitation the development of spirituality, coping strate- of athletic injuries. Basic principles of taping gies, and relaxation techniques. and use of modalities will be presented. (Pre- requisite: SCI 103 or equivalent.) Graduate Courses HPE 210 Lifetime Health and Fitness— HPE 504 Introduction to Athletic 2 cr. hrs. Training—3 cr. hrs. Study of routes leading to personal health and Designed to provide a working knowledge of fitness. Course will cover issues concerning the prevention, care, treatment, and rehabilita- nutrition, exercise, psychological and physio- tion of athletic injuries. Basic principles of tap- logical health, CPR, and first aid. (Prerequisite: ing and use of modalities will be presented. HPE 204.) (Prerequisite: 3 hours of biology.) HPE 340 ECE/ELEM Physical Education— HPE 505 Kinesiology for Physical 3 cr. hrs. Educators—3 cr. hrs. Provides future teachers the opportunities to Students apply their knowledge of human explore and participate in the content knowl- anatomy to the study of movement with major edge of physical education and fitness/wellness emphasis placed upon the action of bones, programs at the early childhood and elemen- joints, muscles and the role of the nervous sys- tary levels. This course will demonstrate the tem in relation to body control. The applicable value of an effective physical education program mechanical principles to gross motor activities in developing holistic learners. Students will are stressed. Graduate students: research paper research and evaluate their effectiveness by required. Admitted only with instructor’s 194 — Health and Physical Education/History COURSE DESCRIPTIONS permission. (Prerequisites: HPE 504, 3 credit HST 221 Modern Western Civilization— hours of human anatomy.) 3 cr. hrs. HPE 506 Medical Aspects of Athletic Development of Western civilization from the sev- Injuries—3 cr. hrs. enteenth century to the present and its impact on Equips the student with the knowledge, proce- the non-Western world. Offered annually. dure, and techniques an athletic trainer uses to HST 251 Modern East Asia—3 cr. hrs. perform joint evaluations, apply therapeutic Survey of the historical development of China, modalities, and rehabilitate athletic injuries. Japan, and Korea from about 1400 to the pre- Students will be expected to complete a project sent. Focuses especially on the cultural com- involving procedures used in specific athletic monalities between these three countries, the injuries. Graduate students: research paper influence of western contact on each, and their required. Admitted only with instructor’s permis- individual paths to modernization. sion. (Prerequisites: HPE 504, 3 hours of biology.) HST 255 Africa, the Middle East, and HPE 507 Sports Psychology for Physical Asia—3 cr. hrs. Educators—3 cr. hrs. Course will examine the impact of imperialism Provides the student with knowledge and skill and post-colonialism on the cultures and application germane to the psychological envi- nations of Africa, the Middle East, and Asia over ronment of sports and its implications. Gradu- the last two centuries. Special emphasis will be ate students: research paper required. placed on cultural traditions, resource extrac- HPE 508 Exercise Physiology for Physical tion, industrial developments, and the diplo- Educators—3 cr. hrs. matic relations of this region with the larger Provides the student with a workable knowl- world community. edge of human physiological response to exer- cise and other environmental stresses. Students Upper-Division Courses will be involved in such practices as the use of HST 310 Colonial North America—3 cr. hrs. graded exercise testing to determine physical Study of the exploration and colonization of fitness levels. Graduate students: research North America by Spain, France, and Britain. paper required. Admitted only with instructor’s Emphasis will be placed on interactions with permission. (Prerequisite: 3 credit hours of Native Americans, the development of unique human physiology.) societies and political institutions, and a com- HPE 510 Lifetime Health and Fitness— parison of the establishment of the independent 2 cr. hrs. nations of Canada, Mexico, and the United States. Study of routes leading to personal health and HST 311 United States: The Young fitness. Course will cover issues concerning Republic—3 cr. hrs. nutrition, exercise, psychological and physio- Development of the United States as a nation from logical health, CPR, and first aid. (Prerequisite: the American Revolution to the Jacksonian era. HPE 504.) HST 312 Plains Indians History—3 cr. hrs. HPE 591 Stress Management—3 cr. hrs. This course will survey the major aspects of Students will examine the nature and physio- Plains Indian culture and history from the earli- logical impact of stress including stress emo- est archaeological evidence to the present day. tions and personalities. Stress management Special emphasis will be given to traditional techniques will be examined and practiced in Plains Indian cultures and the interaction the development of spirituality, coping strate- between Plains Indians and the U.S. culture and gies, and relaxation techniques. government in the nineteenth and twentieth centuries. (Also listed as SJP 312.) History HST 313 United States: Civil War Era— Introductory Surveys 3 cr. hrs. HST 210 United States: Early America— From the Jacksonian era through the Civil War 3 cr. hrs. to the emergence of a modern state. Survey of the American nation from colonial HST 314 American Frontier—3 cr. hrs. times to 1876. Offered annually. Course will examine the American frontier HST 211 United States: Modern America— from 1500 to the present. Special emphasis will 3 cr. hrs. be placed on the migrations of many different Survey of the American nation from 1876 to the peoples into the frontier, the development of present. Offered annually. resources and industries, and the construction HST 220 Foundations of Western of the mythic tales of the frontier. Civilization—3 cr. hrs. HST 315 United States in the Progressive Introduction to history through the study of Era—3 cr. hrs. Western civilization from classical times through This course will examine the United States from the seventeenth century. Offered annually. circa 1870 to 1920. Major emphasis will be given to reform movements, social developments, COURSE DESCRIPTIONS History — 195 and economic change during this period, a time tion of Europe in the century after 1815, as the when the United States industrialized and region changed under the impact of economic became a world power. and political revolutions. HST 318 Cold War America—3 cr. hrs. HST 343 Europe in the Age of Dictatorship— Study of the causes and effects of the Cold War 3 cr. hrs. in American domestic and foreign affairs. A broad study of the European continent from Emphasis will be placed on social, cultural, eco- 1900 to the revolutions of 1989 and their after- nomic, and political movements within the math, emphasizing the political, social, and cul- United States, as well as America’s role in world tural significance of the century’s major events. events after World War II. (Also listed as SJP 318.) (Also listed as SJP 343.) HST 320 The American Mind—3 cr. hrs. HST 345 Spain from 1000 to 1700, Medieval Study of those characteristics of American cul- and Early Modern Spain—3 cr. hrs. ture, from the colonial period to the present, This course will examine Spain’s long centuries that have led to the development of a distinctive of contact and conflict between Christian and and unique individual called the American. Muslim regions and its expansion abroad as a HST 324 Modern American Women’s world power. Topics will include the nature of a History—3 cr. hrs. frontier society, the development of the politi- This course examines the history of American cal systems of Castile and Aragon, Iberia’s con- women from 1890 to the present. Special nections to the rest of Europe and to the emphasis will be placed on the diversity of this Mediterranean world, cultural and artistic group called “women” particularly by race and developments, the interactions among the class, the construction of American gender ide- three religious groups (Christians, Muslims, ologies, and women’s participation in social Jews), the expansion into the Atlantic and ulti- reform movements of the twentieth century. mately to the Americas, the growth and admin- HST 325 American Military History—3 cr. hrs. istration for the Spanish Empire in Latin Ameri- This course is designed to meet the American ca and the effect that the colonies had on Spain. military history requirement for Army ROTC (Also listed as PCS 345.) commissioning but is open to anyone interested HST 346 Modern Germany—3 cr. hrs. in military history. Special attention will be Study of the varying political forms of German given to battle analysis and the lessons learned life over the past two centuries with emphasis from battle, the evolution of American warfare on the war and the Nazi dictatorship. (Also list- 1775 to present, the professionalization of the ed as SJP 346.) American military, and the place of the military HST 347 Modern France—3 cr. hrs. in American society. Study of the major political, social, economic, HST 333 Medieval Europe—3 cr. hrs. and cultural forces since the Revolution of 1789 A broad study of the history of Medieval Europe, with emphasis on the intellectual ideas and gov- from St. Augustine to the Hundred Years’ War, ernmental issues shaping modern France. with special emphasis on politics and culture. HST 351 History of Modern Japan—3 cr. (Also listed as PCS 333.) hrs. HST 335 Europe in the Age of Religious This course introduces students to the history War—3 cr. hrs. of Japan since 1500. Emphasis on the political, This course will examine European history social, intellectual, and cultural developments from 1500 to 1688. This period runs from the of Japan from the period of the three great uni- Reformation to the birth of the modern state fiers in the 16th century through its quest to be system. Special emphasis on intellectual, artis- a world power in the first half of the 20th century. tic, and cultural developments as well as the Also included is an assessment of Japan’s place theological and military transformations in in the world today and contemporary culture. European life during this time. (Also listed as HST 352 The United States and the Pacific PCS 335.) Rim—3 cr. hrs. HST 336 Europe in the Age of Enlighten- This course will focus on the historic social, eco- ment—3 cr. hrs. nomic, and political development and diplomat- Course covers the history of Europe between ic relations of the United States and the nations England’s Glorious Revolution in 1688 and the of the Pacific Rim from roughly 1500 to the pre- French Revolution of 1789. Special focus on the sent. Major emphasis will be given to the geopo- personalities and ideas of the Enlightenment litical struggles over time between the United and their influence on European governments States and the Spanish and British empires, and politics. Japan, China, and Russia. HST 342 Europe in the Age of Nationalism— HST 353 Muslim World to 1600—3 cr. hrs. 3 cr. hrs. Muslim world from the rise of Islam until the Study of the major personalities, institutions, sixteenth century when the Ottoman Empire and movements which shaped the moderniza- was at its height. Focus on cultural, political, 196 — History COURSE DESCRIPTIONS and economic developments in the Middle East HST 362 Twentieth Century Russia—3 cr. and Mediterranean basin. hrs. HST 354 Colonial Latin America—3 cr. hrs. This course examines the rise of the Soviet Course will begin with a brief study of the main Union, its role in European and global affairs, indigenous civilizations in Central America, its political, social, and economic basis, and its then proceed to a study of Portuguese and Span- fall at the end of the Cold War. The course will ish exploration and rule until the colonies also examine the culture of the Soviet govern- gained independence in the early 19th century. ment and its people. (Also listed as PCS 354.) HST 370 Early Modern Europe—3 cr. hrs. HST 355 Roman Empire and China’s Han Study of Europe from 1600 to approximately Dynasty—3 cr. hrs. 1815 with emphasis on absolutism in France, These roughly contemporaneous empires share constitutionalism in England, the emergence of significant features in common. Students in this Prussia and Russia, the Enlightenment, and the course will study these two empires side by side French Revolution. to better appreciate the features of both. Stu- HST 372 Study of British History— dents will also examine the role of the Silk Road 3-6 cr. hrs. in connecting the two and in nourishing the Study of special topics in British history. (Lon- diverse civilizations through which it passed. don Program.) HST 357 Technology, Resources, and Envi- HST 375 History of Modern Ireland—3 cr. hrs. ronment in World History—3 cr. hrs. This course will focus on the emergence and This course will examine the exploitation of development of modern Irish and Irish-Ameri- natural resources in modern global society, can cultural identities: What does it mean to be from the beginnings of the Industrial Revolu- Irish? The course will mix lectures, group dis- tion to the modern day. Special emphasis is cussions, and research (by groups and individu- placed on the intersection of technology, cul- als) to examine the military, political, econom- ture, and the environment in modern life. (Also ic, social, religious, and intellectual develop- listed as SJP 357.) ments that have shaped the contrasting ver- HST 358 Disease and Medicine in World sions of Irish identity. Students will use both History—3 cr. hrs. primary and secondary sources, will debate the This course will examine the role disease, tech- issues of Irish historiography in class and in nology, environment, and culture have played group sessions, and will conduct research in in human history from ancient times to the 20th teams and as individuals into topics relating to century. Areas of particular focus will include those contrasting versions. major epidemics, the rise of germ theory, and HST 391-392 Special Topics—variable credit the intersection between economic development and human health. (Also listed as SJP 358.) 400-Level Electives HST 359 The Modern City—3 cr. hrs. (Prerequisite: One history course at 200- or 300- Course examines the emergence of modern level must be completed before taking a 400-level urbanization in various parts of the world from history course.) approximately 1800 to the present emphasizing HST 400 History and Historians—3 cr. hrs. similarities and differences in urban develop- Comprehensive introduction to the study of his- ment across countries and cultures. Course tory as a discipline, including consideration addresses the built environment of cities as well both of historiography (the writing of history) as the political, social, and economic forces that and methodology (the types of evidence and have shaped urbanization and their effects. methods of analysis used to construct historical HST 361 Imperial Russia: 1700-1917—3 cr. arguments). Students also identify senior thesis hrs. topics and conduct initial historigraphical This course surveys major issues in modern research. Required for history majors. Russian history and culture from Peter the HST 401 Senior Seminar—3 cr. hrs. Great to Nicholas II. Topics covered include his- Study of the advanced techniques of research tory, religion, literature, and fine arts, as well as and writing of a senior thesis based on original development of political, social, and legal insti- research. Includes public presentation of tutions and thought from the beginning of the results. Required for history majors. (Prerequi- Russian Empire to 1917. The instructor will use site: HST 400.) literary texts, music, film, visual art, and histori- HST 420 Seminar in American History—3 cal works. cr. hrs. In-depth seminar on history and historiography on a selected topic in American history. Designed for history major and minor students.

*Course offered in alternate years. COURSE DESCRIPTIONS History/Mathematics — 197 HST 430 Seminar in European History— and economics. (Prerequisite: MTH 111.) 3 cr. hrs. MTH 141 Finite Mathematics—3 cr. hrs. In-depth seminar on history and historiography Matrices, systems of linear equations, linear on a selected topic in European history. programming. Sets and counting, probability. Designed for history major and minor students. (Prerequisite: MTH 111.) HST 450 Seminar in Non-Western History— MTH 161 Elementary Statistics—3 cr. hrs. 3 cr. hrs. Elementary statistical calculations and statisti- In-depth seminar on history and historiography cal thinking. Examples will be chosen from var- on a selected topic in non-Western history. ious disciplines. Topics include sampling, nor- Designed for history major and minor students. mal distribution, central limit theorem, hypoth- HST 481-485 Special Topical Courses— esis testing, and simple regressions. 1-3 cr. hrs. MTH 201 Calculus I—4 cr. hrs. Study of special topics in history. The study of the differential and integral calcu- HST 490 Directed Study—credit arranged. lus with emphasis on applications in the natural HST 491-492 Seminars—credit arranged. and physical sciences. (Prerequisite: MTH 112 HST 495-496 Workshop—credit arranged. or permission of instructor.) HST 497 Internship—credit arranged. MTH 202 Calculus II—4 cr. hrs. HST 499 Senior Thesis—6 cr. hrs. Techniques of integration, numerical integra- Research, study, or original work under the tion, applications of integration, sequences and direction of a faculty mentor, leading to a schol- series, including Taylor series. (Prerequisite: arly thesis document with a public presentation MTH 201 or permission of instructor.) of results. Requires approval of thesis director, MTH 290 Directed Study—credit arranged. department chair, dean, and the director of the MTH 301 Vector Calculus—4 cr. hrs. honors program when appropriate. (Prerequi- The study of functions in several variables: vec- sites: Senior standing, 3.0 in the thesis area, tors, matrices, partial derivatives, gradients, and/or good standing in the honors program.) optimization, and integration. Differentiation and integration of vector-valued functions, line Mathematics integrals, surface integrals, curl, divergence, MTH 105-106 Mathematics for Elementary Green’s Theorem, and Stokes’ Theorem. (Pre- Teachers—2 sems., 6 cr. hrs. requisite: MTH 202.) Rational numbers and subsystems. Probability MTH 311 Discrete Structures—3 cr. hrs. and statistics. Real numbers and geometry. Alge- Topics may include: set theory, logic, methods braic structures. Emphasis on problem solving. of proof, combinatorics, recurrence relations, (Prerequisite: MTH 105 for MTH 106. Does not graphs, and Boolean algebra. (Prerequisite: fulfill the core requirement.) MTH 201.) MTH 111 Precalculus I—3 cr. hrs. MTH 321 Ordinary Differential Equations— Review of basic algebra, functions, graphing, 3 cr. hrs. Introduction to elementary ordinary differen- logarithm, and exponential functions, systems tial equations with applications to physical of linear equations. (Does not fulfill the core processes—emphasis on first and second order requirement.) MTH 112 Precalculus II—3 cr. hrs. equations, systems of linear differential equa- Review of exponential and logarithmic func- tions, and Laplace transforms. (Prerequisite: tions, their graphs, trigonometric and inverse MTH 202.) trigonometric functions. Analytic geometry, *MTH 322 Partial Differential Equations— sequences, and series.(Does not fulfill the core 3 cr. hrs. requirement.) Fourier series. Inner product spaces. Solutions to *MTH 115 Teaching Mathematics with Tech- heat, wave, and Laplace’s equations. Green’s func- nology—3 cr. hrs. tions. (Prerequisite: MTH 321.) Two mathematical areas provide the content of MTH 341 Introduction to Linear Algebra— the course: (1) Geometry and (2) Algebra and 3 cr. hrs. Modeling. Mathematical content and pedagogy Systems of linear equations and matrices, deter- are fully integrated using contemporary class- minants, vector spaces, linear transformations, room technologies. (Does not fulfill the core eigenvalues and eigenvectors. (Prerequisite: requirement.) MTH 202.) MTH 121 Calculus for Business and Social *MTH 345 Number Theory—3 cr. hrs. Science—3 cr. hrs. An introduction to the study of the integers and Introduction to differential and integral calcu- related objects. Topics are taken from among lus with emphasis on applications to business the following: divisibility, primes and the

*Course offered in alternate years. †Course offered on demand. 198 — Mathematics COURSE DESCRIPTIONS Euclidean algorithm, the Euler phi-function, following: open and closed sets, continuity, con- special primes and perfect numbers, congru- nectedness, compactness, separability, metric ences mod n, quadratic residues, continued spaces. (Prerequisite: MTH 311.) fractions, quadratic forms, diophantine equa- *MTH 441 Modern Algebra I—3 cr. hrs. tions. (Prerequisite: MTH 311.) The study of algebraic structures that are like †MTH 351 Numerical Methods in Computing the integers, polynomials, and the rational I—3 cr. hrs. numbers. The integers and their properties. Numerical techniques for computer-aided solu- Groups: examples, properties, and counting tion of non-linear equations, systems of equa- theorems. Rings: examples and properties. tions, interpolation, numerical integration and Fields: roots of polynomials and field exten- differentiation, and solution of ordinary differ- sions. (Prerequisite: MTH 311, MTH 341.) ential equations. (Prerequisite: CS 203, MTH *MTH 442 Modern Algebra II—3 cr. hrs. 321 or MTH 341.) Fee: $25. Unique factorization in special rings. Field theo- MTH 387 Service Learning in Mathema- ry and the use of groups to understand field tics—1 cr. hr. extensions: finite fields, Galois theory. Classical This seminar supports students as they work in construction problems, solution of n-th degree local high school and middle school mathemat- polynomials. (Prerequisite: MTH 441.) ics classrooms in the Outreach Excel Program. MTH 461 Probability and Statistics I—3 cr. Students will discuss questioning strategies, hrs. ways to facilitate group work, how to deal with Probability, discrete and continuous random vari- problems in the classroom, go over curriculum ables, expectation, important probability distribu- being used in the classroom, and learn how to tions, introduction to sampling, estimation, and interact with high school and middle school stu- hypothesis testing. (Prerequisite: MTH 202, MTH dents. This is a pass/no pass course. May be 311.) repeated for credit. Does not count toward math †MTH 462 Probability and Statistics II—3 cr. minor. hrs. MTH 390 Directed Study—credit arranged. Topics from simple linear and multiple *MTH 401 Real Analysis I—3 cr. hrs. regression, analysis of variance and design of A rigorous treatment of properties of the real experiments, methods for categorical data, numbers and functions of a single real variable. distribution-free methods. (Prerequisite: MTH Topics include completeness, limits, continuity, 461.) differentiation, integration, and sequences. MTH 490 Directed Study—credit arranged. Additional topics may include series, an intro- MTH 491 Seminar in Mathematics— duction to Euclidean or metric spaces. (Prereq- 3 cr. hrs. uisite: MTH 311.) Carries a title reflecting the subject or subjects *MTH 402 Real Analysis II—3 cr. hrs. studied and/or the nature of the class struc- Topics may include sequences and series of ture. May be repeated for credit. functions, uniform convergence, Fourier series, MTH 499 Senior Thesis—3-6 cr. hrs. the Riemann-Stieltjes integral, and functions in Research, study, or original work under the several variables. (Prerequisite: MTH 401.) direction of a faculty mentor, leading to a *MTH 404 Complex Variables—3 cr. hrs. scholarly thesis document with a public pre- Complex numbers and functions of a complex sentation of results. Requires approval of the- variable; limits, differentiability; Cauchy’s theo- sis director, department chair, dean, and the rem; power series, Laurent series, residue theo- director of the honors program, when appro- rem with applications, maximum modulus the- priate. (Prerequisites: Senior standing; 3.0 orem, Liouville’s theorem; conformal mapping G.P.A. in the thesis area or good standing in and applications. (Prerequisite: MTH 301, MTH the honors program.) 311.) *MTH 431 Modern Geometry—3 cr. hrs. Graduate Courses A foundations course in elementary geometry The Department of Mathematics does not discussing the following: incidence geometries; offer graduate degree programs, but does offer finite, metric, and synthetic geometries; Euclid- courses that may apply toward graduate pro- ean, hyperbolic, and elliptical geometries; and grams in education or engineering. The fol- some axiomatic theory. (Prerequisites: MTH lowing courses are available and offered 301, MTH 341.) annually or in alternate years. *MTH 435 Topology—3 cr. hrs. An introduction to fundamental concepts in point-set topology. Topics are taken from the

*Course offered in alternate years. †Course offered on demand.

COURSE DESCRIPTIONS Mathematics/Mechanical Engineering — 199 *MTH 501 Real Analysis I—3 cr. hrs. A rigorous treatment of properties of the real Mechanical Engineering numbers and functions of a single real variable. ME 111 Engineering Graphics—2 cr. hrs. Topics include completeness, limits, continu- This course introduces graphical communica- ity, differentiation, integration, and sequences. tion of engineering design using traditional Additional topics may include series, an intro- sketches and drawings coupled with computer duction to Euclidean or metric spaces. (Prereq- modeling. An introduction to engineering draw- uisite: MTH 311.) ings, dimensioning, and tolerances will be pro- *MTH 502 Real Analysis II—3 cr. hrs. vided. Three dimensional modeling will be Topics may include sequences and series of introduced using commercial software. Visual- functions, uniform convergence, Fourier ization and manipulation of existing models will series, the Riemann-Stieltjes integral, and be performed by generating drawings, building functions in several variables. (Prerequisite: assemblies, and photo rendition. MTH 501.) ME 301 Mechanical Engineering Analy- *MTH 504 Introduction to Complex sis—2 cr. hrs. Numerical methods applied to engineering Variables—3 cr. hrs. problems: interpolation and curve fitting of Complex numbers and functions of a complex experimental data, matrix analysis, and variable; limits, differentiability; Cauchy’s the- approximation methods in structural, thermal, orem; power series, Laurent series, residue and fluid systems. (Prerequisite: CS 201.) theorem with applications, maximum modulus ME 304 Computer Aided Engineering— theorem, Liouville’s theorem; conformal map- 3 cr. hrs. ping and applications. (Prerequisite: MTH 401.) This course builds on the concepts learned in *MTH 535 Topology—3 cr. hrs. strength of materials and introduces finite mod- An introduction to fundamental concepts in eling (FEM). Topics include elasticity, Hooke’s point-set topology. Topics are taken from the law, failure theories. FEM is introduced mathe- following: open and closed sets, continuity, con- matically beginning with springs, trusses, and nectedness, compactness, separability, metric beams. A commercial FEM software package is spaces. (Prerequisite: MTH 311.) used to model plane stress and three-dimen- *MTH 541 Modern Algebra I—3 cr. hrs. sional geometry. Individual projects are used to The study of algebraic structures that are like introduce three dimensional analysis. (Prereq- the integers, polynomials, and the rational uisite: EGR 322.) Fee: $20. numbers. The integers and their properties. ME 311 Mechanics of Fluids I—3 cr. hrs. Groups: examples, properties, and counting Basic properties of a fluid, problems in hydro- theorems. Rings: examples and properties. statics. The general equations of fluid motion. Fields: roots of polynomials and field exten- Boundary layer concepts. Application to a vari- sions. (Prerequisite: MTH 311, MTH 341.) ety of laminar and turbulent incompressible *MTH 542 Modern Algebra II—3 cr. hrs. flow situations. The technique of dimensional Unique factorization in special rings. Field theo- analysis is introduced. (Prerequisite: EGR 212 ry and the use of groups to understand field or EGR 213.) extensions: finite fields, Galois theory. Classical ME 312 Mechanics of Fluids II—2 cr. hrs. construction problems, solution of n-th degree Application of fluid mechanics principles to polynomials. (Prerequisite: MTH 541.) laminar and turbulent duct flows; head losses MTH 561 Probability and Statistics I—3 cr. through pipes including minor losses; compres- hrs. sible flows; measurement and turbomachinery. Probability, discrete, and continuous random (Prerequisite: ME 311.) variables, expectation, important probability ME 331 Fundamental Thermodynamics— distributions, introduction to sampling, estima- 3 cr. hrs. tion, and hypothesis testing. (Prerequisites: Classical treatment emphasizing the first and sec- MTH 301, MTH 341.) ond laws of thermodynamics and their applica- *MTH 562 Probability and Statistics II—3 cr. tion to open and closed systems undergoing hrs. steady and unsteady processes. Tabular and Topics from simple linear and multiple regres- graphical data, as well as ideal gas properties, are sion, analysis of variance and design of experi- used in analytical work. (Prerequisite: MTH 202.) ments, methods for categorical data, distribu- ME 332 Applied Thermodynamics —2 cr. hrs. tion-free methods. (Prerequisite: MTH 561.) Application of thermodynamic principles in MTH 590 Directed Study—credit arranged. analyzing power and refrigeration systems, MTH 591 Seminar in Mathematics—3 cr. hrs. non-reacting gas mixtures, psychrometrics, and combustion. (Prerequisites: CHM 207, ME 331.)

*Course offered on demand. 200 — Mechanical Engineering COURSE DESCRIPTIONS ME 341 Modern Manufacturing Processes— Puma robot applications are required. (Prerequi- 3 cr. hrs. site: Senior standing.) Manufacturing properties of engineering ME 413 Applied Hydraulics and Hydraulic materials. Casting, forging, forming, and joining Systems—3 cr. hrs. processes. Conventional and non-conventional Applications of fluid power in mechanical sys- material removal processes. Powder metallurgy tems. Pumps, motors, valves, cylinders, and and coatings. An introduction to the concept of accumulators. Application and design of various intelligent processing of materials. (Prerequi- control circuits. Steady and unsteady flow in sites: EGR 221, EGR 322.) closed conduits. (Prerequisites: EGR 322, ME ME 351 Mechanical Systems Laboratory— 311.)ME 415 Turbomachinery—3 cr. hrs. 2 cr. hrs. Dimensional analysis and similitude; applications An introduction to control systems with an of fluid flow and thermodynamics to the study emphasis on industrial motion control. Theoret- of turbomachinery. Characteristics and perform- ical and experimental studies will familiarize ance of different types of compressors, turbines, students with PID control, control system hard- and pumps. (Prerequisites: ME 311, ME 331.) ware and software, stepper motors, servo ME 421 Failure Analysis—3 cr. hrs. motors, sensors, simulation, and data acquisi- Methods to identify and prevent failures in design tion systems. (Prerequisite: EGR 212; prerequi- and manufacturing. Topics include: applied site or corequisite: MTH 321.) fracture mechanics, non-destructive testing, ME 374 Fluids Laboratory—1 cr. hr. root cause analysis, and forensic engineering Experimental analysis of fluid mechanics prin- case studies. (Prerequisites: EGR 221, EGR 322.) ciples including pressure losses through pipes ME 423 Applied Strength of Materials— and fittings, pump turbine characteristics, drag 3 cr. hrs. force measurements, compressible flows, bound- Advanced considerations of stress, strain, and ary layers, etc. (Corequisite: ME 312.) Fee: $20. strength are employed for safe and proper ME 376 Thermodynamics Laboratory— design. Theories of failure, design for fatigue, 1 cr. hr. and effects of dynamic loadings represent the Experimental studies of thermal systems current state of the art. (Prerequisite: EGR 322.) including compressors, steam turbine power ME 426 Experimental Stress Analysis— cycles, refrigeration, air-conditioning, Otto 3 cr. hrs. engine cycle, evaporative cooling towers, and Review of theoretical and experimental tech- heat exchangers. (Prerequisite: ME 332.) niques of strain and stress analysis with emphasis Fee: $20. on electrical strain gauges, brittle coatings, grid ME 401 Machine Design—4 cr. hrs. methods, and photoelasticity techniques. A project Theoretical and practical aspects of the design is required involving stress analysis of a compo- of various machine components and simple sys- nent/structure utilizing one or more of the above tems. The design criteria are based on stress techniques. (Prerequisite: EGR 322.) Fee: $20. analysis, manufacturing issues, materials, and ME 434 Heating, Ventilating, and Air fatigue considerations. (Prerequisites: EGR 221, Conditioning—3 cr. hrs. EGR 322.) Analysis and design necessary to plan and spec- ME 403 Advanced Machine Design—3 cr. hrs. ify equipment for heating, refrigeration, and air Advanced topics in design of machinery. Topics conditioning systems. Includes heat transfer include design considerations for fabrication analysis of the structure, psychrometric analysis and assembly, advanced materials issues, of inside and ventilating air, and thermodynamic advanced fatigue analysis, failure modes, and and economic analysis of the necessary equip- effects analysis. Impact and elastic wave propa- ment. (Prerequisite: ME 332. Corequisite: ME 336.) gation. (Prerequisite: ME 401.) ME 436 Design of Thermal Systems—3 cr. hrs. ME 405 Kinematics and Mechanisms Review of the analysis and design of components Design—3 cr. hrs. of thermal systems such as heat exchangers, Analysis and synthesis of planar mechanisms pumps and blowers, and drive units. Review of using both graphical and analytical methods. computer methods for analyzing systems. At Topics include: displacement, velocity, acceler- least two design projects applying thermal ation, and dynamic force analyses of machinery. systems design procedures will be completed. Linkage synthesis and gear train design are also (Prerequisites: ME 332, ME 336.) covered. (Prerequisite: Junior standing.) ME 443 Measurement and Test—3 cr. hrs. ME 407 Robotics—3 cr. hrs. The science of measurement as applied to engi- An introduction to the theory and applications neering testing and manufacturing will be stud- of industrial robots. Topics include robot config- ied in this course. Topics include: measurement uration, homogeneous transformation, kine- error, designing experiments, advanced data matics and dynamics, motion trajectory, analysis, statistical process control (SPC), and Jacobean and workspace analysis. Projects on inspection. (Prerequisite: Junior standing.) COURSE DESCRIPTIONS Mechanical Engineering — 201 ME 445 Computer Aided Manufacturing— chanical engineering program. Group projects 3 cr. hrs. and construction of prototypes is encouraged, Project oriented course that introduces rapid where feasible. (Prerequisite: Senior standing.) prototyping, computer numeric control, and ME 482 Mechanical Engineering Project II— programmable logic controllers. Topics include 2 cr. hrs. theory behind these concepts and devices, solid Students are required to do design projects in- modeling, 3-D model data exchange, slicing and cluding literature search, engineering analysis, offsetting algorithms, and programming struc- and written and oral presentations. These pro- tures such as g-code and ladder logic. Each stu- jects are a culminating experience in the me- dent will complete a project using the hardware chanical engineering program. Group projects and software in the laboratory. (Prerequisites: and construction of prototypes is encouraged, ME 111.) Fee: $30. where feasible. (Prerequisite: Senior standing.) ME 453 Mechanical Vibrations—3 cr. hrs. ME 490 Directed Study—1-3 cr. hrs. Analysis and prediction of the dynamic behav- Selected study, project, or research in mechanical ior and response of mechanical systems. Vari- engineering for upper-division students. Must be ous types of oscillations and physical properties arranged between the student and an individual such as damping and stiffness are explained. faculty member and subsequently approved by (Prerequisites: EGR 212, MTH 321.) the dean of engineering. No more than three of ME 454 Noise and Vibration Control— the technical elective hours taken at the University 3 cr. hrs. may be satisfied with individualized study. Industrial application of noise control criteria, ME 491-492 Seminars—credit arranged. measurements, materials, and design. Vibration control is comprised of source identification, sys- Graduate Courses tem isolation, and testing. Extensive laboratory ME 503 Advanced Machine Design—3 cr. hrs. program also includes spectral and signal analy- Advanced topics in design of machinery. Topics sis. (Prerequisite: Senior standing.) Fee: $20. include design considerations for fabrication ME 461 Biomedical Applications of Engi- and assembly, advanced materials issues, neering—3 cr. hrs. advanced fatigue analysis, failure modes, and This course provides a broad overview of the effects analysis. Impact and elastic wave propa- field of bioengineering. A series of bioengineer- gation. ing topics will be covered in one or two weeks ME 507 Robotics—3 cr. hrs. each. Topics include: cell biology, tissue and An introduction to the theory and applications protein engineering, biomechanics, nervous tis- of industrial robots. Topics include robot config- sues, muscles, biomaterials, medical devices uration, homogeneous transformation, kine- and implants, medical imaging, and medical matics and dynamics, motion trajectory, simulation. Special emphasis will be given to Jacobean and workspace analysis. Projects on medical technologies such as instrumentation Puma robot applications are required. (motion tracking, EEG, ECG, EMG), medical ME 513 Applied Hydraulics and Hydraulic imaging (CT, MRI, PET), biomedical materials, Systems—3 cr. hrs. implants, and software for simulating and visu- Application of fluid power in mechanical sys- alizing biomedical data. tems. Pumps, motors, valves, cylinders, and ac- ME 462 Biomechanics and Ergonomics—3 cumulators. Application and design of various cr. hrs. control circuits. Steady and unsteady flow in Course will cover a variety of biomechanical closed conduits. analysis and instrumentation topics such as ME 515 Turbomachinery—3 cr. hrs. anthropometry, ergonomics, and kinesiology. Dimensional analysis and similitude; applica- Methods for measuring and computing force, tions of fluid flow and thermodynamics to the torque, work, energy, and power will be cov- study of turbomachinery. Characteristics and ered. Laboratory exercises will be used to performance of different types of compressors, demonstrate instrumentation, including motion turbines, and pumps. capture, force plates, EMG, ECG, heart rate ME 521 Failure Analysis—3 cr. hrs. monitors, accelerometers, and goniometers. An Methods to identify and prevent failures in de- overview of medical imaging, finite element sign and manufacturing. Topics include: ap- modeling, computer based motion analysis, and plied fracture mechanics, non-destructive biofluid mechanics. (Prerequisite: EGR 212.) testing, root cause analysis, and forensic engi- ME 481 Mechanical Engineering Project I— neering case studies. 2 cr. hrs. ME 523 Applied Strength of Materials— Students are required to do design projects in- 3 cr. hrs. cluding literature search, engineering analysis, Advanced considerations of stress, strain, and and written and oral presentations. These pro- strength are employed for safe and proper de- jects are a culminating experience in the me- sign. Theories of failure, design for fatigue, and 202 — Mechanical Engineering/Military Science and Leadership COURSE DESCRIPTIONS effects of dynamic loadings represent the cur- ME 561 Biomedical Applications of Engi- rent state of the art. neering—3 cr. hrs. ME 526 Experimental Stress Analysis— This course provides a broad overview of the 3 cr. hrs. field of bioengineering. A series of bioengineer- Review of theoretical and experimental tech- ing topics will be covered in one or two weeks niques of strain and stress analysis with empha- each. Topics include: cell biology, tissue and sis on electrical strain gauges, brittle coatings, protein engineering, biomechanics, nervous tis- grid methods, and photoelasticity techniques. A sues, muscles, biomaterials, medical devices project is required involving stress analysis of a and implants, medical imaging, and medical component/structure utilizing one or more of simulation. Special emphasis will be given to the above techniques. Fee: $20. medical technologies such as instrumentation ME 534 Heating, Ventilating, and Air (motion tracking, EEG, ECG, EMG), medical Conditioning—3 cr. hrs. imaging (CT, MRI, PET), biomedical materials, Analysis and design necessary to plan and spec- implants, and software for simulating and visu- ify equipment for heating, refrigeration, and air alizing biomedical data. conditioning systems. Includes heat transfer ME 562 Biomechanics and Ergonomics— analysis of the structure, psychrometric analy- 3 cr. hrs. sis of inside and ventilating air, and thermo- Course will cover a variety of biomechanical dynamic and economic analysis of the necessary analysis and instrumentation topics such as equipment. anthropometry, ergonomics, and kinesiology. ME 536 Design of Thermal Systems— Methods for measuring and computing force, 3 cr. hrs. torque, work, energy, and power will be cov- Review of the analysis and design of components ered. Laboratory exercises will be used to of thermal systems such as heat exchangers, demonstrate instrumentation, including motion pumps and blowers, and drive units. Review of capture, force plates, EMG, ECG, heart rate computer methods for analyzing systems. At monitors, accelerometers, and goniometers. An least two design projects applying thermal sys- overview of medical imaging, finite element tems design procedures will be completed. modeling, computer based motion analysis, and ME 543 Measurement and Test—3 cr. hrs. biofluid mechanics. The science of measurement as applied to engi- ME 590 Directed Study—credit arranged. neering testing and manufacturing will be stud- ME 591-592 Seminars—credit arranged. ied. Topics include: measurement error, ME 599 Thesis—credit arranged. designing experiments, advanced data analysis, ME 599x Thesis in Progress—0 cr. hrs. statistical process control (SPC), and inspection. Registration for any graduate student who has ME 545 Computer Aided Manufacturing— received the grade of IP in Thesis 599 is required 3 cr. hrs. while the thesis is in progress. Fee: $40. Project oriented course that introduces rapid prototyping, computer numeric control, and Military Science and programmable logic controllers. Topics include theory behind these concepts and devices, solid Leadership modeling, 3-D model data exchange, slicing and MSL 101 Leadership and Personal Develop- offsetting algorithms, and programming struc- ment—1 cr. hr. tures such as g-code and ladder logic. Each stu- Introduces cadets to the personal challenges dent will complete a project using the hardware that are critical for effective leadership. Cadets an software in the laboratory. Fee: $30. learn how the personal development of life ME 553 Mechanical Vibrations—3 cr. hrs. skills such as critical thinking, goal setting, time Analysis and prediction of the dynamic behav- management, physical fitness, and stress man- ior and response of mechanical systems. Vari- agement relate to leadership, officership, and ous types of oscillations and physical properties the Army profession. (Corequisite: MSL 121. such as damping and stiffness are explained. MSL 131 optional.) ME 554 Noise and Vibration Control— MSL 102 Introduction to Tactical Leader- 3 cr. hrs. ship—1 cr. hr. Industrial application of noise control criteria, Overviews leadership fundamentals such as set- measurements, materials, and design. Vibration ting direction, problem-solving, listening, pre- control is comprised of source identification, senting briefs, providing feedback, and using system isolation, and testing. Extensive labora- effective writing skills. Cadets explore dimen- tory program also includes spectral and signal sions of leadership values, attributes, skills, and analysis. Fee: $20. actions in the context of practical, hands-on, and interactive exercises. (Corequisite: MSL 122. MSL 132 optional.) COURSE DESCRIPTIONS Military Science and Leadership — 203 MSL 121 Leadership Laboratory—1 cr. hr. Participate in and learn to lead a physical fit- Open only to (and required of) students in MSL ness program. Emphasis on the development of 101. Series with different roles for students at dif- an individual fitness program and the role of ex- ferent levels in the program. Learn and practice ercise and fitness in one’s life. (Corequisites: basic leadership and development skills. Build MS 201, MS 221.) self-confidence and team-building leadership MSL 232 Basic Course Physical Fitness—1 cr. hr. skills that can be applied throughout life. (Coreq- Open to all students. Participate in and learn to uisite: MSL 101.) lead a physical fitness program. Emphasis on MSL 122 Leadership Laboratory—1 cr. hr. the development of an individual fitness pro- Open only to (and required of) students in MSL gram and the role of exercise and fitness in 102. Learn and practice basic leadership and de- one’s life. (Corequisites: MSL 202, MS 222.) velopment skills. Build self-confidence and MSL 240 Basic Leadership Internship— team-building leadership skills that can be ap- 3 cr. hrs. plied throughout life. (Corequisite: MS 102.) A five-week basic intern leadership training MSL 131 Basic Course Physical Fitness— course conducted at Fort Knox, Kentucky. The 1 cr. hr. student receives pay. Travel, lodging, and most Open to all students. Participate in and learn to meal costs are defrayed by the Army. The envi- lead a physical fitness program. Emphasis on the ronment is rigorous. Military obligation in- development of an individual fitness program curred. Introduction to leadership and self and and the role of exercise and fitness in one’s life. team development. Individual leads groups of 9- MSL 132 Basic Course Physical Fitness— 40 students to learn and apply principles of effec- 1 cr. hr. tive leadership. Develops communication skills Open to all students. Participate in and learn to to improve individual and group performance. lead a physical fitness program. Emphasis on the Relates ethical values to effectiveness of a leader. development of an individual fitness program and MSL 290 Directed Study—1-4 cr. hrs. the role of exercise and fitness in one’s life. MSL 301 Adaptive Tactical Leadership— MSL 201 Innovative Team Leadership—2 3 cr. hrs. cr. hrs. Challenges cadets to study, practice, and evalu- Explores the dimensions of creative and innova- ate adaptive leadership skills as they are pre- tive tactical leadership strategies and styles by sented with challenging scenarios related to examining team dynamics and two historical lead- squad tactical operations. Cadets receive sys- ership theories that form the basis of the Army tematic and specific feedback on their leader- leadership framework (trait and behavior theo- ship attributes and actions. Based on such ries). Cadets practice aspects of personal motiva- feedback, as well as their own self-evaluations, tion and team building in the context of planning, cadets continue to develop their leadership and executing, and assessing team exercises and par- critical thinking abilities. (Corequisites: MSL ticipating in leadership labs. (Corequisites: MSL 321, MSL 331.) 221, MSL 231.) MSL 302 Leadership in Changing Environ- MSL 202 Foundations Of Tactical Leader- ments—3 cr. hrs. ship—2 cr. hrs. Uses increasingly intense situational leadership Examines the challenges of leading tactical challenges to build cadet awareness and skills teams in the complex contemporary operating in leading tactical operations up to platoon environment (COE). The course highlights di- level. Cadets review aspects of combat, stabili- mensions of terrain analysis, patrolling, and op- ty, and support operations. They also conduct eration orders. Further study of the theoretical military briefings and develop proficiency in basis of the Army leadership framework explores garrison operation orders. (Corequisites: MSL the dynamics of adaptive leadership in the con- 322, MSL 332.) text of military operations. (Corequisites: MSL MSL 321 Advanced Leadership Laboratory 222, MSL 232.) —1 cr. hr. MSL 221 Leadership Laboratory—1 cr. hr. Open only to students in the associated MSL Open only to (and required of) students in MSL 301. Involves leadership responsibilities for the 201. Learn and practice basic leadership and devel- planning, coordination, execution, and evalua- opment skills. (Corequisites: MSL 201, MS 231.) tion of various training and activities with basic MSL 222 Leadership Laboratory—1 cr. hr. course students and for the ROTC program as a Open only to (and required of) students in MSL whole. Students develop, practice, and refine 202. Build self-confidence and team-building lead- leadership skills by serving and being evaluated ership skills that can be applied throughout life. in a variety of responsible positions. (Corequisites: MS 202, MS 232.) MSL 231 Basic Course Physical Fitness—1 cr. hr. Open to all students. Series with different roles for students at different levels in the program. 204 —Military Science and Leadership/Music COURSE DESCRIPTIONS MSL 322 Advanced Leadership port. (Corequisites: MSL 422, MSL 432.) Laboratory—1 cr. hr. MSL 421 Advanced Leadership Laboratory Open only to students in the associated MSL —1 cr. hr. 302. Students develop, practice, and refine lead- Open only to students in the associated MSL ership skills by serving and being evaluated in a 401. Involves leadership responsibilities for the variety of responsible positions. planning, coordination, execution, and evalua- MSL 331 Advanced Course Physical tion of training activities with the ROTC pro- Fitness—1 cr. hr. gram as a whole. Students develop, practice, and Required of students in MSL 301. Participate in refine leadership skills by serving and being and learn to plan and lead physical fitness pro- evaluated in a variety of responsible positions. grams. Develops the physical fitness required of MSL 422 Advanced Leadership Laboratory an officer in the Army. Emphasis on the devel- —1 cr. hr. opment of an individual fitness program and Open only to students in the associated MSL the role of exercise and fitness in one’s life. 402. Involves leadership responsibilities for the MSL 332 Advanced Course Physical Fit- planning, coordination, execution, and evalua- ness—1 cr. hr. tion of training activities with the ROTC pro- Required of students in MSL 302. Participate in gram as a whole. Students develop, practice, and learn to plan and lead physical fitness pro- and refine leadership skills by serving and grams. Develops the physical fitness required of being evaluated in a variety of responsible posi- an officer in the Army. Emphasis on the devel- tions. opment of an individual fitness program and MSL 431 Advanced Course Physical Fit- the role of exercise and fitness in one’s life. ness—1 cr. hr. MSL 340 Leadership Development & Assess- Participate in and learn to plan and lead physical ment Course—3 cr. hr. fitness programs. Develops the physical fitness re- A five-week course conducted at Fort Lewis, quired of an officer in the Army. Emphasis on the Washington. Only open to (and required of) stu- development of an individual fitness program and dents who have completed MSL 301 and 302. the role of exercise and fitness in one’s life. The student receives pay. Travel, lodging, and MSL 432 Advanced Course Physical Fit- most meal costs are defrayed by the Army. The ness—1 cr. hr. national advanced leadership course environ- Participate in and learn to plan and lead physi- ment is highly structured and demanding, cal fitness programs. Develops the physical fit- stressing leadership at small unit levels under ness required of an officer in the Army. varying challenging conditions. Students im- Emphasis on the development of an individual prove communication skills to enhance group fitness program and the role of exercise and fit- performance. Students apply ethics-based lead- ness in one’s life. ership skills that develop individuals and teams. Individual leadership performance is evaluated. Music (Graded on a pass/no pass basis only.) MUS 001 Performance Attendance—0 cr. hrs. MSL 390 Directed Study—1-4 cr. hrs. Registration required for music majors (includ- MSL 401 Developing Adaptive Leaders— ing music education students) each semester, 3 cr. hrs. except during the final semester of the profes- Develops cadet proficiency in planning, execut- sional year. Successful completion required for ing, and assessing complex operations, func- graduation. tioning as a members of a staff, and providing MUS 100 Fundamentals of Music—3 cr. hrs. performance feedback to subordinates. Cadets Introduction to the basic concepts of music and assess risk, make ethical decisions, and lead fel- the fundamentals of notation through a variety low ROTC cadets. Lessons on military justice of activities. Prerequisite to ED 447 for elemen- and personnel processes prepare cadets to tary education majors. Open to all students. make the transition to Army officers. (Corequi- MUS 101 Music Theory I—3 cr. hrs. sites: MSL 421, MSL 431. Detailed study of musical concepts and ele- MSL 402 Leadership in a Complex World— ments, with an emphasis on foundations. 3 cr. hrs. (Corequisite: MUS 103.) Explores the dynamics of leading in the com- MUS 102 Music Theory II—3 cr. hrs. plex situations of current military operations in Continued study of concepts of music empha- the contemporary operating environment sizing the diatonic vocabulary. (Prerequisite: (COE). Cadets examine differences in customs MUS 101. Corequisite: MUS 104.) and courtesies, military law, principles of war, MUS 103 Aural Skills Development and rule of engagement in the face of interna- Laboratory I—1 cr. hr. tional terrorism. They also explore aspects of Direct and computerized instruction in the de- interacting with non-government organizations, velopment of pitch, interval, chord, and rhythm civilians on the battlefield, and host nation sup- COURSE DESCRIPTIONS Music — 205 discrimination. This class is coordinated with reading, improvising. Required of music ma- MUS 101 through simultaneous enrollment. jors. Open to all students. May be taken three Open to all students. Required of music majors times for credit. (Prerequisite: MUS 230 or per- and minors. (Corequisite: MUS 101.) mission of instructor.) MUS 104 Aural Skills Development *MUS 232 The Basics of Playing Brass and Laboratory II—1 cr. hr. Percussion Instruments—1 cr. hr. This course continues to a more advanced level Study of the basic methods, principles, and of the training begun in MUS 103. It is coordi- techniques of playing brass and percussion in- nated with MUS 102. (Prerequisite: MUS 103. struments. Students will gain experience in Corequisite: MUS 102.) teaching beginning level musicians in both MUS 105 The Joy of Music—Listening With small and large-class settings. Open to all stu- Understanding—3 cr. hrs. dents. Required of music education majors. Representative works of all style periods are used Fee: $25. to develop the student’s ability to hear music with *MUS 233 The Basics of Playing Woodwind a deeper understanding of both the form and the Instruments—1 cr. hr. content. Attention is given to melodic structure, Study of the basic methods, principles, and harmonic practices, rhythmic patterns. Required techniques of playing woodwind instruments. of all music majors. Open to all students. Students will gain experience in teaching begin- MUS 106 Music of the Non-Western World— ning level musicians in both small and large- 3 cr. hrs. class settings. Open to all students. Required of A study of the music and musical idioms of a va- music education majors. Fee: $25. riety of non-Western cultures. With use of aural *MUS 234 The Basics of Playing Stringed and visual examples, the student will develop Instruments—1 cr. hr. both an understanding and an appreciation of Study of the basic methods, principles, and the enriching role of music in diverse cultures techniques of playing stringed instruments. of the world. Required of music majors. Open to Students will gain experience in teaching begin- all students. ning level musicians in both small and large- MUS 186 Private Lessons—1 cr. hr. class settings. Open to all students. Required of First-year individual instruction, performance, music education majors. Fee: $25. and literature. Offered in the following disci- MUS 235 Group Voice Workshop—1 cr. hr. plines: euphonium, french horn, trombone, Study of the basic methods, principles, and trumpet, tuba, harpsichord, organ, piano, cello, techniques of singing both solo and as a group double bass, classical guitar, harp, viola, violin, in a safe environment, students will gain expe- voice, bassoon, clarinet, flute, oboe, saxophone, rience in teaching beginning level musicians in percussion. May be repeated once for credit. both small and large-class settings. Open to all See Performance Study Handbook for specific students. Required of music education majors. requirements. (Prerequisite: Declared music (Prerequisite for MUS 186: Private Voice Lessons.) major/minor, permission of instructor, or MUS MUS 236 Beginning Guitar—1 cr. hr. 235.) Fee: $240. Emphasis upon fundamental classical tech- MUS 201 Music Theory III—3 cr. hrs. niques, basic chords, strums and varied accom- Emphasis on chromatic harmony, analysis, lis- paniments, notation. Literature drawn from all tening, and creative work. (Prerequisite: MUS 102 historical periods including contemporary, folk, or permission of instructor.) and flamenco sources. MUS 202 Music Theory IV—3 cr. hrs. MUS 237 Intermediate Guitar—1 cr. hr. Extensions of the common practice period. In- This course is designed to be a continuation of troduction to twentieth century practice. (Pre- the beginning level of guitar. Emphasis will requisite: MUS 201.) build up on those fundamental classical tech- MUS 203 Development of Music in Eu- niques, accompaniments and notations of the rope—1 cr. hr. beginning level. Literature will come from mod- Survey of music history from Bach to Beethoven. ern, folk and flamenco sources. (Prerequisite: (Salzburg only.) MUS 236 or permission of instructor.) MUS 230 Introduction to the Piano—1 cr. hr. MUS 239 Group Voice Workshop II—1 cr. hr. Basic class instruction at the piano emphasizing Continuing study of basic methods, principles, keyboard facility through literature, harmoniz- and techniques of singing both solo and as a ing melodies, sight reading, improvising. Re- group in a safe environment. Open to all stu- quired of music majors. Open to all students. dents. Required of music education majors. MUS 231 Keyboard Lab—1 cr. hr. (Prerequisite: MUS 235 or permission of Continuation of individualized class instruction instructor.) at the piano emphasizing keyboard facility through literature, harmonizing melodies, sight *Course offered in alternate years. 206 — Music COURSE DESCRIPTIONS MUS 242/442 Guitar Ensemble—1 cr. hr. MUS 290 Directed Study—credit arranged. An ensemble experience for guitar players of For the student who demonstrates the ability to sufficient skill. Literature of all style periods do individual study and research in selected will be performed. Enrollment by permission of areas of the curriculum. Selection of the area instructor. (Prerequisite for MUS 442: 2 semes- must be made in consultation with and approval ters of MUS 242.) of the appropriate faculty to be involved. MUS 243/443 University Concert Band— *MUS 301 History of Musical Styles I—3 cr. hrs. 1 cr. hr. A study of the people, events, and elements of Ensemble for the reading and performing of all musical performance-practice which con- styles of band literature. Open to all University tributed to the development of the various style students with high school experience. May be trends before 1750. Open to all students, but taken 8 times for credit. (Prerequisite for MUS substantial musical background recommended. 443: 2 semesters of MUS 243.) Required for all music majors. MUS 244/444 University Singers—1 cr. hr. MUS 302 History of Musical Styles II—3 cr. hrs. Repertoire includes music from all periods and A continuation of Music 301. A further study of styles. Open to all University students by audi- musical style trends and their practitioners with tion. May be taken 8 times for credit. (Prerequi- emphasis on the nineteenth and twentieth site for MUS 444: 2 semesters of MUS 244.) centuries. Open to all students, but substantial MUS 245/445 University Community musical background recommended. Prior com- Orchestra—1 cr. hr. pletion of Music 301 is suggested although not a Open to University students and members of prerequisite. Required for all music majors. Portland and suburban communities with per- MUS 303 Music Appreciation—3 cr. hrs. mission of the director. Devoted to the perfor- A survey of classical music, from the middle mance of a wide variety of orchestral literature. ages to the present, that examines landmark Opportunities for solo performance. May be styles, genres, and composers. (Prerequisite: taken 8 times for credit. (Prerequisite for MUS FA 207.) Fee: $50. 445: 2 semesters of MUS 245.) MUS 304 Development of Music in Europe MUS 246/446 Chapel Music Ensemble— II—1 cr. hr. 1 cr. hr. Survey of music history from Beethoven to the The ensemble of singers and players meets once present (Salzburg only). per week with the express purpose of preparing *MUS 305 Analytical Techniques in Music— music for the chapel services. It is open without 3 cr. hrs. audition to any University student regardless of Systematic techniques are introduced to allow major. May be taken 8 times for credit. Does not the student to gain facility in the comprehen- fulfill ensemble requirement for music ma- sion and analysis of musical forms, including jors/minors. (Prerequisite for MUS 446: 2 se- melodic and harmonic structures. (Prerequisite: mesters of MUS 246.) Two years of music theory or equivalent.) MUS 252/452 University Choral Union— *MUS 306 Studies in Counterpoint—3 cr. hrs. 1 cr. hr. The study of linear structure in music beginning A mixed choir, open to all students without au- with the writing of tonal and modal melodies in dition. Participants need not be music majors. 2-4 voices. The student will also examine contra- Repertoire drawn from wide variety of musical puntal techniques of all style periods. (Prerequi- styles. May be taken 8 times for credit. (Prereq- site: Two years of music theory or equivalent.) uisite for MUS 452: 2 semesters of MUS 252.) *MUS 307 Scoring and Arranging—3 cr. hrs. MUS 253/453 University Jazz Ensemble— A study of the basic techniques in effective scor- 1 cr. hr. ing and arranging for various instrumental and Performance of contemporary literature for this vocal ensembles. (Prerequisite: Two years of medium. Open to all University students with music theory or permission of instructor.) permission of the director. May be taken 8 MUS 310 Fundamentals of Music Tech- times for credit. Does not fulfill ensemble re- nology—3 cr. hrs. quirement for music majors. (Prerequisite for Complete basic course in the understanding of MUS 453: 2 semesters of MUS 253.) electronic music. Topics include history, analog MUS 286 Private Lessons—1 cr. hr. theory, methods of synthesis, digital theory, Second-year individual instruction, perfor- music instrument digital interface (MIDI), com- mance, and literature. See MUS 186 for particu- puters, audio recording, and digital sampling. lar disciplines. May be repeated once for credit. Lab activities to be completed weekly. Open to See Performance Study Handbook for specific all students with instructor approval. Fee: $30. requirements. (Prerequisite: MUS 186.) Fee: $240.

*Course offered in alternate years. COURSE DESCRIPTIONS Music — 207 MUS 331 Conducting Techniques—3 cr. hrs. MUS 490 Directed Study—credit arranged. Techniques of conducting choral and instrumen- For the student who demonstrates the ability to tal ensembles with practical experience in labo- do individual study and research in selected ratory situations. Required of all music majors areas of the curriculum. Selection of the area and minors. must be made in consultation with and approval MUS 336 Diction for Singers—3 cr. hrs. of the appropriate faculty to be involved. This course is intended to meet the needs of all MUS 491-492 Seminars in Music—credit voice students anticipating continued involve- arranged. ment in group or solo activities. Study will be di- MUS 495-496 Music Workshops—credit vided between concentration on principles of arranged. voice production and articulation using the IPA Special seminars and workshops offered by the for use with foreign languages, and those of body regular faculty and visiting lecturers as a sup- awareness and expression. plement to the curriculum. Information con- *MUS 338 Teaching Elementary School cerning these offerings is available in the Music—2 cr. hrs. departmental office. Philosophy, materials, and methods of teaching MUS 498 Senior Presentation/Recital— classroom music from kindergarten through el- 1 cr. hr. ementary school. All music majors are required to prepare and *MUS 339 Teaching Middle School Music— publicly present a creative project or recital 2 cr. hrs. during the last semester of their residency. Philosophy, materials, and methods of teaching in- Guidance in the preparation of this final event strumental, general, and vocal music for grades 6-9. will be provided by various faculty members as MUS 340 Teaching Secondary School assigned. Bachelor of music education majors Music—2 cr. hrs. must present the senior recital prior to the final Philosophy, materials, and methods of teaching semester of student teaching. instrumental, general, and vocal music for grades 10-12. Graduate Courses MUS 386 Private Lessons—1 cr. hr. MUS 500 Research Techniques in the Per- Third-year private instruction, performance, forming Arts—3 cr. hrs. and literature. See MUS 186 for particular disci- Intensive examination of research methods and plines. May be repeated once for credit. See Per- resources and the principles of advanced schol- formance Study Handbook for specific require- arly writing in the performing arts. Must be ments. (Prerequisite: MUS 286.) Fee: $240. taken within the first nine hours of graduate MUS 409 Studies in Composition—2-3 cr. hrs. study. (Also listed as DRM 500.) Contemporary techniques of composition as ap- MUS 501 Seminar in Musical Styles and plied to vocal and instrumental media. Offered Analysis—3 cr. hrs. by special arrangement. May be repeated for a Review of style characteristics and theoretical maximum of 12 credits. (Prerequisites: MUS analysis techniques for the graduate student. 101-102, MUS 201-202.) Particular emphasis given to aural perception MUS 447 Chamber Music—1 cr. hr. and analysis, and research using the major re- An ensemble that studies and rehearses cham- source collections of musical literature. Re- ber music. Repertoire is determined by the quired of all graduate students in music. instruments played by students. May be repeat- *MUS 506 Studies in Counterpoint—3 cr. hrs. ed 8 times for credit. Registration by permission Free approach to tonal polyphony leading to of instructor. contemporary techniques employing unusual MUS 455 Musical Theatre Workshop— scale forms. Offered by special arrangement. 3 cr. hrs. *MUS 507 Scoring and Arranging—3 cr. hrs. Study of theatrical singing and acting tech- An advanced study of techniques in effective niques as applicable to all varieties of musical scoring and arranging for various instrumental theatre pieces. Students are expected to partici- and vocal ensembles at the graduate level. pate in various performances prepared by the MUS 509 Studies in Composition—2-3 cr. hrs. class. Open to all students with instructor’s per- Contemporary techniques of composition as ap- mission. (Also listed as DRM 455.) plied to vocal and instrumental media. Offered MUS 486 Private Lessons—1 cr. hr. by special arrangement. May be repeated for a Fourth-year individual instruction, performance, maximum of 9 units. and literature. See MUS 186 for particular disci- plines. May be repeated once for credit. See Per- formance Study Handbook for specific require- ments. (Prerequisite: MUS 386.) Fee: $240.

*Course offered in alternate years. 208 — Music/Nursing COURSE DESCRIPTIONS MUS 510 Fundamentals of Music Tech- to take on more challenging pieces and to pro- nology—3 cr. hrs. vide mentoring to those undergraduates who A complete basic course in the understanding of require it. (Also listed as DRM 555.) electronic music. Topics include history, analog MUS 586 Private Lessons—1 cr. hr. theory, methods of synthesis, digital theory, Graduate level private instruction, perfor- music instrument digital interface (MIDI), com- mance, and literature. See MUS 186 for particu- puters, audio recording, and digital sampling. Lab lar disciplines. May be repeated for credit with activities to be completed weekly. Open to all stu- permission of graduate program director. See dents with instructor approval. Fee: $30. Performance Study Handbook for specific re- *MUS 531 Advanced Conducting Tech- quirements. Fee: $240. niques—3 cr. hrs. MUS 590 Directed Study—credit arranged. Techniques of conducting choral and instru- Maximum of six hours of directed study allowed. mental ensembles with practical experience in MUS 591-592 Seminar—credit arranged. laboratory situations. Offered in alternate years Each calendar year a seminar especially for and/or by special arrangement. graduate students in music will be offered on a MUS 541 Chamber Music Ensemble—1 cr. hr. special topic and all students currently enrolled Devoted to the performance of small ensemble in the program are required to enroll. literature, for various combinations of voices MUS 595-596 Music Workshops—credit and instruments. arranged. MUS 542 Guitar Ensemble—1 cr. hr. MUS 599 Thesis—credit arranged. An ensemble experience for guitar players of Research document, or performance and relat- sufficient skill. Literature of all style periods ed research document. will be performed. Enrollment by permission of MUS 599x Thesis in Progress—0 cr. hrs. instructor. May be taken four times for credit. Registration for any graduate student who has MUS 543 University Concert Band—1 cr. hr. received the grade of IP in Thesis 599 is required Ensemble for the reading and performing of all while the thesis is in progress. Fee: $40. styles of band literature. Open to all University students with the permission of the director. Nursing May be taken four times for credit. NRS 101 Introduction to Nursing and MUS 544 University Singers—1 cr. hr. Health Care—3 cr. hrs. Repertoire includes music from all periods and Introduces the learner to the discipline of styles. Open to all University students by audi- nursing; its historical development, theoretical tion. May be taken four times for credit. base, relationship to the health care system, MUS 545 University Community Orchestra— practice and research processes, and legal and 1 cr. hr. ethical boundaries. Provides opportunities to Open to University students and members of practice skills necessary for success in the nurs- Portland and suburban communities with per- ing profession. mission of the director. Devoted to the perfor- NRS 202 Nutrition—3 cr. hrs. mance of a wide variety of orchestral literature. Focuses on health promotion, adapted diet, and Opportunities for solo performance. May be meal planning activities for the individuals in taken four times for credit. their environment based on their adaptive MUS 552 University Choral Union—1 cr. hr. state. Interrelates biochemical and physiologi- Participants need not be music majors. Reper- cal principles to human nutritional needs in toire drawn from wide variety of musical styles. health and illness. May be taken four times for credit. (Prerequi- NRS 203 Life Processes and Health Promotion site: permission of instructor.) Across the Life Span—3 cr. hrs. MUS 553 University Jazz Ensemble—1 cr. hr. Focuses on human growth and development Performance of contemporary literature for this and health promotion across the life span. This medium. Open to all University students with course explores theories of physical, cognitive, permission of the director. May be taken four and psychosocial development and is a basis for times for credit. all clinical nursing courses. (Prerequisites or MUS 555 Musical Theatre Workshop—3 cr. corequisites: NRS 101 and BIO 205.) hrs. Study of theatrical singing and acting tech- niques applicable to all varieties of musical the- atre pieces. Students are expected to participate in various performances prepared by the class. In this combined undergraduate and graduate student pool, graduate students will be expected

*Course offered in alternate years. COURSE DESCRIPTIONS Nursing — 209 NRS 301 Nursing Theory and Knowing: NRS 313 Pathophysiology—3 cr. hrs. Concepts and Issues—2 cr. hrs. Focuses on the theoretical bases and manifesta- This course introduces the student to nursing as tions of adaptation, both effective and ineffec- a distinct discipline of knowledge and a unique tive, as viewed through the functional health professional service. Theories of nursing care patterns with an emphasis on the individual. are studied in relation to their significance to (Prerequisite: BIO 205, 307, 308, or permission the practice of professional nursing. Aesthetic, of instructor.) personal, ethical, and empirical ways of know- NRS 314 Evidence-based Nursing— 3 cr. hrs. ing are examined, and serve as a basis to This course explores the process of evidence- explore and raise pertinent questions. (Prereq- based nursing practice. Principles of measure- uisite: Junior nursing student). ment and statistics are examined. Multiple NRS 310 Introduction to Population Health ways of knowing serve as a framework to Nursing in a Multicultural Context— explore theory-guided, evidenced-based find- 3 cr. hrs. ings utilized in nursing practice. (Prerequisite: This course introduces key concepts of popula- NRS 301.) tion health nursing with an emphasis on NRS 315 Pharmacotherapeutics—3 cr. hrs. diverse and vulnerable populations. Students Principles of drug action, use, and therapeutics apply these concepts through the completion of including dosage calculation. Drug therapy is the initial stages of community assessment. presented as an integral component of nursing This course sets the foundation for NRS 424: practice. Through simulation, application is Applied Population Health Nursing in a Multi- made to selected actual and potential health cultural Context. (Corequisite: NRS 301.) problems. (Prerequisites: BIO 205, 307, 308, NRS 311 Communication in Nursing— 359, or permission of instructor.) 2 cr. hrs. NRS 321 Psychiatric Mental Health Students learn the importance of assertive re- Nursing—4 cr. hrs. sponsible communication as a nurse in the pro- This course focuses on the nursing care of motion of health. Students develop skills in clients with acute or chronic mental illnesses. building nurse-client and interdisciplinary team Theoretical concepts and nursing knowledge relationships. Methods of negotiation and con- basic to the promotion, maintenance, and flict resolution, small group communication restoration of mental health throughout the life theory, communication aspects of leadership, span are addressed. Professional, legal, and ethi- ethical and legal issues in health care will be an- cal issues in psychiatric mental health nursing alyzed. Communication in diverse cultures will (PMHN) are examined. Students will apply be evaluated. Students participate in numerous course content in classroom and clinical settings. experiential opportunities that explore both ef- Includes 90 hours of clinical experience. (Prereq- fective communication and barriers to commu- uisites: NRS 311, 312. Corequisite: NRS 313.) nication with clients and health care systems. NRS 322 Physiological Nursing—6 cr. hrs. (Corequisite: NRS 301.) Students learn the nursing management of NRS 312 Introduction to Professional Nurs- adult clients experiencing physiological health ing Practice—5 cr. hrs. care problems. Emphasis is placed on analysis Students learn foundational knowledge about and interpretation of normal and abnormal promoting and protecting the health of adult assessment data. Students learn to plan, imple- clients. Students acquire basic foundational ment and evaluate nursing care for adult clients nursing knowledge, nursing techniques, health experiencing illnesses across the continuum of issues, assessment and skills for the adult client care. Students will begin to utilize skills such as with special focus on the elderly client. There is time management, resource utilization, evi- a strong focus on identification and interpreta- denced based practice, interdisciplinary collab- tion of normal and abnormal human responses oration, and client advocacy. Includes 135 to illness and health threats. Students learn hours of clinical experience. (Prerequisite: NRS foundational nursing interventions for common 312, 315. Corequisite: NRS 313.) problems of the adult client. Students begin to NRS 401 Professional Role Transition— integrate nursing theory, nursing research, 3 cr. hrs communication, teaching, collaboration, and Designed to facilitate the RN’s success in profes- critical thinking in the clinical laboratory and in sional nursing practice. This course is writing the clinical setting. Includes 45 hours of intensive and provides opportunities for self- lab/clinical experience. (Corequisite: NRS 301.) appraisal of abilities, socialization into the Uni- Fee: $30. versity and practice in professional communi- cation. The personal dynamics of career transi- tions are explored. Teaching strategies include guided, self-paced learning activities. Limited to RN learners. 210 — Nursing COURSE DESCRIPTIONS NRS 418 Nursing of Families—2 cr. hrs. prepare to pass the NCLEX RN licensure exam. The nurse’s role in family adaptation using family Students will be evaluated on accomplishment theories, systems theory, and nursing process with- of the knowledge and theory of nursing prac- in the context of functional health patterns. The tice. (Prerequisite: Graduating senior. Corequi- concepts of family as client, the family as a unit of site: NRS 498.) the community, and family influences on the indi- NRS 490 Directed Study—credit arranged. vidual are studied. (Corequisite: a clinical course.) NRS 491 Seminar—credit arranged. NRS 421 Advanced Physiological Nursing— NRS 492 Nursing Electives—1-2 cr. hrs. 6 cr. hrs. These courses involve a variety of health care Students learn the nursing management of topics. Some courses may be open to non-nurs- adult clients experiencing complex multi-sys- ing students at the discretion of the instructor. tem physiological health care problems. The NRS 498 Capstone Clinical Immersion— emphasis is on competent clinical reasoning in 4 cr. hrs. the planning, implementation and evaluation of Students will be placed in a clinical immersion the nursing care for multiple complex adult where they will practice with a preceptor in a clients. Students show mastery in the areas of one-to-one teaching strategy. Students will be time management, resource utilization, evi- evaluated in clinical by clinical faculty and pre- denced based practice, interdisciplinary collab- ceptors on their accomplishment of the School oration and client advocacy. Includes 135 hours of Nursing program outcomes. Includes 135 of clinical experience. (Prerequisite: NRS 313 hours of clinical experience. (Prerequisite: and 322.) Graduating Senior. Corequisite: NRS 436.) NRS 422 Maternal-Child Nursing—6 cr. hrs. In this course, students will apply knowledge Graduate Courses from previous courses into a specialized knowl- NRS 500 Statistical and Quantitative Analy- edge base of maternal-newborn and pediatric sis—3 cr. hrs. nursing. Normal physiological and disease Covers the statistical and quantitative tools for processes will be examined within the family as conducting basic research in the business envi- context with an emphasis on health promotion ronment. Topics include descriptive statistics, and health maintenance. Delivery of family probability distribution, hypothesis testing, focused nursing care to childbearing and child- extensive treatment of multiple regression rearing families will take place in acute care models. Microsoft Excel is the tool of analysis and community based clinical settings. Includes for the course. (Also listed as BUS 500.) 90 hours of clinical experience. (Prerequisites: NRS 501 Theoretical Foundations for NRS 313, 322.) Advanced Nursing Practice Leadership— NRS 424 Applied Population Health Nurs- 3 cr. hrs. ing in a Multicultural Context—4 cr. hrs. The purpose of this course is to analyze theories This course prepares students to apply the con- and frameworks that guide advanced nursing cepts and processes of population health nurs- practice. Truth, human dignity, social justice, ing in a multicultural setting, with an emphasis and care of vulnerable populations are explored on vulnerable populations. In the clinical com- as frames for advanced nursing practice. ponent of this course, students will work with NRS 502 Role & Portfolio Development: community partners to identify and utilize com- Post Masters DNP—1 cr. hr. munity assets to meet population needs. This course focuses on the role of the nurse Includes 90 hours of clinical experience. (Pre- practitioner with a doctorate in nursing practice requisites: NRS 310, 313, 321, and 322.) in health care delivery systems as well as other NRS 429 Leadership in Professional Nurs- issues of advanced nursing practice including ing—3 cr. hrs. advocacy, social justice, ethics, and cultural This course focuses on nursing leadership and care. Students will design a professional portfo- client care management core competencies lio to guide professional development. Note: needed by the nurse to function in a complex Students may demonstrate achievement of environment across the health care continuum. course outcomes via review by instructor. Emphasis is on the theory and practice skills NRS 507 Population Health Nursing in a needed to coordinate patient care, work as a Multicultural Context/Pre-licensure AE— member of a team, and achieve quality, cost- 6 cr. hrs. effective outcomes. (Prerequisite: Graduating This course focuses on concepts and theories of senior, concurrent with clinical course.) community health nursing. During this course, NRS 436 Personal Preparation for Licen- students study the history of community health sure—1 cr. hrs. nursing, the public health core functions, the US This course is designed to assist students to syn- Health Care System, health care policy and eco- thesize nursing knowledge and practice as a nomics, and provision of nursing care to aggre- beginning baccalaureate nurse. Students will gates. Students will apply concepts of epidemi- COURSE DESCRIPTIONS Nursing — 211 ology, health promotion, and disease prevention performance and evaluation of nursing interven- to individuals, families, groups, and communi- tions associated with basic client needs. Includes ties. This course integrates basic and advanced 90 hours of lab/clinical experience. (For AEM UP community health nursing. Includes 90 hours students only. Corequisite: NRS 511.) Fee: $30. of clinical experience. (For AEM UP students NRS 513 Pathophysiology/Pre-licensure only. Prerequisites: NRS 511, 512, 515, 516, and AE—3 cr. hrs. 518. Corequisites: NRS 536 and 517.) Pathophysiology focuses on the theoretical NRS 508 Nursing of Populations and Fami- bases and manifestations of responses to patho- lies: Theory and Issues—3 cr. hrs. physiology, both effective and ineffective, with This course serves as the theoretical foundation an emphasis on the individual. (For AEM UP for coordinating and providing nursing care to a students only.) variety of populations and families across multi- NRS 515 Pharmacotherapeutics/Pre-licen- ple care settings. Various assessment tools and sure AE—3 cr. hrs. intervention strategies for population and fami- Principles of pharmacokinetics, pharmacody- ly health will be examined in practice with pop- namics, and pharmacotherapeutics. Drug thera- ulations and families sharing common health py is presented as an integral component of and illness phenomena. nursing practice. Application is made to clients NRS 510 Nursing of Families/Pre-licensure with selected health and illness problems. (For AE—2 cr. hrs. AEM UP students only. Corequisite: NRS 511.) Students will use family social science theory, NRS 516 Professional Role Development I/ family therapy theory, and nursing theories to Pre-licensure AE—2 cr. hrs. explore how families experience and manage Using the nursing program outcomes, students life and health transitions (i.e. acute, chronic, will explore the discipline of nursing. Students and end of life issues). Students will examine will study the historical development, clinical how families promote the health of their family reasoning, theoretical base, ways of knowing, and its members during health transitions, and and relationship of nursing to the health care sys- what resources families use and need to pro- tem. Legal boundaries of nursing will be exam- mote and maintain balance and function during ined and applied to practice building. Students these health transitions. The nurses’ role in study communication theory and learn ways to family health and adaptation to illness is exam- communicate effectively as a nurse. (For AEM ined from the perspectives of family as client UP students only. Corequisite: NRS 511.) and family as context for individual family NRS 517 Advanced Physiological Nursing/ member’s health. (For AEM UP students only. Pre-licensure AE—7 cr. hrs. Corequisite: NRS 545.) This course focuses on the provision of nursing NRS 511: Physiological Nursing/Pre-licen- care with adults and their families experiencing sure AE—4 cr. hrs. complex multi-system physiological health care This course focuses on the nursing management problems across the trajectory of illness. The for adults experiencing physiological health care emphasis is on the integration of evidence, clin- problems across practice settings. Students will ical decision-making, and nursing and scientific utilize nursing theory, evidence, communica- theories in the delivery of client-centered care tion, teaching, collaboration, and critical reason- to adults representing the diversity of our soci- ing into their nursing practice with client, fami- ety. Students will develop mastery in the plan- ly, and other members of the health care team. ning, implementation, and evaluation of inter- Students will demonstrate efficient time man- disciplinary and nursing care with their clients. agement, utilization of resources, and client Includes 135 hours of clinical experience. (For advocacy. Includes 90 hours of clinical experi- AEMUP students only. Prerequisites: NRS 511, ence. (For AEM-UP students only. Corequisites: 512, 515, 516, 518. Corequisite: NRS 507, 536.) NRS 512, 515, 516, 518.) NRS 518 Mental Health Nursing/Pre-licen- NRS 512 Clinical Skills/Pre-licensure AE— sure AE—4 cr hrs 2 cr. hrs. This course focuses on the nursing care of This course introduces students to organizing clients with acute or chronic mental illnesses. strategies to guide the purposeful nursing Theoretical concepts and nursing knowledge assessment and delivery of safe and effective basic to the promotion, maintenance, and fundamental nursing therapeutics with adult restoration of mental health throughout the clients who reflect the richness of our diverse lifespan are addressed. Professional, legal, and society. Evidence-based assessment approaches ethical issues in psychiatric mental health nurs- and priorities of nursing assessment are blend- ing are examined. Includes 90 hours of clinical ed with strategies that convey a valuing of the experience. (For AEM UP students only. Coreq- client's story and heritage. In this laboratory, uisite: NRS 511.) seminar, and clinical course students will learn, practice, and gain beginning competency in the 212 — Nursing COURSE DESCRIPTIONS NRS 519 Advanced Pathophysiology— responsible leader. Emphasis is on the use of 3 cr. hrs. best practices, self assessment, and multiple This course is designed to provide students with approaches to influence and impact health care the advanced pathophysiology base required for delivery and policy. (For AEM UP students only.) managing disease processes across the life span. NRS 525 Management of Conditions Com- Focus is on pathophysiological principles with mon to Women—3 cr. hrs. application to selected clinical examples. This course addresses female clients and their NRS 520 Health Assessment for Advanced gender specific care needs. Beginning with the Practice—3 cr. hrs. well-woman and preventive care practice, the This course focuses on the development of clin- course incorporates further assessment, diagno- ical decision making skills related to physical di- sis, and management of common gynecological agnosing during the process of health conditions and contraceptive needs. Specific assessment. The advanced health assessment management issues will include caring for the process includes appropriate histories, physical pregnant, peri-menopausal, and menopausal exams, labs/diagnostic testing, use of screening client and their unique health care needs. tools, diagnosing physical variations and abnor- Includes 100 hours of clinical experience. malities, identification of health needs, and doc- NRS 526 Grant Proposal Development— umentation for multiple client presentations 2 cr. hrs. across the life span. Includes 45 hours of lab. Guides students through all steps of a research NRS 521 Nursing of Families for Advanced or proposal writing project, including investiga- Practice—2 cr. hrs. tion of health problems related to advanced Students will use family social science theory, nursing practice. Students will disseminate family therapy theory, and nursing theories to their findings appropriately. explore how families experience and manage NRS 527 Management of Adults and Older life and health transitions, how families pro- Adults with Complex Chronic Illnesses—3 mote the health of their family and its members cr. hrs. during health transitions, and what resources This course covers the assessment, diagnosis, families use and need to promote and maintain and management of adults and older adults balance and function during health transitions. with complex and chronic illnesses. The ex- The nurse’s role in family health and adaptation panded work-up format will be used and will in- to illness is examined from the perspectives of clude self-management, living with chronic family as client and family as context for indi- illness, and multiple treatment modalities. Best vidual family member’s health. Opportunities practices for chronic illness care will be empha- for application of theory will be provided sized. Include 150 hours of clinical experience. through family assessment, case studies, es- NRS 528 Clinical Management Practicum— says, and discussion/group presentation. 3 cr. hrs. NRS 522 Management of Adults with Acute Final comprehensive clinical management and Simple Chronic Conditions—4 cr. hrs. experience allows students to apply knowledge This course covers the assessment, diagnosis, gained throughout course of study. Students and management of adults with acute and sim- will engage in management of elderly and ple chronic illnesses within a family context. intensive experience with rural or urban under- The focused work-up format will be used with served clients, or with clients of a different cul- an emphasis on differential diagnosing. In- tural group. Seminar sessions provided to dis- cludes 150 hours of clinical experience. cuss role issues. Includes 190 hours of precept- NRS 523 Management of Pediatric Clients ed clinical experiences. with Acute and Chronic Conditions— NRS 529 Practicum with Seminar/Pre- 4 cr. hrs. licensure AE—5 cr. hrs. This course addresses pediatric clients with Students will demonstrate achievement of the acute and chronic conditions. Beginning with University core competencies and School of growth, development, and anticipatory guid- Nursing program outcomes. Students will have ance for well children, the course incorporates a nursing practicum that includes an intensive further assessment, diagnosis, and manage- clinical experience working with an expert clin- ment of acute and chronic conditions in chil- ical preceptor. Provides the opportunity to inte- dren and adolescents. Includes 150 hours of grate knowledge and skills to practice as a confi- clinical experience. dent, competent beginning professional nurse. NRS 524 Leadership for Advanced Nursing Includes 180 hours of clinical experience. (For Practice/Prelicensure AE—3 cr. hrs. AEM UP students only. Corequisite: NRS 563.) This course is designed to provide the advanced practice nurse with the leadership knowledge and skills needed to function effectively in com- plex environments as a visionary, socially COURSE DESCRIPTIONS Nursing — 213 NRS 530 Research Methodology for Evi- responsible communication, and conflict reso- denced Based Nursing Care I—3 cr. hrs. lution. Ethical and legal issues in nursing will First of a two course sequence, this course be examined and applied to practice. (For AEM explores the logic, methods of research, and sta- UP students only. Prerequisite: NRS 516.) tistical analysis for evaluating evidence based NRS 537 Management of Common Mental care in a variety of settings. This course exam- Health Conditions in Primary Care—3 cr. ines a variety of research methodologies (quali- hrs. tative and quantitative) and statistical analyses This course focuses on the assessment and used in quality assurance, clinical research, epi- appropriate diagnosis of emotional and behav- demiology, and outcomes research. ioral conditions encountered in the primary NRS 531 Research Methodology for Evi- care setting. The course will emphasize differ- dence Based Nursing Care II—1 cr. hr. entiating between referral to a mental health This course is the second in a two-course professional or management of mental health sequence, which explores the logic, methods of problem by the family nurse practitioner. research and statistical analysis for evaluating Approaches to maintain the safety of clients, evidence based care in a variety of settings. their families, and the health care setting will be (Prerequisite: NRS 530.) included. Includes 150 hours of clinical experi- NRS 533 Management of Conditions Com- ence. mon to Men—2 cr. hr. NRS 538 Focused Practicum on Wellness This course is designed to provide family nurse and Screening—1 cr. hr. practitioner students with a biopsychosocial This clinical course focuses on the well individ- base for managing conditions unique to and ual and family. Knowledge and skills from NRS prevalent in men. Students will be prepared to 520: Health Assessment for Advanced Practice apply theories of the biological sciences and will be applied through screening and health theories of masculinity in developing and im- exam opportunities in settings such as schools, plementing gender appropriate strategies to ad- Head Start preschools, occupational sites, dress men’s health and men’s health policy. senior centers, and migrant clinics. Includes 30 NRS 534 Role and Portfolio Development— hours of clinical experience. 2 cr. hrs. NRS 539 Teaching & Learning for This course focuses on the role of advanced Advanced Nursing Practice—3 cr. hrs. nursing roles (the Clinical Nurse Leader and Introduces principles of learning and teaching DNP) in health care delivery systems as well as to prepare the advanced practice nurse to edu- other issues of advanced nursing practice cate patients, nursing staff, and higher educa- including advocacy, social justice, ethics, and tion students. Learning theory, educational phi- cultural care. Students will design a profession- losophy, models of teaching, and the purposes al portfolio to guide professional development. and methods for assessment of learning will be (Prerequisite: NRS 501 or permission of instruc- introduced. Students will complete a teaching tor.) project/practicum. NRS 535 Complimentary and Alternative NRS 543 Social and Health Policy— Therapies —2 cr. hrs. 3 cr. hrs. Students will be introduced to several compli- This course is designed to provide a conceptual mentary and alternative medicine (CAM) thera- understanding of the policy making process pies (Oriental, Ayurveda, homeopathy, and and the political context of contemporary naturopathic medicine; energy healing, herbal, health and social policy in the United States. and spiritual concepts of healing). In addition, The focus is on acquiring skills to assess policy there will be discussion and evaluation of how dimensions of clinical practice issues, translate these practices are used by the general public, them into feasible policy, and advocate for medicine and nursing to promote general them within the policy arena. health and treat common diseases. Demonstra- NRS 545 Nursing of Childbearing and tion and participation of several therapies will Childrearing Families-Pre-licensure AE— also be included. Additional discussion will be 6 cr. hrs. included to review quality assurance review In this course, students will apply knowledge and financial relevance of an integrative health- from previous courses into a specialized knowl- care approach to care. edge base of maternal-newborn and pediatric NRS 536 Professional Role Development nursing. Normal physiological and disease II/Prelicensure AE—1 cr. hr. processes will be examined within the family as Course builds on content and outcomes from context with an emphasis on health promotion NRS 516 (Professional Role Development I). and health maintenance. Delivery of family fo- The course will expand the student’s knowledge cused nursing care to childbearing and chil- of communication theory with additional focus drearing families will take place in acute care on interpersonal communication, assertive and and community based clinical settings. In- 214 — Nursing COURSE DESCRIPTIONS cludes 90 hours of clinical experience. (For gies and methods that will enhance the student’s AEM UP students only. Prerequisite: NRS 517). learning, and the evaluation of learning. Strategies NRS 546 Evidence-based Nursing/Pre-licen- and methods will reflect current information sys- sure AE—3 cr. hrs. tems and technology. Settings will include class- This course explores the logic and methods of room, on-line, laboratory, and clinical settings. research and statistical analysis for use in clini- NRS 556 Teaching in Nursing Practicum— cal practice. Quantitative and qualitative 4 cr. hrs. methodologies are included. Students will se- This course focuses on the development of lect, use, and interpret qualitative and quantita- skills essential to the role of the nurse educator tive (statistical) analysis for addressing clinical in the classroom and clinical venues. Includes nursing problems. (For AEM UP students only.) practice in teaching in these multiple areas. NRS 547 Organizational and Systems Lead- NRS 560 Advanced Clinical Practice I—1 cr. hr. ership—3 cr. hrs. First of three guided practica courses for the Students use nursing and organizational science nurse educator, in advanced clinical concepts to understand complex organizational struc- and the role of nursing in providing evidenced tures and system issues. Students will apply based care to facilitate positive health out- principles and strategies of practice manage- comes. Students will develop advanced clinical ment to improve practice environments, facili- nursing skills in medical-surgical, pediatrics, tate change, ensure patient safety, and foster geriatrics, perinatal or community nursing. In- ongoing quality improvement outcomes. cludes approximately 90 clinical hours. Emphasis will be placed on working in collabo- NRS 561 Advanced Clinical Practice II— rative interprofessional teams. 2 cr. hrs. NRS 548 Translational Research—3 cr. hrs. Second of three guided practica courses for the In this course the DNP student will gain compe- nurse educator, in advanced clinical concepts tence in knowledge development activities and and the role of nursing in providing evidenced will acquire skills in the translation of research based care to facilitate positive health out- into clinical practice. The mission of transla- comes. Students will develop advanced clinical tional research is to translate new nursing nursing skills in medical-surgical, pediatrics, research discoveries into clinical applications, geriatrics, perinatal or community nursing. In- and to use clinical observations to generate cludes approximately 90 clinical hours. research foci for nursing research. Translation- NRS 562 Advanced Clinical Practice III— al research is the bridge from discovery to deliv- 1 cr. hr. ery. Students will identify patient problems, Third of three guided practica courses for the design solutions, and critically evaluate the evi- nurse educator, in advanced clinical concepts dence to improve practice through methods of and the role of nursing in providing evidenced translational research. based care to facilitate positive health out- NRS 553 Dimensions of Adult Learning— comes. Students will develop advanced clinical 2 cr. hrs. nursing skills in medical-surgical, pediatrics, Introduces principles of adult learning and geriatrics, perinatal or community nursing. In- teaching to higher education instructors. cludes approximately 90 clinical hours. Through an introduction to philosophy of edu- NRS 563 Comprehensive Review Course/ cation, theories of learning behavior, models of Pre-licensure AE—1 cr. hr. teaching, strategies of critical thinking, and The focus of this course is to provide a compre- metacognition, and the purposes and methods hensive review of knowledge and competencies for assessment of learning, students will formu- necessary for entry into professional nursing late their own knowledge base relative to their practice. (For AEM UP students or permission own goals as higher education instructors. of instructor. Corequisite: NRS 529.) NRS 554 Curriculum Development in Nurs- NRS 566 Resources Management in the ing—2 cr. hrs. Micro Environment—3 cr. hrs. This course focuses on conceptualizing and This course will provide students with the theo- developing current, progressive nursing educa- ries, practices, and research from management tion programs through the application of the and human resources needed to effectively knowledge base and research related to health manage personal, personnel, and material care, theories of learning, curriculum, evalua- resources in clinical microsystems. The effects tion, and measurement. of macro societal trends on health care fiscal NRS 555 Course Design and Implementa- management and health economics will be tion in Nursing—2 cr. hrs. explored. Strategic implications and skill build- This course focuses on designing and implement- ing to manage risk and increase productivity ing the courses within the nursing curriculum. and efficiency will be emphasized. (Prerequi- Specific attention will be given to the selection site: NRS 501 or permission of instructor.) and organization of content, the teaching strate- COURSE DESCRIPTIONS Nursing — 215 NRS 567 Communication and Includes pharmacology, clinical use and dosing, Relationships—3 cr. hrs. monitoring parameters, outcome evaluation, Students synthesize communication research and patient education for nurse educators. and theory for application to practice by exam- NRS 581 Integrative Health I: Concepts of ining ways effective communication is used to Health and Healing—3 cr. hrs. promote positive health outcomes. Students This course is designed to explore conceptual will explore strategies to enhance their abilities understandings of integrative health care and to communicate effectively within the health its place within a conventional or allopathic care system. Specific content explored in this health care system. Historical and cultural per- class is: therapeutic use of self, small group spectives of nursing and healing are explored communication, power and persuasion, conflict and the concepts of health and healing are ana- resolution, negotiation and mediation, and lyzed for application to advanced nursing prac- learning-teaching theory. (Prerequisite: NRS tice with a focus on integrative health. (Prereq- 501 or permission of instructor.) uisite: NRS 501 or permission of instructor.) NRS 568 Information Knowledge Systems— NRS 582 Integrative Health II: Approaches 3 cr. hrs. to Care—3 cr. hrs. This course will provide Clinical Nurse Leader Students will explore a variety of integrative students with an introduction to informatics in health care approaches, including but not limit- a microsystem environment. Three major areas ed to oriental medicine, acupuncture, Ayurve- that will be covered are introduction to infor- da, naturopathy, homeopathy, chiropractic and matics theory and concepts, clinical information osteopathy, to enhance patient care through the systems, and consumer health informatics. (Pre- collaboration of allopathic and alternative requisite: NRS 501 or permission of instructor.) health care practices. Emphasis in this course is NRS 569 Human Population Ecology— on understanding the framework and beliefs that 3 cr. hrs. drive each integrative health care approach. This course provides the nurses in advanced NRS 583 Integrative Health III: Nutrition nursing with scientific methods such as epi- and Herbal Therapy—3 cr. hrs. demiology and biostatistics to study health The student will gain knowledge of the clinical events in groups of people. Population theories indications, potential risks, and how to access such as ecological theory, health behavior, and evidence-based information about nutrition, other substantive theories will be applied. commonly used herbs and dietary supple- Assessment tools and intervention strategies for ments. Exploration of various conceptual health of selected populations who share com- approaches to nutrition, herbal therapy, and mon health and illness phenomena will be botanical science will occur. Emphasis will be examined. (Prerequisite: NRS 501 or permission placed on evaluating and educating patients of instructor.) regarding nutrition and use of herbs and supple- NRS 570 Advanced Clinical Foundations— ments. Students will develop competency in 4 cr. hrs. communicating with other health care profes- This course integrates principles of advanced sionals, documenting and the reporting of pathophysiology and pharmacology as the base adverse events. for nursing symptom management of disease NRS 584 Integrative Health IV: Mind Body processes and clinical application of pharmacol- Connections—3 cr. hrs. ogy. The leading causes of morbidity and mor- Students will explore the psychoneuroim- tality across the lifespan will be used to show munology and other bodies of evidence that linkages between pathophysiology and pharma- link mind and body in health and disease. Heal- cotherapeutics. The course also includes a re- ing interventions such as massage, dance, yoga, view of integrated health assessment building meditation, art therapy, hypnosis, aromathera- upon undergraduate skills. (Includes 45 hours py, music therapy, Tai Chi/Qi Gong, therapeu- of skills lab. Prerequisite: NRS 501 or permis- tic touch, etc. will be explored. sion of instructor.) NRS 589 Applied Research: Evaluation and NRS 575 Advanced Pharmacotherapeutics— Evidence-based Practice—3 cr. hrs. 3 cr. hrs. This graduate course will provide the frame- Advanced pharmacology and clinical applica- work and tools to evaluate the effectiveness of tion of drugs commonly prescribed by nurse programs, appropriateness of research litera- practitioners in primary care settings, including ture as the basis of evidence-based care, and drug selection, dosing, monitoring, evaluation, effectiveness of health care interventions. and client education. Examines nurse practi- Emphasis will be on the conceptual, method- tioner role as prescriber. ological, analytical, organizational, political, NRS 576 Advanced Pharmacology—2 cr. hrs. and ethical problems facing evaluators. Major Application of advanced knowledge of pharma- content will be on research analysis and utiliza- cology in the care of clients across the life span. tion, program evaluation, outcomes research, 216 — Nursing/Philosophy COURSE DESCRIPTIONS economic analysis, and the use of data to ence. (Prerequisite: Completion of all courses include applied statistical applications using a of the CNL curriculum and advancement to software package readily available in practice. residency. Advancement to residency is The course is predicated on students having a achieved through a satisfactory review of the working knowledge of basic research and ele- student’s portfolio of learning and achievement.) mentary statistics. (Prerequisites: NRS 500 and NRS 597 Practice Improvement Project— 501 or permission of instructor.) 2 cr. hrs. NRS 590 Directed Study—credit arranged. The expectation of this course is the comple- NRS 591 Seminar—credit arranged. tion of a scholarly project in the student’s clini- NRS 592 Nursing Topical Electives—credit cal specialty area aimed at improving practice. arranged. Projects will meet NONPF Recommended Cri- In the semesters in which they are offered, topical teria for NP Scholarly Projects in the Practice electives will cover a variety of subject matter Doctorate Program. The course will include 16 areas as deemed appropriate by the graduate facul- hours of seminar. ty to augment the graduate curriculum in nursing. NRS 598 Residency—3 cr. hrs. NRS 593 Clinical Nurse Leader as This course is the clinical culmination of the Practice I—3 cr. hrs. DNP program for post baccalaureate and post This course focuses on clinical outcomes man- masters students. For all students, the expecta- agement through the delivery of evidence- tion at the completion of the residency will be based nursing practice in the areas of illness/ the achievement of DNP role entry level com- disease management, health promotion, and petencies. The post masters students will be disease reduction/prevention management. expected to integrate clinical nurse leadership, The CNL candidate’s clinical decision making translational research and integrative health- skills are refined with incorporation of physio- care coursework with their particular specialty logical, pharmacological, environmental, and practice. Post baccalaureate students will be demographic knowledge into nursing practice expected to progress in assessment and man- with a focus on symptom management and agement competencies as well as integrate cost-effective care. Includes 100 hrs of clinical other non-NP specialty coursework into their experience. (Prerequisites: NRS 501, 534, 567, practice. Includes 300 hours of clinical experi- 568, 569, and 570. Prerequisite or corequisite: ence. NRS 589.) NRS 595 Clinical Nurse Leader as Philosophy Practice II—3 cr. hrs. PHL 101 Latin I—3 cr. hrs. This clinical course assists the CNL candidate to Study of elementary Latin structures, vocabu- advance his/her practice in the achievement of lary. client outcomes of quality management, risk PHL 102 Latin II—3 cr. hrs. reduction, and patient safety. The course focus- Continued study of elementary Latin struc- es on the application and refinement of care tures and vocabulary. environment and horizontal leadership skills PHL 150 Introductory Philosophy—3 cr. hrs. including team coordination, communication, An introduction to philosophy as a distinctive nursing technology, informatics and resource mode of thinking with an overview of its histor- management. Includes 100 hours of clinical ical development and its main issues in meta- experience. (Prerequisite: NRS 593.) physics, epistemology, logic, and socio-political NRS 596 Clinical Nurse Leader Residency— philosophy. 6 cr. hrs. PHL 191 The Creation of Self in Myth and The student refines his/her operationalization Image—3 cr. hrs. of the clinical nurse leader competencies and This course will be team-taught by a professor professional role during this comprehensive of philosophy and a professor of fine arts and clinical management experience. The student’s will satisfy the core requirements for PHL 150 residency team of faculty and clinical mentors and FA 207. This course introduces students to assists the student in the design of the clinical philosophy and the fine arts, charting the experience based on the portfolio and self emergence of various philosophical concep- reflection. Peer, faculty, and clinical mentor tions of the self and linking them to an assort- dialogue assist the CNL candidate to explore ment of artists’ expressions of selfhood. It will professional issues and assess experiences, par- integrate off-campus experiential opportunities ticularly the implementation of the role. Perfor- in film, music, theater, and the visual arts with mance indicators specific to the CNL competen- foundational readings and discussions. This cies are demonstrated via the clinical precep- course is designed to be the first step toward tor’s evaluation of the student’s performance, developing the students’ capacity to critically demonstration of clinical competence, and self reflect on their evolving sense of personal iden- appraisal. Includes 300 hours of clinical experi- tity. (Restricted to honors students.) COURSE DESCRIPTIONS Philosophy — 217 PHL 220 Ethics—3 cr. hrs. such questions such as psychoanalysis, phe- A study of the meaning of language used in nomenological psychology, behaviorism, func- moral discourse, and of the normative princi- tionalism, and externalism. ples of moral behavior, the question of good and PHL 333 Philosophy of Religion—3 cr. hrs. right, conscience and obligation, the applica- The philosophy of religion explores a broad tions of the above to individuals and to society, range of metaphysical issues concerning the na- the moral agent and moral responsibility, moral ture of God (or a god) and religious experience. relativism, teleological and deontological moral The course focuses on some major areas of de- systems. (Prerequisite: PHL 150.) bate such as arguments for the existence of a PHL 284 Austrian Philosophy from Bernard god, whether such a god should be conceived as Bolzano to the Vienna Circle—1 cr. hr. a person, the problem of evil, the relevance of This course covers one of the most significant religious experience to philosophical discus- and most influential periods of the history of sions of religion, the social function of religion, Austrian philosophy. The most important philo- the relationship between philosophical and the- sophical problems of this period will be dis- ological discourse, and the relationship of faith cussed on the basis of the theories of the and reason. following Austrian philosophers and their PHL 334 The Problem of Being—3 cr. hrs. schools: Bernard Bolzano, Franz Brentano, This course studies some of the major topics Alexius Meinong, Ernst Mach, Ludwig Wittgen- and approaches in the history of philosophical stein, Karl Popper, Rudolf Carnap, and the Vi- reflection on Being and ontology from the be- enna Circle. (Salzburg only.) ginnings of metaphysical speculation in the PHL 285 Bioethics—3 cr. hrs. pre-Socratics through the contemporary period. A study of the intersection of science, ethics, These include discussions of potency and act, law, and medicine as the human good is pur- essence and existence, causality, the ontologi- sued for the person as patient or subject of soci- cal foundations of logic, the nature of language, ety. Contemporary issues explored include the and the question of God. The course may take human genome project, cloning as somatic cell up these discussions from a variety of different nuclear transfer, genetic engineering, reproduc- approaches. (Also listed as PCS 334.) tive technologies, the delivery of health care, PHL 335 Self and Identity—3 cr. hrs. and end of life issues. (Satisfies University Discussions concerning the nature of personal requirement for ethics.) identity and self-consciousness engage a range PHL 288 Ethical Inquiry—3 cr. hrs. of metaphysical issues such as problems of The distinction between metaethics and moral identity over time, what makes someone a per- philosophy; the moral philosophies of Aristotle, son, the nature of self-consciousness, the rela- Aquinas, Kant, J. S. Mill, J. P. Sartre, and how tionship of the self to a body, the relation of self they apply to various moral problems. Substitutes and freedom, and the development of the self for PHL 220. (Restricted to honors students.) in the context of society and socio-political rela- tions. The course may also extend to consider Upper-Division Requirements the metaphysical assumptions and implications PHL 331 Asian Philosophy—3 cr. hrs. of discussions and images of self and personal This course explores the nature and source of identity in neuroscience, psychology, sociology, reality in classical and contemporary Asian art, or politics. philosophies such as Hinduism, Buddhism, Confucianism, and Taoism. It focuses on meta- Electives physical aspects of these traditions, such as the PHL 410 Philosophy of Education—3 cr. hrs. origin and nature of ultimate reality, the nature Inquiry into the epistemological, ethical, and of the self in relation to reality, freedom and metaphysical presuppositions of education. causality in human existence, idealism and re- The student will be acquainted with major alism, and methodological approaches to appre- philosophies (religious, traditionalist, progres- hending reality. sive Western, and Communist) and philoso- PHL 332 Philosophy of Mind—3 cr. hrs. phers (Plato, Vives, Rousseau, Pestalozzi, This course explores a set of conceptual prob- Herbart, Froebel, Montessori, Dewey) of educa- lems involving the nature of the mind and of tion. psychological explanations of behavior. These PHL 412 Philosophy of Law—3 cr. hrs. range from classical discussions of the “mind- The basic philosophical principles of justice and body problem” to contemporary debates con- law in the Western legal traditions: morality and cerning mental representation, mental content, law; natural and positive law; Roman law and innate ideas, the nature of concepts, artificial common law traditions; logic, language, and intelligence, and the plausibility of psycho- symbols of law; Marxian concept of law; legal ed- physical reductionism. The course will also ucation. (Also listed as SJP 412.) cover some of the major theories relevant to 218 — Philosophy COURSE DESCRIPTIONS PHL 413 Socio-Political Philosophy— fourth-century Greece, and c) the links between 3 cr. hrs. peace and women’s movements in Greece as Analysis of some major topics in contemporary mirrored in Thucydides’ Milan Dialogue, Plato’s socio-political thought, e.g., freedom, social jus- Republic V, Aristotle’s Politics VII, and Aristo- tice and structural violence, equality, the relation phanes’ Lysistrata. between rights and obligations, sovereignty, PHL 433 Heidegger and Ecological Ethics— authority, legitimacy, and consent. (Also listed 3 cr. hrs. as SJP 413.) A study of Heidegger’s hermeneutical phenom- PHL 414 Philosophy and Feminism— enological ontology and its implications for eco- 3 cr. hrs. logical ethics. An investigation of the philosophical underpin- PHL 434 Environmental Ethics—3 cr. hrs. nings of various feminist theories and their im- An inquiry into our obligations to the non- plications for philosophical inquiry from De human world and the philosophical basis of that Beauvoir to Irigaray. (Also listed as SJP 414.) obligation. (Also listed as SJP 434.) PHL 415 Philosophy of Sports—3 cr. hrs. PHL 435 Bioethics—3 cr. hrs. Utilizing the philosophic method and the classic This course will explore the foundations of sci- metaphysical positions dealing with problems ence, ethics, law, and medicine and from that of mind-body, this course will investigate the foundation explore contemporary issues in the implications of these ideas for contemporary at- intersection of those fields including the influ- titudes toward sports and the body in such areas ence of culture on science, medicine, law, and as play behavior, the nature of competition, ethics, professional codes, the concept of ethical problems related to cheating, children’s informed consent, issues at the beginning of sports, rights of women, and drugs in sports. life, cloning, stem cell research, reproductive PHL 421 Logic—3 cr. hrs. technologies, genetics, biomedical research and Introduction to traditional and symbolic logic; technology, the global AIDS epidemic, and jus- an examination of the philosophical bases of tice in the distribution of health care. (Also list- both; some applications to philosophy and other ed as PCS 435.) sciences; exercises in some logical skills. PHL 437 The Sublime in Nature—3 cr. hrs. PHL 422 Philosophy of Science—3 cr. hrs. Description and analysis of the aesthetic experi- An analysis of fundamental concepts of science: ence of the infinite in nature discussed by 18th fact, law, observation, theory, explanation, century thinkers as Burke and Kant and ex- truth, discovery, progress, methods of scientific pressed in landscape paintings of 19th century reasoning, science and pseudo-science, moral Europe and the U.S.A.; Buddhist attitudes to- implications of scientific research, science and ward nature as expressed in landscape art of society. Sung dynasty China and Japanese Zen art. PHL 423 Philosophy of Language—3 cr. hrs. PHL 438 Philosophy of Art (Aesthetics)— Some questions we will consider are: What is 3 cr. hrs. truth? How can a sequence of sounds or marks Designed to develop greater aesthetic aware- on paper mean anything? To what extent does ness, perception, and critical judgment, this our language control how we see the world? How course will investigate works of music and visu- can we understand an infinite number of sentences al art in Western culture. The focus of investiga- when we only know a few thousand words? Are tion will be on the metaphysical nature of some theories incommensurable with others? beauty and several universal themes. PHL 430 Advanced Ethics—3 cr. hrs. PHL 451 Philosophy and Psychology— An inquiry into current issues and debates in the 3 cr. hrs. field of ethics. The course will consider the rela- A study of the relationship between philosophy tionship of ethical debates to other areas of phi- and contemporary psychology; a critical exami- losophy. Investigation may focus on issues such nation of the philosophical presupposition un- as autonomy, internalism, moral realism, and/ derlying key personality theories: e.g., Freudian or the relationship between moral philosophy psychoanalysis, Jungian analysis, Skinnerian and problems in social and political philosophy. behaviorism, phenomenological psychology, PHL 431 Ethics and Peace—3 cr. hrs. and existential psychoanalysis. An ethical analysis of the traditional arguments PHL 452 Minds, Brains, and Machines— for “just war” theory, contemporary moral argu- 3 cr. hrs. ments for pacifism, and the moral conditions What is it to have thoughts? What determines for peace. what thoughts are about? Can computers think? PHL 432 War and Peace in Ancient Is the human brain a computer? If so, what Greece—3 cr. hrs. kind? This course will survey recent research An inquiry into: a) the social-economic and into intentionality and mental representation. philosophical reasons for Greek warfare, b) the development of peace movements in fifth and COURSE DESCRIPTIONS Philosophy/Physics — 219 PHL 453 Externalist Theories of Mental tation, the relation between objective truth and Content—3 cr. hrs. man’s historicity; discussion of philosophers of Are the contents of our thoughts determined history (Augustine, Vico, Herder, Hegel, Comte, solely by factors “within the head” or are they Marx, Dilthey, Spengler, Berdyaev, Collingwood, also determined by factors external to the think- and others) with the questions of meaning and ing subject? This course will examine the thesis laws of history, and different approaches to his- that our thoughts have content only by virtue of toriography. things in and/or relations to the external world. PHL 478 Japanese Philosophy—3 cr. hrs. Also explores some of the consequences of this Study of the main ideas which have helped form view regarding the compatibility of externalism the Japanese attitude toward nature, human rela- and authoritative self-knowledge and external- tions, and art; The Seventeen-Article Constitution ist attempts to overcome Cartesian skepticism. of Prince Shotoku (604 A. D).; Neo-Confucianism PHL 469 Great Philosophers—3 cr. hrs. of the Tokugawa Period (1603-1868); Bushido This course is devoted to an intensive study of (The Way of the Warrior); Zen and its influence the work of a single philosopher. Different philo- on the arts and on the 20th century philosopher sophers will be featured in different semesters. Nishida Kitaro. (Also listed as PCS 469.) PHL 479 Existentialism—3 cr. hrs. PHL 471 Ancient Philosophy—3 cr. hrs. A survey of existential philosophers including The origins of Western philosophy and its devel- Sartre, De Beauvoir, Marcel, and Merleau- opment up to Plotinus, including the pre-Socrat- Ponty; a critical study of their reflections on the ics, Plato, Aristotle, Hellenistic schools nature and meaning of human existence, free- (Epicureans, Stoics, Skeptics), and Neoplatonism. dom, and authenticity. PHL 472 Medieval Philosophy—3 cr. hrs. PHL 480 Confucianism—3 cr. hrs. The major philosophers from Augustine A study of Confucius’ Analects, Doctrine of the through late scholasticism with particular atten- Mean, The Great Learning, Book of Mencius, tion to Augustine, Anselm, Aquinas, Bonaven- and Sung Dynasty Neo-Confucianism, Ming ture, Scotus, and Ockham. Taught biennially. Dynasty philosopher Wang Yang-Ming; influence (Prerequisite: PHL 220 or equivalent. Also listed of Confucianism in the contemporary Orient. as PCS 472.) PHL 490 Directed Study—credit arranged. PHL 473 Modern Philosophy—3 cr. hrs. PHL 491-492 Seminars—credit arranged. Philosophical figures and topics from the Renais- PHL 495-496 Workshops—credit arranged. sance through Kant: the scientific revolution, con- PHL 499 Senior Capstone—1-6 cr. hrs. tinental rationalism (Descartes, Leibniz), British Research, study, or original work under the empiricism (Locke, Hume, Berkeley), and Kant’s direction of a faculty mentor, leading to a schol- transcendental philosophy. arly thesis document with a public presentation PHL 474 Hegel and 19th-Century of results. Requires approval of thesis director Philosophy—3 cr. hrs. and department chair. An examination of nineteenth-century philoso- phy focusing upon the work of Hegel. The course Physics traces the roots of Hegelianism in German ideal- PHY 201-202 General Physics—2 sems., ism, the British Economists, and romanticism, 6 cr. hrs. and its influences on subsequent involvements in- Mechanics; thermodynamics; electricity and cluding Marxism, existentialism, and American magnetism; wave motion, sound, and optics; pragmatism. (Also listed as SJP 474.) modern physics. (Prerequisite: MTH 112. PHL 475 Contemporary Analytic Corequisite: PHY 271-272.) Philosophy—3 cr. hrs. PHY 204 General Physics Lecture & Lab— A study of the relationships between minds, 4 cr. hrs. language, and reality as considered by Frege, Vectors, kinematics, Newtonian mechanics, sta- Russell, Wittgenstein, the Vienna Circle, Quine, tics, dynamics, and simple harmonic motion. and Kripke. This course includes a lab component. (Coreq- PHL 476 Contemporary Continental uisite: MTH 201.) Fee: $60. Philosophy—3 cr. hrs. PHY 205 General Physics Lecture & Lab— An exploration of: a) transcendental and exis- 4 cr. hrs. tential phenomenology (Husserl, Heidegger, Electricity and magnetism; Maxwell’s equa- Sartre, Merleau-Ponty, etc.); b) critical theory tions, circuits, light, and radiation. This course (Habermas, Marcuse, etc.); c) postmodernism includes a lab component. (Prerequisites: MTH and poststructuralism (Lyotard, Derrida, 201, PHY 204. Corequisite: MTH 202.) Fee: $60. Foucault, etc.) PHL 477 Philosophy of History—3 cr. hrs. Introduction to traditional and contemporary problems of historical explanation and interpre- 220 — Physics COURSE DESCRIPTIONS PHY 208 Integrated Physics/Math Lecture emphasis on examples from the fields of vibra- & Lab—4 cr. hrs. tions and waves. (Prerequisite: MTH 202.) Vectors, kinematics, Newtonian mechanics, sta- PHY 370 Special Physics Laboratory and tics, dynamics, and simple harmonic motion. Research—1-3 cr. hrs. This course is integrated with MTH 201 and in- For special upper division projects or research. cludes a lab component. (Corequisite: MTH Content, credit, and fee to be arranged. 201.) Fee: $60. PHY 371 Analog and Digital Electronics— PHY 209 Integrated Physics/Math Lecture 2 cr. hrs. & Lab—4 cr. hrs. Instruction in electronic circuits and computer Electricity and magnetism; Maxwell’s equa- software for use in data acquisition and instru- tions, circuits, light, and radiation. This course ment control. (Prerequisite: PHY 356 or MTH is integrated with MTH 202 and includes a lab 321.) Fee: $120. component. (Prerequisites: MTH 201, PHY 204 PHY 372 Advanced Laboratory—1-3 cr. hrs. or PHY 208. Corequisite: MTH 202.) Fee: $60. Laboratory work in atomic and nuclear physics; PHY 270 Special Physics Lab and electricity and magnetism; physical optics; laser Research—1-3 cr. hrs. physics; and undergraduate experimental re- For special lower division projects or research. search. Minimum of one credit required of Content, credit, and fee to be arranged. physics majors. Fee: $60 per credit. †PHY 271-272 General Physics Lab—2 sems., †PHY 376 Modern Physics Lab—1 cr. hr. 2 cr. hrs. Laboratory course to accompany PHY 306. Ex- Laboratory course to accompany PHY 201-202. periments in acoustic waves, optics, photo One three-hour laboratory each week. Fee: $60 electric effect. One three-hour laboratory each per semester. week. Fee: $60. PHY 290 Directed Study—credit arranged. *PHY 411 Introduction to Quantum PHY 306 Modern Physics—3 cr. hrs. Mechanics—3 cr. hrs. Special relativity, quantum theory, atomic and Experimental basis for the quantum theory and nuclear physics. (Prerequisites: PHY 204-205, the fundamental ideas of non-relativistic and rela- MTH 201-202. Corequisite: PHY 376.) tivistic quantum mechanics. (Prerequisites: PHY *PHY 312 Mechanics—3 cr. hrs. 201-202 or PHY 204-205, MTH 321-322 or PHY Kinematics and dynamics of classical particles 356, PHY 306.) and systems of particles in stationary and moving *PHY 412 Introduction to Quantum frames of reference. The equations of Lagrange Mechanics II—3 cr. hrs. and Hamilton are introduced. (Prerequisites: PHY Continuation of PHY 411. Topics to include per- 201-202 or PHY 204-205. Corequisite: MTH 321 or turbation theory, angular momentum, and scat- PHY 356.) tering theory with application to atomic, solid *PHY 317 Introduction to Laser Techno- state, and particle physics. (Prerequisite: PHY 411.) logy—3 cr. hrs. *PHY 422 Solid State Physics—3 cr. hrs. Optics; gaussian beams; atomic theory; laser the- Lattices and crystal structures; classification prop- ory and exposition; applications. (Prerequisites: erties discussed. Several field trips are made. (Pre- PHY 201-202 or PHY 204-205, MTH 201.) requisites: PHY 201-202 or 204-205, MTH 321 or *PHY 321 Electrodynamics—3 cr. hrs. PHY 356.) Electric and magnetic fields and their interaction *PHY 441 Thermal and Statistical Physics— with matter; Maxwell’s equations. (Prerequisites: 3 cr. hrs. PHY 201-202 or PHY 204-205. Corequisite: Fundamentals of statistical mechanics, entropy, MTH 321 or PHY 356.) partition functions, kinetic theory. Applications *PHY 322 Optics—3 cr. hrs. to classical and quantized systems. Thermody- Geometrical and physical optics, imaging and namics developed from the basis of statistical aberrations; interference, diffraction, and polar- mechanics. (Prerequisites: PHY 201-202 or PHY ization; applications to instrumentation and 204-205, MTH 321 or PHY 356.) lasers. (Prerequisites: PHY 201-202 or PHY 204- PHY 470 Special Physics Laboratory and 205, MTH 202.) Research—1-3 cr. hrs. PHY 356 Mathematical Methods for Physi- For special upper-division projects or research. cists—3 cr. hrs. Content, credit, and fee to be arranged. Ordinary differential equations, complex vari- PHY 471 Advanced Laboratory—1-3 cr. hrs. ables and matrices are developed and illustrat- Laboratory work in atomic and nuclear physics; ed through applications in physics with electricity and magnetism; physical optics; laser physics; and undergraduate experimental re-

*Course not offered every year. †A student who withdraws from the affiliated lecture course after mid-semester may, with permission of the instructor, continue in this lab course. COURSE DESCRIPTIONS Physics/Political Science — 221 search. Minimum of one credit required of POL 292 University Mock Trial Team— physics majors. Fee: $60 per credit. 1 cr. hr. PHY 472 Advanced Laboratory—1-3 cr. hrs. Collegiate mock trial competitions. Students are Laboratory work in atomic and nuclear physics; instructed in the how and why of case prepara- electricity and magnetism; physical optics; laser tion as an advocate for either side; role playing physics; and undergraduate experimental re- as witnesses and trial attorney; understanding search. Minimum of one credit required of and using the rules of evidence; actual trial ad- physics majors. Fee: $60 per credit. vocacy; research and delivering arguments. PHY 490 Directed Study—credit arranged. PHY 491-492 Physics Seminar—credit Political Theory and arranged. Methodology PHY 499 Senior Thesis—3-6 cr. hrs. POL 300 Political Inquiry & Analysis— Research, study, or original work under the direc- 3 cr. hrs. tion of a faculty mentor, leading to a scholarly This course is an introduction to research in po- thesis document with a public presentation of litical science. Emphasis will be given to com- results. Requires approval of thesis director, de- parative design, case selection, measurement, partment chair, dean, and the director of the graphing, survey research, research writing and honors program, when appropriate. (Prerequi- essay, and political science research sources. sites: Senior standing; 3.0 G.P.A. in the thesis POL 305 Ancient and Medieval Political area or good standing in the honors program.) Thought—3 cr. hrs. This course covers the major classics of political Political Science thought from Western antiquity through the Introductory Courses Medieval Period. It explores the origins of West- POL 200 Introduction to United States ern political philosophy in Ancient Greece in Politics—3 cr. hrs. the writings of Homer, Thucydides, Plato, and Introduction to the national politics of the Unit- Aristotle, and then charts its development ed States. Emphasis on the constitutional frame- through the Hellenistic and Roman Periods to work, formal and informal political institutions, St. Augustine, concluding with the political the evolving conception of individual freedom thought of St. Thomas Aquinas in the 13th cen- and civil rights, the role of the people in a tury. democracy, and an overview of the United POL 306 Modern Political Thought—3 cr. States political system. hrs. POL 201 Introduction to International This course covers the major classics of political Relations—3 cr. hrs. thought of the Modern Era through the 19th This course introduces the students to the world century. It begins with the Renaissance writings of international conflict and cooperation. A of Machiavelli and moves through the political broad framework is presented to understand works of such modern thinkers as Hobbes, how global forces and events influence our lives Locke, Rousseau, Marx, Nietzsche, and Mill. directly and indirectly. Special attention is given POL 307 Contemporary Political Theory— to the major actors in the international system 3 cr. hrs. including nations and non-governmental actors. In the contemporary west, constitutional liberal The basic political traditions of western civiliza- democracy has established itself as the only tion are examined and an attempt is made to legitimate form of political organization. This understand how they influence individual and course examines contemporary theories of lib- collective roles within the global system. eral democracy, as well as contemporary cri- POL 202 Modern Foreign Governments— tiques made by postmodern, communitarian, 3 cr. hrs. classical republican, feminist, conservative, and This course is an introduction to the various traditionalist thinkers. forms of political life throughout the globe. POL 314 American Political Thought— There is an emphasis on parliamentary govern- 3 cr. hrs. ment, democratic and authoritarian forms of A survey of selected writings representative of governance, and the history of these forms. American political theory from the colonial pe- Countries from Europe, Asia, Africa, Latin riod to the present. This course focuses on colo- America, and North America will be examined. nial and revolutionary political thought; the POL 270 Development of European Politi- theories and debates of the era of constitution cal Systems—3 cr. hrs. making; Federalist and Jeffersonian political Historical study of political systems from the thought; Jacksonian democratic thought; theo- French Revolution to World War II. (Salzburg only.) ries of slavery, abolitionism, and reconstruction; POL 290 Directed Study—credit arranged. the theory of Social Darwinism; progressive political thought and the philosophy of pragma- 222 — Political Science COURSE DESCRIPTIONS tism; theories of post World War II realism; New policies to illustrate the workings of the policy Left political thought; and the contemporary po- process. (Also listed as SJP 335.) litical theories of conservatism, liberalism, and POL 344 Constitutional Law I: Federalism communitarianism. and Separation of Powers—3 cr. hrs. POL 316 Politics and Literature—3 cr. hrs. This course examines the major, and often con- This course focuses on fiction as a vehicle for ex- troversial, U.S. Supreme Court cases interpret- ploring themes of morality in political theory. We ing the Constitutional allocation of power will analyze democracy, class, and the market as between the legislative, executive, and judicial institutions with overarching moral and political branches of the national government, and be- positions. The voice of morality introduces im- tween the national government and state gov- portant philosophical and political issues of rebel- ernments. lion, suggests boundaries between the private POL 345 Constitutional Law II: Civil Liber- and public spheres, and contains visions of ties and Rights—3 cr. hrs. utopia. Students address moral theories and their This course examines the major, and often contro- implications for the individual in society. versial, U.S. Supreme Court cases interpreting the POL 318 Politics and Film—3 cr. hrs. Constitution’s protection of our rights and free- In this course, film is a vehicle for exploring doms as U.S. citizens, especially, of course, as they political issues. Representation, mobilization, are found in the Bill of Rights and the 14th and rebellion are the three themes that will be Amendment. the focus in films, discussion, and reading. We POL 349 Environmental Policy—3 cr. hrs. examine each theme with the American case This course surveys environmental policy in then evaluate the same theme in other coun- three parts. The course will consider how envi- tries. Through this comparative perspective, ronmental problems arise, looking at environ- students gain a richer understanding of the ment as an influence in American history and American political system as well as the rele- how progression of natural and human circum- vance of these themes in other country contexts. stances becomes an “environmental problem.” Readings will accompany the films and provide a It will survey environmental policies and pro- theoretical framework for the discussion of rep- grams: the law, politics, and institutions that resentation, mobilization and rebellion. manage pollution nationally and natural resources in the American West. The course American Politics will also look closely at a handful of environ- POL 320 United States Urban Politics— mental policy issues particularly in the Colum- 3 cr. hrs. bia River, the role of technology and its limits The influence of historical, political, and socio- and control, the role of law and litigation, and logical forces on the development of urban Amer- the interplay of science, risk, and uncertainty in ica. Focus on poverty, race and ethnicity, crime, environmental policy. (Also listed as SJP 349, education, transportation, and urban sprawl. ENV 349.) Special emphasis given to the possibilities for and constraints on public policy, and the capaci- International Relations ty of city governments to serve their citizens. POL 351 International Law and POL 333 Public Administration—3 cr. hrs. Organizations—3 cr. hrs. A study of public administration and the mod- Course examines the different approaches to ern state in the American political system. The economic and political cooperation and integra- focus of this course is on the development and tion, including some select institutional exam- context of the American administrative state, ples of global interdependence, such as the bureaucratic structure, politics and processes, European Community, the United Nations, the and the role played by administrative organiza- Organization of American States, the North At- tions in policy implementation and governmen- lantic Treaty Organization, the Roman Catholic tal regulation. This course also examines the Church, and Amnesty International. (Also list- relationship of the administrative branch to ed as SJP 351.) other institutions of government, and it ex- POL 356 Building World Peace—3 cr. hrs. plores the question of administrative account- Introduces the student to the systematic study ability in a democratic society. of world peace, beginning with the causes of war POL 335 American Public Policy—3 cr. hrs. and war’s effects on communities and the envi- A study of the public policy process in the Unit- ronment. Negative peace will be studied, that is, ed States. This course analyzes the nature of diplomacy, negotiations and conflict resolution, public policy making, the process of agenda set- disarmament, and international law. Positive ting, and the dynamics of policy creation, adop- peace will also be considered, that is, the study of tion, implementation, and evaluation. Special human rights, nonviolence, international orga- emphasis is given to domestic issues and nizations, and the role of the individual in world peace. (Also listed as SJP 356.) COURSE DESCRIPTIONS Political Science — 223 POL 358 Politics of the European Union— and contemporary cases, the student will leave 3 cr. hrs. class with an understanding of the debates as Examines European integration from a political well as substantial comparative knowledge about and economic perspective. The course concen- particular economic policies and the process of trates on patterns of representative institutions business organization in different countries. with special attention given to parties, elections, POL 391-392 Special Topics—variable credit and governments. Finally, the course examines These courses involve special topics in different the process and institutions of European integra- areas of political science and are offered period- tion. ically. Comparative Politics American Politics POL 372 Politics of Modern Europe— Prerequisite: POL 200 or permission of instructor. 3 cr. hrs. POL 405 Law and the American Judiciary— A comparative study of the major countries of 3 cr. hrs. Southern, Central, and Northern Europe. Insti- The role of the law in the United States. Focus tutions and parties, participation and represen- on the nature of the court systems at the nation- tation in Great Britain, France, Italy, Spain, al, state, and local level, on the nature of the Serbia, Germany, Poland, Hungary, and Roma- law, on the influence and pressures which nia will be examined. shape legal doctrine, and the philosophical and POL 373 Politics of Latin America—3 cr. hrs. socio-economic issues which arise when analyz- This course approaches the study of Latin ing legal doctrines and decisions. American politics with a general introduction to POL 415 Congress and the Legislative its historical background and political geogra- Process—3 cr. hrs. phy. In addition, the general pattern of religion An analysis of the role, structure, and politics of and society, economics, and politics will be ex- the American Congress. This course focuses on amined. Then, special attention will be given to the creation, evolution, and powers of the the patterns of power and politics in modern Unites States Congress, congressional elections, Mexico, Brazil, Argentina, Cuba, Nicaragua, and the relationship between legislators and con- Chile. (Also listed as SJP 373.) stituents, the organization and workings of Con- POL 374 Politics of Asia—3 cr. hrs. gress, changes in the legislative process, and This course is a comparative study of the coun- congressional interaction with interest groups, tries of Asia. Students will focus on issues of pol- the media, the executive branch, and the itics, culture, and economics from a national Courts. Special attention is also given to the role and regional perspective. Cases include the of Congress in the policy process. South and Central Asian countries of India, Pak- POL 419 The United States Presidency— istan, and Afghanistan, and the Asian Pacific 3 cr. hrs. countries of China, Vietnam, Thailand, Cambo- An examination of the presidency in the Ameri- dia, North Korea, South Korea, Indonesia, and can political system. This course examines the the Philippines. (Also listed as SJP 374.) founding, development, and institutionalization POL 378 States and the Market—3 cr. hrs. of the presidency, the growth of presidential This course will examine the relationship be- power, presidential selection, the role of the tween politics and economics from a cross-na- president in the executive branch, and the in- tional perspective. What are the differences teractions between the president, the media, between a market and command economy and and the other institutions of government. Atten- what are the consequences in terms of policy? tion is also given to characteristics and strate- How does democracy, authoritarianism, or the gies of presidential leadership and the role of transition towards democracy affect the types of the president in the policy process. economic policies adopted by particular coun- POL 421 Seminar in Political Theory—3 cr. tries? Special attention will be given to the inter- hrs. national context within which countries develop This course is an advanced seminar that will economic policies and political relationships. focus intensely on a particular issue in political Lectures, readings, and class discussion will ad- theory or on a particular political thinker or dress these themes through theoretical frame- group of political thinkers. work and comparative cases. POL 423 Jurisprudence and Constitutional POL 379 Business in a Political World— Interpretation—3 cr. hrs. 3 cr. hrs. This course examines the role that philosophi- This course explores the relationship between cal theories of law play in our American Consti- business and politics across countries. Students tutional system. Topics include: the relation- examine the relevance of different political ship between law and morality, the positivism regimes, institutions, and policies for business vs. natural law debate, Ronald Dworkin’s “prin- and industry organizations. Through historical cipled” theory of Constitutional interpretation, 224 — Political Science/Psychology COURSE DESCRIPTIONS Justice Scalia’s “textualism,” and Judge Richard ture and democracy by addressing questions Posner’s pragmatic-economic approach to the law. like whether or not all countries can become POL 430 Ethics and Public Policy—3 cr. democratic. Within democracies, certain com- hrs. munities are much more influential than oth- This course examines the ethical dimensions of ers. Class will look at cases within the U.S. but some of the most hotly-debated contemporary also from a cross-national perspective to uncov- public policy issues. These include: affirmative er systematically the connections between cul- action, euthanasia, abortion, torture, pornogra- ture, organization, and influence. phy and free speech, the War on Drugs, the War POL 490 Directed Study—credit arranged. on Terror, the death penalty, ethics and foreign Individual study under the direction of a mem- policy, and environmental ethics. ber of the political science department, with the approval of the chairman. International Relations POL 491-492 Seminars—credit arranged. Prerequisite: POL 201 or 202 or permission of in- POL 495-496 Workshop—credit arranged. structor. POL 497 Political Internship—1-6 cr. hrs. POL 453 Great Powers and Their Foreign Practical field experience working with legisla- Policies—3 cr. hrs. tive, executive, and judicial branches of govern- An examination of the basic foreign policy pat- ment. Internships are individually arranged terns of Germany, France, Britain, Russia, and may be done at the national, state, or local Japan, China, and the U.S.A. Different ap- levels of government. Students will be required proaches and theories for understanding the to supplement their field experience with ap- formulation of foreign policy will be analyzed. propriate readings arranged with the instructor Comparisons are made for the formulation of prior to registration along with a required re- policies and the use of power. Issues of morality search project in the area of the internship. and public policy are also addressed. Credit varies on the amount of time allocated POL 455 Foreign Policies of Latin America— for the internship. 3 cr. hrs. POL 499 Senior Thesis—3-6 cr. hrs. The nations of the Latin American region have Research, study, or original work under the experienced dramatic changes since the 1980s. direction of a faculty mentor, leading to a schol- Dramatic pressures and heightened political arly thesis document with a public presentation risks are causing important shifts in the tradi- of results. Requires approval of thesis director, tional foreign policies of these nations. This department chair, dean, and the director of the course examines the changing global forces af- honors program, when appropriate. (Prerequi- fecting regional integration and economic de- sites: Senior standing; 3.0 G.P.A. in the thesis velopment for Mexico, Brazil, Argentina, and area, or good standing in the honors program.) Chile, and the domestic responses to these for- eign policy changes. (Also listed as SJP 455.) Psychology Not all courses are offered annually. Contact psy- Comparative Politics chology faculty for the current schedule of offer- Prerequisite: POL 201 or POL 202 or permission of ings.PSY 101 is a prerequisite for all upper division instructor. psychology courses. POL 470 Comparative Immigration— PSY 101 General Psychology—3 cr. hrs. 3 cr. hrs. Introduction to the principles of human behavior This course explores the politics of migration and the methods used to understand behavior, and immigrant populations. National and inter- psychological development, and functioning. national constraints and opportunities structure PSY 214 Research Methods: Design— the position and status of immigrants. Class will 3 cr. hrs. compare the economic, political, and social or- Principles and methods of research on human ganization of immigrant groups across coun- behavior. Scientific method as an approach to tries. Through comparative cases students problem identification, analysis, and solution. evaluate the effects of national factors such as How to evaluate methods and findings. How to immigration policy, housing, education, and design studies relevant to a given problem. economic policies, and international factors like (Prerequisite: MTH 161 or permission of in- war and globalization affecting the causes and structor. Also listed as SOC 214 and SW 214). consequences of migration. PSY 215 Research Methods: Analysis— POL 472 Culture, Community, and Political 3 cr. hrs. Organization—3 cr. hrs. Introduction to psychological and sociological This course develops the theoretical and empir- research with emphasis on quantitative meth- ical links between culture, community, and po- ods. Topics include sampling, hypothesis test- litical organization. Students will study the ing, statistical analysis, and computer usage. debates and country evidence concerning cul- COURSE DESCRIPTIONS Psychology — 225 (Prerequisite or corequisite: PSY 214 or SOC struction of gender, body image, and sexuality 214 or permission of instructor. Also listed as as well as the consequences that differing SOC 215.) meanings of “body” and “sex” can have on indi- PSY 310 Behavioral Neuroscience—3 cr. hrs. viduals in our society. Attention will be given to Structure and function of the nervous system, strategies of interventions with individuals who with implications for both normal and abnor- present with sexual or body image/change is- mal development and behavior. How the func- sues. (Prerequisite: PSY 101 or SOC 101. Also tion of the brain is related to behavior. listed as SW 355) PSY 315 Evolutionary Psychology— PSY 360 Life Span Development—3 cr. hrs. 3 cr. hrs. Examines psychosocial aspects of human devel- In this course we will examine the evolutionary opment from birth through death. Focuses on basis of human behavior and cognition. The major psychological, social, and cognitive topics ways in which natural and sexual selection as relevant to the stages of the life span. have shaped human nature will be explored. Se- PSY 365 Moral Development—3 cr. hrs. lected topics include evolutionary explanations Focuses on issues related to moral develop- of human mating systems, jealousy, interper- ment. Using the writing of various psycholo- sonal and sexual attraction, warfare, sexual ori- gists, novelists, and philosophers, this course entation, and cognition. A special emphasis will will address such issues as moral reasoning, be placed on exploring the evolutionary basis of meaning, and purpose. male-female differences. PSY 370 Personality—3 cr. hrs. PSY 320 Psychology of Learning—3 cr. hrs. Examines diverse perspectives on human per- A systematic study of the learning process em- sonality. The focus is on asking what we know phasizing topical, research, and theoretical ori- when we know a person. This involves analyz- entations. Topics covered include major ing basic assumptions, postulates, and research theories of learning and memory, Pavlovian related to major personality theories including: conditioning, appetitive and aversive condition- trait, psychoanalytic, humanistic, cultural, bio- ing, biological influences on learning, stimulus logical, and cognitive. and cognitive control of behavior, and memory PSY 375 The Self—3 cr. hrs. processes: storage, encoding, retrieval, and for- This course will examine the social self; com- getting. (Prerequisite: PSY 214 or permission of peting needs for uniqueness and similarity; the instructor.) meaning of self-identity and self-concept; indi- PSY 330 Cognition—3 cr. hrs. vidual coping strategies; attributional analyses; Examines the higher mental processes of atten- social influence and defining gender. (Also list- tion, learning, memory, language, concept ed as SOC 375.) formation, problem solving, and reasoning. Stu- PSY 380 Abnormal Psychology—3 cr. hrs. dents will participate in simulations of classic Examination of problem behavior, its causes, its experiments in cognitive psychology. (Prerequi- treatment, and its social and legal ramifications. site: PSY 214 or permission of instructor.) Emphasis is given to personal and societal PSY 340 Sensation and Perception— understanding of abnormality as well as to psy- 3 cr. hrs. chological and medical considerations. Experimental study of sensation and perception PSY 391-392 Seminars—credit arranged. emphasizing human visual and auditory PSY 400 History of Psychology—3 cr. hrs. processes and the methods of experimental psy- Psychological ideas and theories from their chology. The student will gain laboratory expe- philosophical origins to the present. Discussion rience by participating in experiments and by of five main schools of psychology and how designing, carrying out, and writing up an origi- they influence current thought in psychology. nal study. (Prerequisite: PSY 214 or permission PSY 401-402 Internship I & II—1 or 2 of instructor.) semesters—variable credit PSY 350 Social Psychology—3 cr. hrs. Practical field experience working within a Psychological behavior of an individual as a human service organization. Internships are member of a group; the influence of culture and individually arranged and may be done in a society on attitudes, personality, and behavior; wide array of settings. Students will be required the dynamics of group interaction. (Also listed to supplement their experience with a class- as SOC 350.) room seminar. This course may be taken twice. PSY 355 Perspectives on the Body and Limited to majors and minors. (Also listed as Human Sexuality—3 cr. hrs. SOC 401-402.) Provides students with varying perspectives PSY 430 Psychology of Language—3 cr. hrs. about human sexuality and how body image, Study of the nature of language, how humans body change (i.e., disability, illness, aging) and use language, how humans learn language, the body variations fit within the context of human psychological factors in language use, and the sexuality. Students will explore the social con- neural basis of language. Students will study the 226 — Psychology/Religion COURSE DESCRIPTIONS knowledge and processes that underlie a person’s PSY 464 Cultural Variations in Aging— ability to produce and understand language. 3 cr. hrs. PSY 450 Cross Cultural Psychology— This course considers how culture and life 3 cr. hrs. experience influence and shape the aging Explores relationships between cultural vari- process. How do different age cohorts position ables and human behavior. The development of themselves in life and how does that affect the cross cultural psychology and research method- rest of society? Students gain an understanding ologies used by cross cultural researchers is ex- of key issues in cultural variations in aging and amined. Theories that reflect the cultural, an ability to demonstrate this knowledge of social, and developmental perspectives on be- their own lives as well as aging services. (Also havior are considered. listed as SOC 464, SW 464.) PSY 452 Social Justice Leadership—3 cr. PSY 470 Psychology of Aggression—3 cr. hrs. hrs. Major theories which account for aggressive This course examines leadership in social jus- behavior or violence. Emphasis given to person- tice contexts and also serves as the capstone to ality, social, biological, and environmental the social justice minor program. The course determinants of aggression and violence. (Also will address social justice from a local, national, listed as SJP 470.) international, and global perspective. Students PSY 480 Survey of Psychotherapy—3 cr. hrs. will be involved in a social justice leadership Review of major theories and techniques of psy- practicum during the semester. Through partic- chotherapy; issues in the contemporary prac- ipation, mentoring, reading, and reflection stu- tice of psychotherapy. dents will develop their leadership capacities. PSY 482 Group Counseling—3 cr. hrs. PSY 455 Health Psychology—3 cr. hrs. Introduction to group dynamics, contemporary Considers the implications of combined medical, models of group counseling, and the develop- psychological, and pastoral care models on health ment of group skills. and recovery. Special attention given to influ- PSY 490 Directed Study—credit arranged. ences in health of personality, social context, be- Guided inquiry for superior students by lief and meaning, and mind-body connection. arrangement with the psychology faculty. PSY 460 Adolescent Development—3 cr. hrs. PSY 491-492 Seminars—credit arranged. Explores adolescent development from a vari- PSY 494 Research—1-3 cr. hrs. ety of psychological perspectives. Covers basic Participate directly in the research process with a changes of adolescence, the contexts in which faculty member. Before enrolling a student must adolescents develop, and issues of psychosocial consult with a faculty member to define project. development. (Prerequisites: PSY 214 and PSY 215.) PSY 461 Introduction to Gerontology— PSY 498 Senior Seminar—3 cr. hrs. 3 cr. hrs. A capstone seminar for psychology majors de- This course introduces the student to the field signed to help the student integrate major con- of gerontology and the different ways in which temporary psychological methods, theories, and social workers and other helping professionals research findings. Restricted to senior psycholo- are involved with the growing aging population. gy majors. (Prerequisites: PSY 214 and PSY 215.) The course examines the aging process and its PSY 499 Senior Thesis—1-6 cr. hrs. impact upon the individual, the family, and Research, study, or original work under the society. Students will examine the demograph- direction of a faculty mentor, leading to a schol- ics of aging, as well as physical and psychologi- arly thesis document with a public presentation cal changes associated with aging. The course of results. Requires approval of thesis director, also will cover social, cultural, political, and department chair, dean, and the director of the economical issues for older adults in our soci- honors program, when appropriate. (Prerequi- ety. (Prerequisite: introductory course in sociol- sites: Senior standing; 3.0 G.P.A. in the thesis ogy or psychology or permission of instructor. area or good standing in the honors program; Also listed as SOC 461.) PSY 214 and PSY 215.) PSY 463 Children, Youth, and Society— 3 cr. hrs. Religion This course is about child and youth develop- RELI 500 Research Methods in Religious ment as embedded in social and cultural con- Studies—1 cr. hr. texts. The particular emphasis will be on early Writing and research as ways of exploring and childhood through the transition into adult- learning. An orientation to techniques of hood, and on thinking about childhood and research and writing in religious studies, gener- youth as social phenomena. The course is read- ation of bibliography, library use, mechanics of ing/discussion intensive and involves a com- academic style, research cycle and communica- munity-based learning project. (Also listed as tion tactics. (Taken on a pass/fail basis.) SOC 463 and SJP 463.) COURSE DESCRIPTIONS Religion — 227 RELI 501 Studies in Old and New Testa- RELI 522 Christology—3 cr. hrs. ment—3 cr. hrs. An introduction to systematic reflection on the An introduction to scholarly issues concerning mystery of Jesus the Christ. The course will be the historical context, history of composition, divided into three parts: Biblical Christology, and pastoral application of the Old and New Classical (Patristic, Doctrinal and Medieval) Testament. Christology, and Contemporary Christology. RELI 502 Studies in Theology—3 cr. hrs. RELI 530 Theological Ethics—3 cr. hrs. A survey of the methods, issues, and patterns of Analysis of several contemporary Catholic ethi- questioning typical of theological inquiry. cists, including Curan, O'Connell, Regan and RELI 503 Biblical and Theological Founda- McCormick, who have influenced the develop- tions—3 cr. hrs. ment of Catholic ethics. A critical examination Claiming the biblical and theological traditions of ethical issues such as natural law, human in the contemporary world through critical freedom, conscience, authority and the moral skills in exegesis and hermeneutics. and rational capacity. RELI 504 Issues of Religion and Culture— RELI 535 Church and Social Justice—3 cr. 3 cr. hrs. hrs. This colloquium integrates the diverse topics of The issues of justice from a church perspective our graduate programs by addressing the inter- as they affect society locally, nationally, and section of the Church and society. Theology as a internationally. faithful challenge to the Church and the world. RELI 540 Contemporary Ecclesiology— RELI 512 Prophets of Israel—3 cr. hrs. 3 cr. hrs. Traces the development of prophecy from pre- Contemporary trends in the post-Vatican II Israelite to contemporary times. Focusing on Church: critical issues assessed in light of the prophetic writings of the Hebrew and Chris- Church teaching, conciliar directions and con- tian Scriptures specifically, the course affords temporary life. students the opportunity to explore selected RELI 545 Human Development in Theolog- biblical texts from a historical, social, cultural, ical Perspective—3 cr. hrs. literary and theological perspective. The course Explores several different approaches to human also invites students to assess critically selected development including faith and moral develop- prophetic texts from a hermeneutical prospec- ment as well as the process of socialization and tive, e.g., the function and appropriateness of the social roots of knowledge as these influence metaphorical language, images of God imbed- the fields of religious education and theology. ded in the prophetic texts, the use of power, etc. RELI 550 Theology of Ministry—3 cr. hrs. Stressing the importance of the prophetic mes- Theological foundations for ministry in the sage for the contemporary life, the course church, including historical roots and contempo- invites reflection on the critique of selected bib- rary experience. Attention will be given to both the lical readings, and emphasizes the role that both theory and practice of ministry. Skills of theologi- the prophetic persona and prophetic imagina- cal reflection will provide the method of inquiry tion play in the process of the systemic change and direction for collaborate pastoral response. and personal global transformation. RELI 551 Introduction to Pastoral Counsel- RELI 515 Synoptic Gospels—3 cr. hrs. ing—3 cr. hrs It is commonly held that the first three gospels Foundations of theological models, methodology, draw on a fund of traditions about Jesus not and practice crucial to pastoral counseling. Spe- shared by the Gospel of John. For this reason cial attention given to counseling theory and Matthew, Mark, and Luke are also known as the related pastoral issues with emphasis on theo- “synoptic gospels”—gospels that should be “seen logical reflections and evaluative methods. together.” This course explores their relation- RELI 554 Foundations of Religious Educa- ship to one another and examines theories tion—3 cr. hrs. about their creation. The course also discusses Investigation of the philosophical and theologi- the individual theologies of these three major cal foundations of Christian religious education. gospels, their Jewish and Hellenistic back- Such issues as anthropology, epistemology, grounds, and literary forms, such as the parable. hermeneutics, the political nature of education, RELI 516 Johannine Literature—3 cr. hrs. and the centrality of the Kingdom of God for The Gospel of John and the Johannine letters. Christian religious education will be systemati- RELI 517 Letters of Paul—3 cr. hrs. cally explored. Special emphasis will be placed Paul's life and theology as reflected in his letters. on contemporary perspectives, especially that RELI 518 Book of Revelation and General of Thomas H. Groome and his approach of Epistles—3 cr. hrs. Shared-Christian Praxis. How to interpret the Book of Revelation and the Epistle of James, Hebrew, Jude, and 1 and 2 Peter. 228 — Religion/Science/Social Justice COURSE DESCRIPTIONS RELI 558 Practicum—3 cr. hrs. er and laboratory activities. (No prerequisites.) A field-based experience involving demonstrat- SCI 110 Earth Systems Science—3 cr. hrs. ed competence in ministry. (Prerequisite: per- This course develops a holistic view of planet mission of instructor.) Earth by considering global interactions RELI 562 Liturgical and Sacramental Spiri- between atmosphere, hydrosphere, biosphere, tuality—3 cr. hrs. and geosphere. An Oregon perspective is devel- The iteration of liturgical celebration, personal oped by examining how plate tectonics, earth- spirituality, and Christian living. quakes, and volcanoes have shaped the active RELI 569 Liturgical Pastoral Theology— continental margin in the Pacific Northwest. 3 cr. hrs. (No prerequisites.) An advanced course in liturgical theology SCI 111 Natural Hazards in the Pacific designed to study the nature of liturgy and how Northwest—3 cr. hrs. it is experienced today in light of historical and Geological catastrophes (e.g., earthquakes, mete- theological tradition. Special emphasis is given orite impacts, and flooding) are important to the roots of the liturgical movement and ecu- processes in shaping the Earth. This course will menism in the 20th century and their impact on acquaint students with the scientific principles contemporary worship. governing these catastrophes. (No prerequisites.) RELI 573 Contemporary Christian Spiritu- SCI 160 Nutrition, Heath, and Disease— ality—3 cr. hrs. 3 cr. hrs. A contemporary exploration of human relation- This course will focus on the science of nutri- ships—self, community, world and God, tion as it relates to healthy living and its role in through the lens of Christian spirituality. the disease process. Interactions between diet, exercise, aging, and human physiological sys- Science tems will be explored. SCI 162 Introduction to Marine Science— (Interdisciplinary)* 3 cr. hrs. In an increasingly complex and changing world, Survey of biological, chemical, physical, and all citizens need to develop scientific under- geological principles in the study of oceanogra- standings and the habits of mind to thoughtfully phy. (No prerequisites.) guide its future. All courses will help students SCI 163 Astronomy—3 cr. hrs. foster and develop scientific curiosity, help Introductory study of observations and the them to become aware of and open to new application of scientific principles in their inter- ideas, yet become more informed skeptics pretation. Deduction of models for the solar sys- regarding new and unproven ideas in science as tem, our local galaxy, and the visible Universe. well as pseudoscience. These courses will help (No prerequisites.) students use scientific knowledge and ways of SCI 182 Environmental Science—3 cr. hrs. thinking for personal and societal purposes. Survey of the principles and methods of science SCI 103 Human Biology—3 cr. hrs. as applied to the problems of maintenance of An introduction to the structure and function of environmental quality and preservation of the human body with an emphasis on issues plant and animal organisms within an eco- that impact the individual and society. system. (No prerequisites.) SCI 106 Chemistry in Context—3 cr. hrs. An introductory science course that applies Social Justice chemical principles to society. Relevant issues SJP 200 Perspectives of Social Justice— are used to introduce the chemistry and the sci- 3 cr. hrs. ence is set in its political, economic, social, and This course introduces students to issues of international context. Current topics dealing social justice. Through a disciplinary frame- with acid rain, global warming, protecting the work, students explore theories and factors that ozone layer, etc. will be studied and discussed. underlie social integrity, economic prosperity Hands-on experience will be stressed. (No pre- and human rights. By engaging in a communi- requisites.) ty-based learning project, students will explore SCI 109 Powerful Ideas in Physical Sci- the power of participation in affecting change. ence—3 cr. hrs. SJP 301 Cultural Geography—3 cr. hrs. Major principles and concepts in physical sci- A survey of global cultures and interrelation- ences will include measurement, motion, elec- ships between environment and culture. Focus tricity, magnetics, waves, periodicity, bonding, on language, religion, migrations, and cultural kinetic theory, concentrations, and equilibrium. transformation in an increasingly interdepen- - Emphasis is on useful applications with comput dent world. (Also listed as GEO 301.)

*In addition to the courses listed under this heading, courses in biology, chemistry, and physics can be used to fulfill science core requirements. COURSE DESCRIPTIONS Social Justice — 229 SJP 305 Social Work: Service and Social and discussion of key concepts such as imperi- Justice—3 cr. hrs. alism, racism, hybridity, mimicry, decoloniza- This course provides students with an introduc- tion, neo-colonialism, nationalism(s), and tion to the history and development of profes- immigration. (Also listed as ENG 380.) sional social work, including basic principles SJP 402 Poets, Prophets, Divas, and and values, areas of practice, and work opportu- Divines—3 cr. hrs. nities. The course provides an overview of gen- This course offers students the opportunity to eralist practice as well as social work programs, trace the development of prophecy and the services, and agencies and their impact on spe- prophetic tradition as it unfolds in the biblical cific populations. The theoretical foundations for text and world and in our world today. Various work with groups, organizations, and individuals prophets and their writings are studied in order will be examined with an emphasis on exploring to understand the person and personality of a the values and belief systems that affect practice prophet, prophetic imagination and creativity, in the field.(Also listed as SW 305.) the role of religious experience, the search for SJP 320 Foundations of Education—3 cr. hrs. divine justice and compassion. Central to the Examines the relationship between schools and course is the study of the prophets’ vision of the larger society and analyzes the historical hope and transformation for all times. Students traditions, philosophical perspectives, and are invited to explore how they can be shakers social practices that interact in American educa- and movers, history-makers and hearers, and tion. The course is designed to help students prophetic leader of a new day. (Also listed as understand the ways in which schools affect the PCS 402, THE 402.) lives of individuals and to help students value SJP 412 Philosophy of Law—3 cr.hrs. the diversity of the communities in which they The basic philosophical principles of justice and work. This course will also focus on writing and law in the Western legal traditions: morality and other communication skills. Field experience law; natural and positive law; Roman law and required. (Also listed as ED 320.) common law traditions; logic, language, and SJP 325 Cultural Diversity and Cultural symbols of law; Marxian concept of law; legal ed- Competence—3 cr. hrs. ucation. (Also listed as PHL 412.) Course addresses the pluralistic nature of SJP 423 Christian Social Ethics—3 cr. hrs. American society and the world through analy- Contemporary American Christian thought on ses of the social psychology of prejudice and the nature of morality and society. An attempt discrimination. Students learn to apply critical to reveal the dynamics of faith that call us to do thinking to an understanding of cultural differ- justice. Special consideration given to the devel- ences. The course also covers various theories opment of pacifism in American churches. and strategies of culturally competent social (Also listed as THE 423.) intervention. (Also listed as SOC 325, SW 325.) SJP 425 Catholic Social Teaching: A Living SJP 349 Environmental Policy—3 cr. hrs. Tradition of Thought and Action—3 cr. hrs. This course surveys environmental policy in By examining the relationship between three parts. The course will consider how envi- Catholic social teaching and social action this ronmental problems arise, looking at environ- course considers the theological perspectives, ment as an influence in American history and socio-historical contexts, key principles within how progression of natural and human circum- this tradition such as the dignity of the human stances becomes an “environmental problem.” person and the common good, approaches to It will survey environmental policies and pro- moral argument and methods of social analysis grams: the law, politics, and institutions that that have shaped the Catholic tradition of manage pollution nationally and natural thought and practice. (Also listed as PCS 425, resources in the American West. The course THE 425.) will also look closely at a handful of environ- SJP 312 Plains Indians History—3 cr. hrs. mental policy issues particularly in the Colum- This course will survey the major aspects of bia River, the role of technology and its limits Plains Indians culture and history from the ear- and control, the role of law and litigation, and liest archaeological evidence to the present day. the interplay of science, risk, and uncertainty in Special emphasis will be given to traditional environmental policy. (Also listed as ENV 349, Plains Indian cultures and the interaction POL 349.) between Plains Indians and the U.S. culture and SJP 380 Empire, Colonialism and Indepen- government in the nineteenth and twentieth dence: Postcolonial Literature and centuries. (Also listed as HST 312.) Culture—3 cr. hrs. SJP 316 Literature and Culture of Contem- Historically framed survey of representative porary Mexico—3 cr. hrs. authors from former British Colonies in Asia, This course looks at contemporary Mexican cul- Africa, and the Caribbean. Introduction to key ture and society through the study of fictional theorists of postcolonialism from Said to Spivak works by contemporary Mexican authors. A 230 — Social Justice COURSE DESCRIPTIONS variety of literary genres will be read, analyzed, SJP 357 Technology, Resources and Envi- and discussed. Themes to be covered include ronment In World History—3 cr. hrs. the search for a Mexican identity, cultural varia- This course will examine the exploitation of tions among Mexicans, gender, race, and eth- natural resources in modern global society, nicity in the construction of identity, urban and from the beginnings of the Industrial Revolu- rural views of the nation, and the impact of tion to the modern day. Special emphasis is globalization, migration, and transculturation in placed on the intersection of technology, cul- Mexico. (Prerequisite: SPN 301. Also listed as ture, and the environment in modern life. (Also SPN 316.) listed as HST 357.) SJP 318 Cold War America—3 cr. hrs. SJP 358 Disease and Medicine in World His- Study of the causes and effects of the Cold War tory—3 cr. hrs. in American domestic and foreign affairs. This course will examine the role disease, tech- Emphasis will be placed on social, cultural, eco- nology, environment and culture have played nomic, and political movements within the in human history from ancient times to the 20th United States, as well as America’s role in world century. Areas of particular focus will include events after World War II. (Also listed as HST major epidemics, the rise of the germ theory, 318.) and the intersection between economic devel- SJP 335 American Public Policy—3 cr. hrs. opment and human health. (Also listed as HST A study of the public policy process in the Unit- 358.) ed States. This course analyzes the nature of SJP 373 Politics of Latin America—3 cr. hrs. public policy making, the process of agenda set- This course approaches the study of Latin ting, and the dynamics of policy creation, adop- American politics with a general introduction to tion, implementation, and evaluation. Special its historical background and political geogra- emphasis is given to domestic issues and poli- phy. In addition, the general pattern of religion cies to illustrate the working of the policy and society, economics, and politics will be ex- process. (Also listed as POL 335.) amined. Then, special attention will be given to SJP 343 Europe in the Age of Dictator- the patterns of power and politics in modern ship—3 cr. hrs. Mexico, Brazil, Argentina, Cuba, Nicaragua, and A broad study of the European continent from Chile. (Also listed as POL 373.) 1900 to the revolutions of 1989 and their after- SJP 374 Politics of Asia—3 cr. hrs. math, emphasizing the political, social, and cul- This course is a comparative study of the coun- tural significance of the century’s major events. tries of Asia. Students will focus on issues of pol- (Also listed as HST 343.) itics, culture, and economics from a national SJP 346 Modern Germany—3 cr. hrs. and regional perspective. Cases include the Study of the varying political forms of German South and Central Asian countries of India, Pak- life over the past two centuries with emphasis istan, and Afghanistan, and the Asian Pacific on the war and the Nazi dictatorship (Also listed countries of China, Vietnam, Thailand, Cambo- as HST 346.) dia, North Korea, South Korea, Indonesia, and SJP 351 International Law and Organiza- the Philippines. (Also listed as POL 374.) tions—3 cr. hrs. SJP 405 International Welfare: Health Sys- Course examines the different approaches to tems in Mexico—3 cr. hrs. economic and political cooperation and integra- Students will spend six weeks with a Mexican tion, including some select institutional exam- family while learning advanced Spanish and ples of global interdependence, such as the participating in health-related social service European Community, the United Nations, the experiences in Morelia, Mexico and surround- Organization of American States, the North ing villages. The focus will be on issues impact- Atlantic Treaty Organization, the Roman ing the mental, physical, and spiritual well- Catholic Church, and Amnesty International. being of individuals and communities in Mexico (Also listed as POL 351.) and the service systems designed to address SJP 356 Building World Peace—3 cr. hrs. these issues. (Prerequisite: Two years of col- Introduces the student to the systematic study lege-level Spanish or equivalent required. Also of world peace, beginning with the causes of listed as SOC 405, SPN 405, SW 405.) war and war’s effects on communities and the SJP 410 Social Justice Leadership environment. Negative peace will be studied, Capstone—3 cr. hrs. that is, diplomacy, negotiations, and conflict This course serves as a capstone to the social resolution, disarmament, and international law. justice minor program. The course will address Positive peace will also be considered, that is, social justice from a local, national, internation- the study of human rights, nonviolence, inter- al, and global perspective. Students will design, national organizations, and the role of the indi- plan and implement a social justice project that vidual in world peace. (Also listed as POL 356.) will engage other students. Through participa- tion, mentoring, reading, and reflection stu- COURSE DESCRIPTIONS Social Justice — 231 dents will develop their leadership capacities. until now, on the Austrian and German efforts (Also listed as PCS 410.) to cope with this part of recent history, and on SJP 411 Communication Across Barriers— the illumination of the development of early 3 cr. hrs. anti-Judaism of the Christian cultures to the Exploration of barriers to effective communica- racist anti-semitism of the Nazis. (Salzburg tion between members of differing sexes, races, only. Also listed as THE 433.) and generations. Consideration of causes of SJP 434 Environmental Ethics—3 cr.hrs. problems and effective strategies for solutions. An inquiry into our obligations to the nonhu- (Also listed as CST 411.) man world and the philosophical basis of that SJP 413 Socio-Political Philosophy—3 cr. hrs. obligation. (Also listed as PHL 434.) Analysis of some major topics in contemporary SJP 435 Social Class and Inequality—3 cr. hrs. socio-political thought, e.g., freedom, social jus- Examination of inequality in the distribution of tice and structural violence, equality, the rela- wealth, power, and prestige. Focus will be on tion between rights and obligations, sovereignty, stratification within societies and on the nature, authority, legitimacy, and consent. (Also listed extent, and significance of inequality of wealth as PHL 413.) and power between societies. (Also listed as SJP 414 Philosophy and Feminism— SOC 435.) 3 cr. hrs. SJP 443 International Marketing Manage- An investigation of the philosophical underpin- ment—3 cr. hrs. nings of various feminist theories and their im- Applies marketing principles to the contexts of plications for philosophical inquiry from De international and global business. Topics Beauvoir to Irigaray. (Also listed as PHL 414.) include strategies, risks, and benefits of market- SJP 416 Negotiation and Conflict Manage- ing across national and cultural boundaries. ment—3 cr. hrs. Also examines consequences and ethical con- An intensive study of orientations toward man- siderations of globalization. (Prerequisite: BUS aging disputes and of specific processes and 200. Also listed as BUS 443.) techniques currently in use. Course includes SJP 455 Foreign Policies of Latin consideration of both organizational and inter- America—3 cr. hrs. personal disputes and also focuses on the role of The nations of the Latin American region have the mediator. (Also listed as CST 416.) experienced dramatic changes since the 1980s. SJP 424 Income Inequality—3 cr. hrs. Dramatic pressures and heightened political Examines the determinants of incomes in mar- risks are causing important shifts in the tradi- ket economies, including education, training, tional foreign policies of these nations. This experience, hours worked, discrimination, inher- course examines the changing global forces itance, unions, and government transfers. affecting regional integration and economic Studies causes of change in the extent of inequali- development for Mexico, Brazil, Argentina, and ty and social impacts of inequality. Analyzes gov- Chile, and the domestic responses to these for- ernment policies to reduce inequality, including eign policy changes. (Also listed as POL 455.) anti-poverty policies. (Prerequisite: ECN 121 or SJP 458 Women, Theology, and Globaliza- permission of instructor. Also listed as ECN 424.) tion—3 cr. hrs. SJP 430 International Literature of Peace What does globalization have to do with theolo- and Justice—3 cr. hrs. gy? What happens when the experience of The impact of language on human life, especial- women in diverse cultures becomes the starting ly its importance in creating and sustaining point for theological reflection? We will explore peace or violence. Works of contemporary writ- these questions as we study the texts of contem- ers. (Also listed as ENG 430.) porary women theologians in the Christian tra- SJP 431 Intercultural Communication— dition from Latin America, Africa, Asia, and 3 cr. hrs. varied contexts within North America. Through Course provides an introduction to the dynam- analysis of theological method, we will learn to ics of intercultural communication. Content recognize the principles of Liberation Theology includes the importance of understanding one's at work in new contexts. Ultimately, we will own culture, the culture similarities and differ- develop the skills to critically evaluate the ences in communication, relationships, and the effects and challenges of globalization from the workplace, and the ability to adapt to various perspective of the Gospel in women’s experi- cultures. (Also listed as CST 431.) ence. This course invites both men and women SJP 433 Theological Implications of the to hear the Gospel in new contexts. (Also listed Holocaust—3 cr. hrs. as THE 458.) Explores contemporary Christian and Jewish theology reflections on the Nazi genocide cam- paign to eliminate the Jews of Europe. Special emphasis on the documents of the churches 232 — Social Justice/Social Work COURSE DESCRIPTIONS SJP 463 Children, Youth, and Society— SJP 486 The Mysticism of Resistance: Glob- 3 cr. hrs. al Perspectives on Gender, Poverty, and This course is about child and youth develop- Violence—3 cr. hrs. ment as embedded in social and cultural con- This course is designed to engage students in texts. The particular emphasis will be on early critical theological reflection rooted in social childhood through the transition into adult- analysis of women’s experiences of violence hood, and on thinking about childhood and and poverty in a context of globalization. youth as social phenomena. The course is read- Through classroom and experimental learning ing/discussion intensive and involves a com- students will come to understand the feminist munity-based learning project. (Also listed as paradigm as a model for transformation. (Also PSY 463 and SOC 463.) listed as THEP 486, SW 486.) SJP 466 Violence, Poverty and the Environ- SJP 491-492 Seminar—credit arranged. ment—3 cr. hrs. This course is designed to engage students in a Social Work critical analysis of the social phenomenon of Not all courses are offered annually. Contact social violence and poverty as they are influenced by work faculty for the current two-year schedule of the environment. Through classroom and expe- offerings. riential learning, students will have an opportu- SW 214 Research Methods: Design— nity to thoroughly study the topic in a way that 3 cr. hrs. will enable them to assess the societal conse- Principles and methods of research on human quences of environmental changes and their behavior. Scientific method as an approach to effect upon violence and poverty as well as to problem identification, analysis, and solution. develop a sense of personal values toward the How to evaluate methods and findings. How to implications for equity and social justice. Stu- design studies relevant to a given problem. dents will also consider strategies for social (Prerequisite: MTH 161 or permission of change, social equity, and social justice as part instructor. Also listed as PSY 214, SOC 214.) of this course. (Also listed as SOC 466.) SW 275 Urban Plunge—1 cr. hr. SJP 470 Psychology of Aggression—3 cr. hrs. A 48-hour immersion into the inner city in Major theories which account for aggressive which students observe and/or work with pro- behavior or violence. Emphasis given to person- grams striving to meet the needs of the urban ality, social, biological, and environmental poor. The plunge takes place on two of the first determinants of aggression and violence. (Also ten days of January prior to the beginning of listed as PSY 470.) the spring semester. Three-hour workshop in SJP 474 Hegel and 19th-Century November prior to the Plunge, two follow-up Philosophy—3 cr. hrs. reflection sessions in January, and a reflection An examination of nineteenth-century philoso- paper. (Also listed as SOC 275.) phy focusing upon the work of Hegel. The SW 276 Rural Plunge—1 cr. hr. course traces the roots of Hegelianism in Ger- Five days living and working with migrant and man idealism, the British Economists, and seasonal workers. After orientation sessions, romanticism and its influences on subsequent students will take part in a variety of opportuni- involvements including Marxism, existential- ties including refinishing some of the huts ism, and American pragmatism. (Also listed as where migrant farm workers will live, serving PHL 474.) meals, and bringing food to people in the labor SJP 485 Rhetoric of Social Justice —3 cr. hrs. camps. Each evening there will be a reflection This class covers the rhetoric of social justice session for the participants. Topics include the through the lens of U.S. social movements. role and influence of the Church in this area, From the founding of the United States, to aboli- the problems that “undocumented workers” tion, suffrage, labor rights, and civil rights face, and conflicts between growers and the groups of Americans have joined together to cre- workers. (Also listed as SOC 276.) ate messages in order to change the fabric of our SW 277 Border Plunge—1 cr. hr. cultural norms. We will acquaint ourselves with A five-day service-immersion program in the some of the rhetorical theories, research and U.S.-Mexico border area. Participants will meet issues that deal with social movement message with resource persons on both sides of the bor- making. These issues will include an examina- der to discuss issues of immigration policy, free tion of the available means and limits of rhetori- trade and global economic issues, U.S.-Mexican cal influence within the context of social move- relations, public health, the environment, and ments other topics. (Also listed as CST 485.) the role of the church in social change. In addi- tion, students will provide service to a neighbor- hood center in Mexico which supplies daily meals to low-income children and families. COURSE DESCRIPTIONS Social Work — 233 Course includes a pre-trip orientation, daily SW 355 Perspectives on the Body and reflection sessions during the program, and a Human Sexuality—3 cr. hrs. reflection paper. This program will take place Provides students with varying perspectives during spring break. (Also listed as SOC 277.) about human sexuality and how body image, SW 305 Social Work: Service and Social body change (i.e., disability, illness, aging) and Justice—3 cr. hrs. body variations fit within the context of human This course provides students with an introduc- sexuality. Students will explore the social con- tion to the history and development of profes- struction of gender, body image, and sexuality sional social work, including basic principles as well as the consequences that differing and values, areas of practice, and work opportu- meanings of “body” and “sex” can have on indi- nities. The course provides an overview of gen- viduals in our society. Attention will be given to eralist practice as well as social work programs, strategies of interventions with individuals who services, and agencies and their impact on spe- present with sexual or body image/change cific populations. The theoretical foundations issues. (Prerequisite: PSY 101 or SOC 101. Also for work with groups, organizations, and indi- listed as PSY 355.) viduals will be examined with an emphasis on SW 386 Interviewing and Counseling— exploring the values and belief systems that 3 cr. hrs. affect practice in the field. (Prerequisite: PSY The purpose of this course is to learn interview- 101 and SOC 101 or permission of instructor. ing and counseling skills that are fundamental Also listed as SJP 305.) to effective social work practice and to other SW 313 Social Welfare Policy—3 cr. hrs. helping professions. Upon completion of this Utilizes a focus on the history and process of course, students will understand basic theories, social welfare in the United States and other concepts, and skills behind relationship build- countries to help the students learn how social ing, active listening, and the interviewing welfare policy is organized and developed. Stu- process. Students will understand how issues of dents also learn strategies and techniques to diversity affect the helping relationship and will analyze current policy and influence future pol- be able to apply this knowledge to affect change icy. (Prerequisite: SW 305.) with various populations, problems, and set- SW 325 Cultural Diversity and Cultural tings. (Prerequisite: SW 305, SW 214 or permis- Competence—3 cr. hrs. sion of instructor.) Fee: $25. Course addresses the pluralistic nature of SW 391-392 Seminars—credit arranged. American society and the world through analy- SW 401-402 Internship 1 & II—3 cr. hrs. ses of the social psychology of prejudice and Practical field experience working within a discrimination. Students learn to apply critical human service organization. Internships are thinking to an understanding of cultural differ- individually arranged and may be done in a ences. The course also covers various theories wide array of settings. Students will be required and strategies of culturally competent social to supplement their experience with a class- intervention. (Prerequisite: SW 305. Also listed room seminar. Social work majors may only as SOC 325, SJP 325.) take one semester of this course. SW 343 Human Behavior and the Social SW 405 International Welfare: Health Sys- Environment—3 cr. hrs. tems in Mexico—3 cr. hrs. This course analyzes human behavior in the Students spend six weeks with a Mexican fami- social environment from a life span develop- ly while learning advanced Spanish and partici- mental approach. The content of this course is pating in a health-related social service course designed to increase the student’s potential for in Morelia, Mexico. The focus is on issues effective social work interventions with individ- impacting the mental, physical, and spiritual uals, groups, families, social systems, and com- well-being of individuals and communities in munities. Students will examine the effects of Mexico and the service systems designed to social structures, social policies, and cultural address these issues. (Prerequisite: Two years patterns on individuals at all stages of life. Stu- of college-level Spanish or equivalent required. dents will study the effects of poverty, gender Also listed as SOC 405, SPN 405, SJP 405.) roles, discrimination, spirituality, and sexual SW 464 Cultural Variations in Aging— orientation on the human growth and develop- 3 cr. hrs. ment of individuals from childhood to old age. This course considers how culture and life A systems approach is combined with an ecolog- experience influence and shape the aging ical perspective to analyze social conditions and process. How do different age cohorts position to identify problem areas in society. (Prerequi- themselves in life and how does that affect the site: SW 305, SW 214. Also listed as SOC 343.) rest of society? Students gain an understanding of key issues in cultural variations in aging and an ability to demonstrate this knowledge of 234 — Social Work/Sociology COURSE DESCRIPTIONS their own lives as well as aging services. (Also paradigm as a model for transformation. (Also listed as SOC 464, PSY 464.) listed as PCS 486, THEP 486, SJP 486.) SW 480 Theory & Methods of Social Work SW 490 Directed Study—credit arranged. Practice I—3 cr. hrs. SW 491-492 Seminars—credit arranged. This course provides undergraduate students SW 494 Research—1-3 cr. hrs. with a base for the application of social work Participate directly in the research process with theory in micro practice settings. It offers con- a faculty member. Before enrolling a student tent on generalist social work practice knowl- must consult with a faculty member to define edge, values, and skills as applied to work with the project. individuals, families,and groups. This practice SW 499 Senior Thesis—3-6 cr. hrs. course focuses on essential phases of the prob- Research, study, or original work under the lem-solving process that can be utilized with direction of a faculty mentor, leading to a schol- diverse populations across various practice set- arly thesis document with a public presentation tings. Course also focuses on social work values, of results. Requires approval of thesis director, ethics, and issues relevant to sensitive social department chair, dean, and the director of the work practice with populations-at-risk. Social honors program, when appropriate. (Prerequi- work majors only. (Prerequisites: All SW courses sites: Senior standing; 3.0 G.P.A. in the thesis (except 482 and 483) all lower division Universi- area, or good standing in the honors program.) ty and CAS requirements. Corequisite: SW 482.) SW 481 Theory & Methods of Social Work Sociology Practice II—3 cr. hrs. Not all courses are offered annually. Contact soci- This course provides undergraduate students ology faculty for the current two-year schedule of with a base for the application of social work offerings. SOC 101 is a prerequisite for all upper theory in macro practice settings. It offers con- division sociology courses. tent on generalist social work practice knowl- SOC 101 Introduction to Sociology—3 cr. hrs. edge, values, and skills as applied to work with An introduction to the theories, scientific meth- groups, organizations, communities, and soci- ods, and basic findings of sociology concerning eties. This practice course focuses on essential group behavior, society, culture, social institu- phases of the problem-solving process that can tions, and social change. be utilized with diverse populations across vari- SOC 214 Research Methods: Design— ous practice settings. Course also focuses on 3 cr. hrs. social work values, ethics, and issues relevant Principles and methods of research on human to sensitive social work practice with popula- behavior. Scientific method as an approach to tions-at-risk. Social work majors only. (Prereq- problem identification, analysis, and solution. uisites: All SW courses (except 482 and 483) all How to evaluate methods and findings. How to lower division University and CAS require- design studies relevant to a given problem. ments. Corequisite: SW 483.) (Prerequisite: MTH 161 or permission of SW 482 Social Work Practicum I—6 cr. hrs. instructor. Also listed as PSY 214, SW 214.) Intensive supervised field experience in select- SOC 215 Research Methods: Analysis— ed social work agencies. Students spend 16 3 cr. hrs. hours per week in the field. Social work majors Introduction to psychological and sociological only. (Prerequisite: All SW courses except 480 research with emphasis on quantitative meth- and 481; all lower-division University and CAS ods. Topics include sampling, hypothesis test- requirements. Corequisite: SW 480.) ing, statistical analysis, and computer usage. SW 483 Social Work Practicum II—6 cr. hrs. (Prerequisite or corequisite: SOC or PSY 214 or Intensive supervised field experience in select- permission of instructor. Also listed as PSY 215.) ed social work agencies. Students spend 16 SOC 275 Urban Plunge—1 cr. hr. hours per week in the field. Social work majors A 48-hour immersion into the inner city in only. (Prerequisites: All SW courses except 480 which students observe and/or work with pro- and 481; all lower-division University and CAS grams striving to meet the needs of the urban requirements. Corequisite: SW 481.) poor. The plunge takes place on two of the first SW 486 The Mysticism of Resistance: Glob- ten days of January prior to the beginning of al Perspectives on Gender, Poverty, and the spring semester. Three-hour workshop in Violence—3 cr. hrs. November prior to the Plunge, two follow-up This course is designed to engage students in reflection sessions in January, and a reflection critical theological reflection rooted in social paper. (Also listed as SW 275.) analysis of women’s experiences of violence SOC 276 Rural Plunge—1 cr. hr. and poverty in a context of globalization. Five days living and working with migrant and Through classroom and experimental learning seasonal workers. After orientation sessions, students will come to understand the feminist students will take part in a variety of opportuni- ties including refinishing some of the huts COURSE DESCRIPTIONS Sociology — 235 where migrant farm workers will live, serving dents will study the effects of poverty, gender meals, and bringing food to people in the labor roles, discrimination, spirituality, and sexual camps. Each evening there will be a reflection orientation on the human growth and develop- session for the participants. Topics include the ment of individuals from childhood to old age. role and influence of the Church in this area, A systems approach is combined with an eco- the problems that “undocumented workers” logical perspective to analyze social conditions face, and conflicts between growers and the and to identify problem areas in society. (Also workers. (Also listed as SW 276.) listed as SW 343.) SOC 277 Border Plunge—1 cr. hr. SOC 350 Social Psychology—3 cr. hrs. A five-day service-immersion program in the Psychological behavior of an individual as a U.S.-Mexico border area. Participants will meet member of a group; the influence of culture and with resource persons on both sides of the bor- society on attitudes, personality, and behavior; der to discuss issues of immigration policy, free the dynamics of group interaction. (Also listed trade and global economic issues, U.S.-Mexican as PSY 350.) relations, public health, the environment, and SOC 360 Criminology—3 cr. hrs. the role of the church in social change. In addi- Criminology is the body of knowledge regarding tion, students will provide service to a neighbor- delinquency and crime as social phenomena. hood center in Mexico which supplies daily Includes the development of a body of general meals to low-income children and families. and verified principles and of other types of Course includes a pre-trip orientation, daily knowledge regarding process of law, crime, and reflection sessions during the program, and a reaction to crime. Focus is on the adult offender. reflection paper. This program will take place SOC 375 The Self—3 cr. hrs. during spring break.(Also listed as SW 277.) This course will examine the social self; com- SOC 301 Social Problems—3 cr. hrs. peting needs for uniqueness and similarity; the Introduction to the major social problems of meaning of self-identity and self-concept; indi- contemporary society, their nature, causes, and vidual coping strategies; attributional analyses; possible solutions; theories of deviancy. social influence and defining gender. (Also list- SOC 305 Sociology of Crime and Justice— ed as PSY 375.) 3 cr. hrs. SOC 380 Sociological Theory—3 cr. hrs. A systematic and in-depth review of criminal Comprehensive study of sociological theories justice in America from a sociological perspec- from the late nineteenth century to the present; tive. Course evaluates the historical develop- the relationship between theory and research. ment of policing, the judiciary, and corrections, Required of majors in sociology. and examines the culture and organizations of SOC 391-392 Seminars—credit arranged. criminal justice institutions. Significant atten- SOC 401-402 Internship I & II—1 or 2 tion is paid to examining public policy issues in semesters—variable credit criminal justice. Practical field experience working within a SOC 310 General Anthropology—3 cr. hrs. human service organization. Internships are Views the variety of lifestyles and belief sys- individually arranged and may be done in a tems with which humans live and have lived. wide array of settings. Students will be required SOC 325 Cultural Diversity and Cultural to supplement their experience with a class- Competence—3 cr. hrs. room seminar. This course may be taken twice. Course addresses the pluralistic nature of Limited to majors and minors. (Also listed as American society and the world through analy- PSY 401-402.) ses of the social psychology of prejudice and SOC 405 International Welfare: Health Sys- discrimination. Students learn to apply critical tems in Mexico—3 cr. hrs. thinking to an understanding of cultural differ- Students will spend six weeks with a Mexican ences. The course also covers various theories family while learning advanced Spanish and and strategies of culturally competent social participating in health-related social service intervention. (Also listed as SJP 325, SW 325.) experiences in Morelia, Mexico and surround- SOC 343 Human Behavior and the Social ing villages. The focus will be on issues impact- Environment—3 cr. hrs. ing the mental, physical, and spiritual well- This course analyzes human behavior in the being of individuals and communities in Mexico social environment from a life span develop- and the service systems designed to address mental approach. The content of this course is these issues. (Prerequisite: Two years of col- designed to increase the student’s potential for lege-level Spanish or equivalent required. Also effective social work interventions with individ- listed as SJP 405, SPN 405, SW 405.) uals, groups, families, social systems, and com- SOC 408 Juvenile Delinquency—3 cr. hrs. munities. Students will examine the effects of Analysis of theories and research concerning social structures, social policies, and cultural the nature, extent, course, and control of delin- patterns on individuals at all stages of life. Stu- quent behavior. (Prerequisite: SOC 214.) 236 — Sociology COURSE DESCRIPTIONS SOC 410 Sociology of Corrections—3 cr. hrs. SOC 446-447 Criminal Justice Practicum I- Overview of the correctional process demon- II—2 sems., 6 cr. hrs. strated through the use of an actual case record. Supervised in-service experience in some Highlights the role and function of law enforce- aspect of the criminal justice system. This ment, legal services, and the court. Stresses the might include work in corrections, police activi- rehabilitation function of correctional institu- ties, court room procedures, or legislative tions and probation and parole. internship. Criminal justice track students only. SOC 422 Sociology of Gender—3 cr. hrs. SOC 461 Introduction to Gerontology— Examination of historical and recent changes 3 cr. hrs. and role expectations for men and women. This course introduces the student to the field Included is an analysis of real vs. perceived dif- of gerontology and the different ways in which ferences and biological vs. socially induced dif- social workers and other helping professionals ferences. Discussion focuses on the conse- are involved with the growing aging population. quences of gender roles and work and family The course examines the aging process and its including responses to changing gender roles. impact upon the individual, the family, and SOC 423 Sociology of Sport—3 cr. hrs. society. Students will examine the demograph- Examines the significance, from a sociological ics of aging, as well as physical and psychologi- perspective, of the growing interest and partici- cal changes associated with aging. The course pation in sports activities in the U.S. and around also will cover social, cultural, political, and the world. The history of the growth of sport, economical issues for older adults in our soci- the influence of sports play in the socialization ety. (Also listed as PSY 461.) of children, and the tie between the American SOC 463 Children, Youth, and Society— education system and sports will all be exam- 3 cr. hrs. ined. Issues regarding sports participation and This course is about child and youth develop- race, class, and gender will also be considered. ment as embedded in social and cultural con- SOC 434 Urban Society—3 cr. hrs. texts. The particular emphasis will be on early Topics include the origin and development of childhood through the transition into adult- cities; the social-psychological consequences of hood, and on thinking about childhood and living in the urban environment; the social youth as social phenomena. The course is read- problems associated with urbanization in both ing/discussion intensive and involves a com- industrial and third world cities; and the future munity-based learning project. (Also listed as of cities. PSY 463 and SJP 463.) SOC 435 Social Class and Inequality—3 cr. hrs. SOC 464 Cultural Variations in Aging— Examination of inequality in the distribution of 3 cr. hrs. wealth, power, and prestige. Focus will be on This course considers how culture and life stratification within societies and on the nature, experience influence and shape the aging extent, and significance of inequality of wealth process. How do different age cohorts position and power between societies. (Also listed as SJP themselves in life and how does that affect the 435.) rest of society? Students gain an understanding SOC 436 Race and Ethnic Relations—3 cr. of key issues in cultural variations in aging and hrs. an ability to demonstrate this knowledge of This course introduces students to basic con- their own lives as well as aging services. (Also cepts and terms surrounding race relations listed as SW 464, PSY 464.) from a sociological perspective. In addition, stu- SOC 465 Violence and the Individual— dents will engage in lectures, essays, and exams 3 cr. hrs. that focus on race relations in the U.S., includ- This course investigates the phenomenon of ing how race intersects with class and gender, violence as it affects individuals. Students will interpersonal relationships, pop culture, crime learn about theories of the motivation and and justice, and the environment. impact of violence in America. Individual, SOC 444 Sociology of Deviant Behavior— structural, and cultural aspects of violence are 3 cr. hrs. presented in an analytic framework. Study of behavior which differs from cultural SOC 466 Violence, Poverty, and the Envi- expectations. This course is concerned with ronment—3 cr. hrs. social deviance and will consider the history of This course is designed to engage students in a the concept of deviance, the legal aspects, social critical analysis of the social phenomenon of aspects, deviant subcultures, self images, social violence and poverty as they are influenced by organization, causes of deviance, and strategies the environment. Through classroom and expe- for response. riential learning, students will have an opportu- nity to thoroughly study the topic in a way that will enable them to assess the societal conse- quences of environmental changes and their COURSE DESCRIPTIONS Sociology/Spanish — 237 effect upon violence and poverty as well as to tions and usage, gain proficiency skills and develop a sense of personal values toward the learn key grammatical concepts. implications for equity and social justice. Stu- SPN 201-202 Intermediate Spanish— dents will also consider strategies for social 2 sems., 6 cr. hrs. change, social equity, and social justice as part The purpose of these courses is to prepare stu- of this course. (Also listed as SJP 466.) dents to use Spanish at an intermediate to SOC 481 Marriage: Social and Ethical advanced level and especially to discuss more Dimensions—3 cr. hrs. intellectual topics. This preparation gives the An inquiry into the theological, philosophical, student the confidence and skills to use Spanish psychological, and social aspects of marriage, in a variety of social contexts, and provides a with specific emphasis on commitment and the bridge experience to upper-division course work bond of love. The moral problems of abortion, in Spanish. Objectives are to increase oral profi- divorce, and homosexuality in the modern con- ciency, improve reading and writing skills, and text will be addressed. (Also listed as THEP 481.) to increase knowledge and awareness of the SOC 490 Directed Study—credit arranged. geography and cultures of the Spanish-speaking Guided inquiry for superior students by special world through cultural readings, short stories, arrangement with the sociology faculty. and class lectures and discussions. (Please note: SOC 491-492 Seminars—credit arranged. SPN 202 is a continuation of SPN 201. Prerequi- SOC 493-494 Research—1-3 cr. hrs. site for SPN 202: SPN 201 or equivalent.) Participate directly in the research process with *SPN 205 Accelerated Intermediate Spanish— a faculty member. Before enrolling, a student 6 cr. hrs. must consult with a faculty member to define Course will offer students an opportunity to the project. immerse themselves in the Spanish language SOC 498 Senior Project Seminar—3 cr. hrs. and strengthen their linguistic skills. Follows Advanced analysis, integration, application, and SPN 102 and will build on the concepts covered criticism of the field of sociology. Students will at the introductory level. This intensive class complete a senior project. Sociology majors substitutes for SPN 201-202, thus making it pos- only. (Prerequisites: SOC 214 and SOC 380, or sible to complete the language requirement in permission of instructor.) the B.A. core curriculum. For those students SOC 499 Senior Thesis—1-6 cr. hrs. who are interested in advancing to literature Research, study, or original work under the and culture classes, this class will offer a thor- direction of a faculty mentor, leading to a schol- ough review of grammar concepts, an opportu- arly thesis document with a public presentation nity to converse in Spanish and an introduction of results. Requires approval of thesis director, to the literature of Spain and Latin America. and department chair. (Prerequisites: Senior SPN 290 Directed Study—credit arranged. standing; 3.0 G.P.A. in the thesis area, or good SPN 301 Advanced Spanish Conversation standing in the honors program, SOC 214, and and Composition—3 cr. hrs. SOC 380.) Extensive review of Spanish grammar and its application in oral and written activities. Spanish Frequent writing assignments commenting on SPN 101-102 Elementary Spanish— articles and other cultural readings. 2 sems., 6 cr. hrs. SPN 302 Advanced Spanish Conversation Basic essentials of the language with an empha- and Culture—3 cr. hrs. sis upon the audio-lingual skills, reading, and Analysis and discussion of issues related to writing. Language laboratory is used in the Spanish and Latin American cultures. Small acquisition of these fundamental skills. Stu- group discussions, class presentations, and writ- dents with more than 2 years of high school ing activities that examine cultural issues and Spanish are not permitted to take SPN 101. situations. (Note: SPN 102 is a continuation of SPN 101. Pre- SPN 303 Introduction to Literary and Film requisite for SPN 102: SPN 101 or equivalent.) Analysis—3 cr. hrs. SPN 105 Accelerated Beginning Spanish— This course introduces advanced students in 6 cr. hrs. Spanish to the terminology, methods, and This course is designed for students who must approaches to studying literary genres and film complete the language requirement and who from Spain and Latin America. Students will have not taken Spanish before or have complet- read literary texts and view films, keeping in ed 2 years of high school Spanish. This course mind the creative tools and structures writers will provide a comprehensive overview of the and film directors employ to create their liter- material taught in the first year of Spanish (SPN ary and visual works. Class time will be used to 101-102). Students will practice verb conjuga- examine and discuss the creative techniques

*Course offered Summer Session only. 238 — Spanish COURSE DESCRIPTIONS used in literary and cinema works assigned for SPN 382 Mexican Customs and Traditions— homework. Students will come to understand 3 cr. hrs. and appreciate artistic expression in the works History and culture are expressed by Mexican of Spanish-speaking writers and film directors individuals and perceived by foreigners through of Spain and Latin America. customs and traditions. The goal of this course SPN 304 Survey of Spanish Literature— is to enable students to understand the impor- 3 cr. hrs. tance and value that Mexicans place on their Introduction to modern literature of Spain social activities and public festivities. Mexican including poetry, prose, fiction, short stories, customs and traditions with the values behind and plays. Introductory work in literary analy- them are contrasted and compared with those sis and interpretation. Lectures and films on the that are typical of the U.S. society. Guided tours art, history, politics, and culture of Spain to con- to relevant historical sites supplement the textualize the readings and trace the major materials studied in class. (Morelia, Mexico. artistic and social trends that have shaped mod- Prerequisite: SPN 202.) ern Spanish literature. SPN 405 International Welfare: Health Sys- SPN 305 Spanish For Business Purposes— tems in Mexico—3 cr. hrs. 3 cr. hrs. Students will spend six weeks with a Mexican Introduction to the vocabulary and business eti- family while learning advanced Spanish and quette of Spanish-speaking countries. Practice participating in health-related social service with writing reports and letters in Spanish, and experiences in Morelia, Mexico and surround- discussion of social and cultural issues related ing villages. The focus will be on issues impact- to business practices. ing the mental, physical, and spiritual well- SPN 306 Advanced Spanish Grammar— being of individuals and communities in Mexico 3 cr. hrs. and the service systems designed to address Intense review of Spanish grammar which will these issues. (Prerequisite: Two years of col- benefit those who have a high proficiency in the lege-level Spanish or equivalent required. Also language and need a thorough review of con- listed as SJP 405, SOC 405, SW 405.) cepts in order to enhance writing, reading, oral, SPN 407 Don Quixote—3 cr. hrs. and speaking skills. Of special benefit to educa- Literary analysis of Cervantes’s great master- tion majors who seek a Spanish endorsement piece. Primary readings from the text comple- and will be teaching the language at the ele- mented with secondary sources. Small group mentary or secondary level. discussions, class presentations, and written SPN 315 Survey of Latin-American assignments. Literature and Civilization—3 cr. hrs. SPN 408 Golden Age of Spanish Litera- An introduction to the literatures and cultures ture—3 cr. hrs. of Latin America from pre-Columbian times to Literary, social, and political study of Spanish the present. Students will read a variety of works literature and culture during Renaissance and from different periods, regions, and genres, and Baroque periods, analyzing representative discuss them in class in the context of the his- works of prose, poetry, and theatre. torical moment in which they were produced. SPN 410 Nineteenth- and Twentieth-Century SPN 316 Literature and Culture of Contem- Spanish Novel—3 cr. hrs. porary Mexico—3 cr. hrs. A broad overview of the development of fiction This course looks at contemporary Mexican cul- in Spain from Romanticism to Realism and Mod- ture and society through the study of fictional ernism to Postmodernism. Literary analysis of works by contemporary Mexican authors. A vari- specific narrative devices writers employ to con- ety of literary genres will be read, analyzed, and vey their ideas. Lectures and films on nine- discussed. Themes to be covered include the teenth and twentieth century Spanish society to search for a Mexican identity, cultural variations situate writers in distinct historical periods. among Mexicans, gender, race, and ethnicity in SPN 412 Present Day Spanish Literature— the construction of identity, urban and rural 3 cr. hrs. views of the nation, and the impact of globaliza- A survey of contemporary authors with special tion, migration, and transculturation in Mexico. focus on Spain’s literary production during the (Prerequisite: SPN 301. Also listed as SJP 316.) last decade to gain insights into Spanish culture SPN 380 Spanish for the Medical and Social today. Readings in fiction, poetry, and theatre, Services Professions—3 cr. hrs. as well as nonfiction to examine the social, Course is designed for students in professional political, and historical trends which have programs who need a thorough review of Span- defined Spain since 1975. ish language skills complemented with specific vocabulary, expressions, and cultural issues as related to medical (including nursing, pre-med, and dentistry) and social services professions. COURSE DESCRIPTIONS Spanish/Theology — 239 SPN 416 Contemporary Latin American ferent Spanish language films that present cur- Novel—3 cr. hrs. rent issues that relate to various Spanish-speak- Examines the development of Latin American ing countries. Time will also be spent on view- novel in the twentieth century with emphasis ing films that explore Hispanic issues from the on the process of literary innovation that led to perspective of German, North American, and the emergence of the “New Latin American English directors. Narrative” associated with magical realism and SPN 490 Directed Study—credit arranged. the “Boom,” the resurgence of the historical SPN 491-492 Seminars—credit arranged. novel, and the latest postmodern narratives. SPN 497 Spanish Internship—1-3 cr. hrs. SPN 421 Advanced Latin American Culture Academic internships are available for qualified and Civilization—3 cr. hrs. students (3.0 G.P.A.; 3.25 G.P.A. in Spanish). Through the study of different representations Internships provide Spanish majors with job such as literature, painting, popular art, film, experience pertinent to the study of Spanish. and music, the class addresses questions of cul- The internship may be taken for one to three tural unity and national identity; ethnic and credit hours, and the credit can apply to the racial heritage and diversity; social and cultural Spanish major. institutions, struggle for social change and the SPN 499 Senior Thesis—3-6 cr. hrs. controversial role of the United States in the Research, study, or original work under the politics of Latin America. By focusing on differ- direction of a faculty mentor, leading to a schol- ent regions and historical periods, the course arly thesis document with a public presentation will aim to show a picture of the complex and of results. Requires approval of thesis director, diverse reality of the Latin American world and department chair, dean, and the director of the its challenges for the future. honors program, when appropriate. (Prerequi- SPN 422 Hispanic Women Writers—3 cr. hrs. sites: Senior standing; 3.0 G.P.A. in the thesis This course will examine the writings of area, or good standing in the honors program.) women authors from Spain and Latin America, from the Renaissance to the present day. Differ- Theology ent genres will be read, analyzed, and discussed THE 101 An Introduction to Religion and during the semester. Theology—3 cr. hrs. SPN 424 Latin American Short Story— Study of the basic characteristics of religion and 3 cr. hrs. theology as exemplified in major religions of the This course will examine the contributions of world. The intent is not to compare religions but well-known authors of Latin America to the to understand and appreciate religion in the short story. Various works will be read, dis- experience of many cultures and civilizations. cussed, and analyzed. THE 205 Biblical Tradition and Culture— SPN 480 The Three Cultures of Medieval 3 cr. hrs. Spain—3 cr. hrs. Offers students the opportunity to deepen their This course examines the medieval period in knowledge of the sources and applications of Spain when Jews, Muslims, and Christians active- the defining documents of the biblical ly participated in the political, economic, and cul- tradition—the Old and New Testaments. tural affairs of the Iberian Peninsula. Students Through theological study of these sources, stu- will read literary and historic texts, discuss mater- dents will learn how the sources have con- ial in class, and complete essays and exams. tributed to the shaping of our world culturally SPN 482 Cultural Perspectives of Modern and historically. Students will also be given the Spain—3 cr. hrs. opportunity to learn how to read and interpret This course provides a comprehensive view of biblical literature in its own and in present-day Post-Franco Spain. Readings will include liter- contexts, and thus be able to retrieve from the ary, social, political, and cultural texts. Class biblical sources what is pertinent to the shaping discussions and essays will focus on the signifi- of our culture and communal lives today. (Pre- cant transformation that Spain has experienced requisite: THE 101.) since the end of the dictatorship. SPN 484 Hispanic Issues in Cinema— Upper-Division Electives Prerequisite: THE 3 cr. hrs. 101 and THE 205 must be successfully completed This course introduces students to the major before taking upper-division theology electives. directors of Latin America and Spain and exam- ines the various cultural and/or national issues Bible that these artists explore in their films. The THE 347 Theological Reflection—1 cr. hr. course introduces basic tools of analysis neces- Students will have opportunities to receive sary for studying films. Once students acquire input from experts in a variety of disciplines. rudimentary skills to understand the technical Evenings of theological reflection will have the aspects of film, they will view a number of dif- experience of these disciplines as their starting 240 — Theology COURSE DESCRIPTIONS point, as students use their personal experience early church. Note: This course will focus pri- of service, prayer, and study to reflect in a per- marily on Matthew, Mark, and Luke (the “syn- sonal way on the issues. The ensuing critical optic gospels”) or on John in alternating semes- reflection and dialogue will take place against ters. the background of a shared tradition of faith. THE 415 Ancient Views on Marriage, (Restricted to members of the Faith and Leader- Divorce, and Sexuality—3 cr. hrs. ship House.) During the first century of Christianity, the THE 402 Poets, Prophets, Divas, and Roman Empire was a complex marketplace of Divines—3 cr. hrs. ideas on sexual morality. It is out of this bewil- This course offers students the opportunity to dering mixture of Roman, Greek, Jewish, and trace the development of prophecy and the Christian perspectives that the Church’s first prophetic tradition as it unfolds in the biblical statements on marriage, divorce, and sexuality text and world and in our world today. Various arose—statements that would shape western prophets and their writings are studied in order to society for centuries to come. This course understand the person and personality of a explores the roots, the development, and the prophet, prophetic imagination and creativity, the legacy of early Christian theology on sexual role of religious experience, the search for divine practices and gender relations. It covers such justice and compassion. Central to the course is matters as polygamy, serial marriage, prostitu- the study of the prophets’ vision of hope and tion, concubines, sexual immorality, the role transformation for all times. Students are invited and authority of women in religion, virginity, to explore how they can be shakers and movers, and celibacy. history-makers and hearers, and prophetic leader THE 416 The Second Coming of Christ, in of a new day. (Also listed as PCS 402, SJP 402.) the New Testament and Beyond—3 cr. hrs. THE 404 Sages and Singers, Songwriters Many of Jesus’ followers expected him to return and Storytellers—3 cr. hrs. within fifty years after his death. At this “second This course offers students the opportunity to coming” Jesus would banish evil, mete out pun- study the wisdom writings of ancient biblical ishment and reward, and transform God’s aging and contemporary gurus to discover how wis- creation into the glorious Kingdom of Heaven. dom is a gift that can be received from God, cre- We find these ideas throughout the New Testa- ation, and daily interaction in human life and ment—in the Gospels, in the Epistles, and espe- affairs. The course invites personal and group cially in the book of Revelation. This course reflection aimed at the celebration of life and examines the Jewish roots of Christian “apoca- the exploration of contemporary situations in lyptic” theology, and discusses the ethical impli- need of wise decision-making. cations of living in an “end time” community, THE 407 Theology and Controversy in the both then and now. Aside from writings in the Letters of Paul—3 cr. hrs. New Testament, attention will be given to the Within twenty five years of Jesus’ death, Chris- Old Testament book of Daniel, the Dead Sea tianity had spread throughout the Roman Scrolls, and modern apocalyptic movements. Empire. A Jewish convert, Paul of Tarsus (St. THE 417 Trickery, Gender, Power, and Pol- Paul), was responsible for founding many of itics in The Bible—3 cr. hrs. these new churches. Serving as both missionary The course offers students the opportunity to and theologian, he articulated for the first time explore questions and issues around gender as many of Christianity’s basic beliefs and presented in the biblical text. Content focuses on presided over some of Christianity’s earliest the historical and cultural background of women theological controversies. In his wake, Paul left and men in biblical times, and how those cultur- behind a series of letters to his churches. In this al attitudes have influenced culture, decisions, course we will examine his letters as a way of and worldviews down through the ages. Students gaining access to the concerns, the theology, are invited to participate in critical theological and the growing pains of some of the very first reflection of selected text to discover how these Christians on record. texts speak to life today and how some texts need THE 412 Jesus’ Ministry in the Gospels—3 to be re-appropriated in light of ongoing transfor- cr. hrs. mation that leads ultimately to life and liberation Christianity, the world’s largest religion, began not only for women but for all people, regardless with the ministry of Jesus of Nazareth. Our of gender, race, or class. most important sources of information on THE 419 Biblical Spirituality: Saints and Jesus’ ministry are the first four writings of the Sinners on a Journey With God—3 cr. hrs. New Testament, the Gospels. This course What does it mean to be “holy?” Who are “holy examines the theology and history contained in people?” What is meant by the sacredness of all the gospels for the purpose of gaining a better creation? Do sinners go to Heaven? Are there understanding of who Jesus was and how his any saints among us today? How does God talk message was received and developed by the to people today? These and other questions are COURSE DESCRIPTIONS Theology — 241 explored in the context of the Jewish and Chris- with special emphasis given to major historical tian scriptures, and in lives of various biblical contributors such as John Muir and Aldo characters. Students are invited to walk in the Leopold; 2) The course will probe the writings company of saints and sinners as they reflect on and positions of major contemporary eco-ethi- such themes as revelation, the “spirit,” creation, cists such as Callicott, Hargrove, and Rolston; identity and the search for self, the heart, com- 3) The course will explore the impact environ- passion, sacred spaces and sacred places, the mental ethics has had on Christian ethical role of dreams in divine self-communication, reflection and propose a foundation for Christ- prayer, and a contemplative, mystical under- ian environmental responsibility. standing toward life. THE 428 Ecology in Theological Perspec- tive—3 cr. hrs. Theological Ethics Explores contemporary Christian theology and THE 420 Christian Personal Values— its response to environmental and ecological 3 cr. hrs. issues. The course will investigate the nature of The ethical question, “who is the good person?”, our current ecological crisis and the emerging is founded on the premise that being a Christian theological insights by Christians deeply con- makes one a certain type of person with certain cerned about our global environment. Special values. An historical study of various philosoph- emphasis will be given to the God-world relation- ical and theological descriptions of the nature of ship, biblical and ethical considerations, as well the good person. as ecological issues germane to the Northwest. THE 422 Modern Catholic Ethics—3 cr. hrs. THE 433 Theological Implications of the Analysis of several contemporary Catholic ethi- Holocaust—3 cr. hrs. cists, including Curran, O’Connell, Regan, and Explores contemporary Christian and Jewish McCormick, who have influenced the develop- theology reflections on the Nazi genocide cam- ment of Catholic ethics. A critical examination paign to eliminate the Jews of Europe. Special of natural law, human freedom, conscience, emphasis on the documents of the churches authority, and the moral and rational capacity. until now, on the Austrian and German efforts (Also listed as PCS 422.) to cope with this part of recent history, and on THE 423 Christian Social Ethics—3 cr. hrs. the illumination of the development of early Contemporary American Christian thought on anti-Judaism of the Christian cultures to the the nature of morality and society. An attempt racist anti-Semitism of the Nazis. (Salzburg only. to reveal the dynamics of faith that calls us to do Also listed as SJP 433.) justice. Special consideration given to the devel- opment of pacifism in American churches. Liturgy (Also listed as SJP 423.) THE 435 Theology of Christian Worship— THE 425 Catholic Social Teaching: A Living 3 cr. hrs. Tradition of Thought and Action—3 cr. hrs. Exploration of liturgy as Christian worship, con- By examining the relationship between sidering ritual symbolism as language (word Catholic social teaching and social action this and action) of worship, and worship as Christ- course considers the theological perspectives, ian faith in dialogue with God. A critical evalua- socio-historical contexts, key principles within tion of contemporary liturgical reforms in ecu- this tradition such as the dignity of the human menical perspective. person and the common good, approaches to THE 438 The Catholic Mass: Yesterday, moral argument, and methods of social analysis Today, and Tomorrow—3 cr. hrs. that have shaped the Catholic tradition of A historical and theological examination of the thought and practice. (Also listed as PCS 425, Catholic Mass (Lord’s Supper) in Church teach- SJP 425.) ing and ecumenical perspective. Special THE 426 Christian Marriage: Tradition and emphasis to be given to the intrinsic nature of the Modern Context—3 cr. hrs. its parts in Word and Eucharist, to devout and Inquiry into the theological, philosophical, psy- active participation by the faithful, and to its sig- chological, and social aspects of Christian mar- nificance as source and summit of Christian riage with specific emphasis on commitment spirituality in contemporary time and culture. and the bond of love. The moral problems of (Also listed as PCS 438.) abortion, divorce, and homosexuality, special to THE 439 Catholic Worship Today—3 cr. hrs. the modern context, will be discussed. Biblical and theological study of Catholic liturgy THE 427 Theological Environmental in light of the historical tradition, the liturgical Ethics—3 cr. hrs. movement, and the Second Vatican Council. This course will be an in-depth investigation Special emphasis given to contemporary into the field of environmental ethics and will reforms and their impact on Catholic life today. entail three major components: 1) The course will explore the history of environmental ethics 242 — Theology COURSE DESCRIPTIONS Spirituality and Ministry Systematic Theology THE 441 Responding to God: An Introduc- THE 450 Grace, Sin, and the Human Condi- tion to Spiritual Practice—3 cr. hrs. tion—3 cr. hrs. The primary purpose of this course is to facilitate What does it mean to be human in light of the the development of a set of skills and under- mystery of Christ? This course will examine standings drawn from the Christian tradition how Christian thinkers have sought answers to that will aid students in enriching their aware- the deepest questions of human existence ness of and responses to God’s presence in their through the ages. As they examine the nature of lives. Students will engage in a variety of spiritual human freedom through the traditional cate- practices, such as lectio divina, meditation, and gories of creation, sin, grace, and eschatology, contemplation. Students will also explore key students will be challenged creatively to concepts informing these practices, such as dis- employ the riches of the Roman Catholic tradi- cernment, freedom, desire, surrender, and grat- tion in articulating the meaning and destiny of itude. This course will require the learning of their own humanity. factual material, commitment to self-reflection, THE 451 Philosophical Theology—3 cr. hrs. and active participation in spiritual practice. Introduction to the classical and contemporary THE 442 Introduction to Christian Spiritu- discussion of the interaction between human ality—3 cr. hrs. reason and religious faith (Christian tradition) In this course students will read dialogically and including arguments for and against the exis- critically selected texts in the genre of Christian tence of God. Emphasis on the philosophical spirituality. They will construct their own foundations of modern theologies. hermeneutical strategies to dialogue with and THE 453 Religion and Science—3 cr. hrs. interpret these texts in light of the following Historical development of conflicts, especially context: Christian spiritual themes; explicit and over the theory of evolution, and the variety of implied images of God and ways of communi- positions presented today by theologians, scien- cating with God. Students will also read critical- tists, and philosophers. (Also listed as PCS 453.) ly to elicit from the texts and from their own THE 454 God and the Theological experiences suggestions about ways of being in Imagination—3 cr. hrs. fruitful relationships with themselves, others How the traditional idea of God was developed and the world in light of the incarnation. This and why it no longer seems adequate to either course will also require a commitment to self- religious or cultural experience. How Christian reflection and to active participation in an ongo- theology might imaginatively reformulate the ing conscious engagement with oneself, others, idea of God in order to serve Christian faith and the world, and the texts at hand. (Also listed as action more adequately. PCS 442.) THE 455 Christology—3 cr. hrs. THE 445 Human Development in Theologi- The study of how the Church has come to cal Perspective—3 cr. hrs. understand what it believes and proclaims Explores several different approaches to human about Jesus the Christ. This course is founded development, including faith and moral devel- on the question that Jesus poses to his disciples opment as well as the process of socialization and in every age: “Who do you say that I am?” Ulti- the social roots of knowledge as these influence mately, the naming of Jesus as the Christ is a the fields of religious education and theology. confession of faith. Students will come to under- THE 448 Theological Dimensions of Suffer- stand what this means in Catholic history and ing and Death—3 cr. hrs. tradition by examining the faith experiences of This course will survey issues of suffering and communities past and present in relation to death from the biblical, systematic, and ethical their own experience of faith. To this end, stu- perspective of theology as well as from the psy- dents will build upon the skill of critical theolog- chosocial, legal, and professional ethics of the ical reflection developed in their core courses in profession of health care, nursing in particular. order now to systematically reflect upon the A clear focus will be exploration of the univer- doctrine of Christ in it Biblical, classical, and sal experience of loss and the many dimensions contemporary historical perspectives. of grief employed in dealing with loss. THE 456 Literary Catholicism—3 cr. hrs. THE 449 Theology of Death and This course will explore the Catholic theological Bereavement—3 cr. hrs. tradition, primarily as it finds expression in six Judeo-Christian theologies of death and their novels whose writing is influenced by that tradi- impact on a contemporary religious under- tion. (Also listed as PCS 456.) standing of death and bereavement. Particular attention given to pastoral liturgical research on the role of religion and religious ritual in the grieving process. COURSE DESCRIPTIONS Theology — 243 THE 457 Foundations of Catholic Inquisition, the decline of the papacy, and the Theology—3 cr. hrs. tumult of the Reformation. But Christian spiri- An examination of elements of theological tual dynamism continued unabated in Roman reflection in the Roman Catholic Tradition, Catholicism, magisterial Protestantism, and the with emphasis on theological method and the newly emerging free churches. Historical development of doctrine. From the starting vignettes, depth reading of selected important point of an experience of faith that is personal texts, and profiles of representative figures will and communal, historical and eschatological, track the diverse growth of Christianity in the students will explore the interrelationships West into middle of the second millennium. among such theological categories as Revela- The course will note institutional features, theo- tion, Scripture and Tradition, Grace, Christol- logical-intellectual aspects, moral outlook and ogy, and Ecclesiology. expressions, and spiritual practices. THE 458 Women, Theology, and Globaliza- THE 462 The Drama of Modern Christianity, tion—3 cr. hrs. 1600-2000: Crossroads of Faith and Enlight- What does globalization have to do with theolo- enment—3 cr. hrs. gy? What happens when the experience of The third great epoch of Christianity in the women in diverse cultures becomes the starting West was born out of the exhaustion of Europe’s point for theological reflection? We will explore religious wars and the rise of scientific perspec- these questions as we study the texts of contem- tives. The Enlightenment and the rise of porary women theologians in the Christian tra- democracy challenged Christian faith in ways dition from Latin America, Africa, Asia, and that still affect its views of God, Christ, creation, varied contexts within North America. Through and the world. Views of biblical revelation and analysis of theological method, we will learn to the role of the Church have especially been in recognize the principles of Liberation Theology ferment. Christianity has become a world at work in new contexts. Ultimately, we will movement inhabiting a vast diversity of cul- develop the skills to critically evaluate the tures, while America particularly has offered a effects and challenges of globalization from the diverse marketplace of traditional churches, perspective of the Gospel in women’s experi- evangelical groups, and experimental commu- ence. This course invites both men and women nities. Historical vignettes, depth reading of to hear the Gospel in new contexts. (Also listed selected important texts, and profiles of impor- as SJP 458.) tant or representative figures will track the fur- ther diverse growth of Christianity up to the History of Christianity present. The course will note institutional fea- THE 460 The Emergence of Christianity, tures, theological-intellectual aspects, moral 100-800—3 cr. hrs. outlook and expressions, and spiritual practices. The first great epoch of Christianity after the THE 463 Mystic, Thinker, Teacher: The Life apostles witnessed the break with Judaism, the and Work of Augustine of Hippo—3 cr. hrs. formation of the Christian Bible, antagonism Besides being the most provocative teacher in and eventual cooperation of the Roman state. the history of Western Christianity, only Saint The age of martyrs gave way to an era of bold Augustine of Hippo (354-430) remains a force in self-definition that articulated essential doc- contemporary thought. Besides his ranking trines, matured spiritual practices, and formed importance in Christian theology for more than the profoundly spiritual theology of the Church fifteen hundred years, his thinking still informs Fathers. Eventually it also witnessed the growth fields as diverse as psychology, political sci- of monasticism, the rise of the papacy, the con- ence, and philosophy. This course will track the version of Europe, and the challenge of Islam. life and thought while situating it in the context Through historical vignettes, reading of select of late Roman antiquity and Christianity’s grow- texts, and profiles of representative figures, we ing domination. Alongside our focus on Augus- will track the growth of undivided Christianity tine as a person, philosopher, theologian, and in the first millennium. The course will attend mystic, particularly in his classic Confessions, to institutional features, theological understand- special attention will be paid to his interpreta- ing, ethical works, and mystical teachings. tion of the Bible. We will also note Augustine’s THE 461 Revelation, Reason, Reform: influence in medieval, Reformation (Protestant Movements in Medieval and Reformation and Catholic), and modern periods. (Also listed Christianity, 800-1600—3 cr. hrs. as PCS 463.) The second great epoch of Christianity wit- THE 465 Christianity, A Concise History nessed its ascent to dominance in the West (our Through Twenty Centuries—3 cr. hrs. course’s focus) and its impetus to self-renewal. Christianity is a spiritual movement of faith The grandeur of the medieval cathedrals and centered on the crucified and raised Jesus of the Summa of Thomas Aquinas contrast with Nazareth. We will trace its history from origins the Church’s East-West split, the Crusades, the as an obscure Jewish sect, a brash but fledgling 244 — Theology COURSE DESCRIPTIONS group challenging the Roman Empire, through THEP 468 (HST) The Religious Heritage of mature self-definition in the Middle Ages, to the America—3 cr. hrs. challenges of Islam’s rise, the Reformation, and Examination in historical perspective of the the Enlightenment. After 1000 C.E., our course beliefs, laws, and rituals found in America’s will narrow its focus to the West, and conclude main religious groups: Protestants, Catholics, by studying Christianity in America. Select pro- and Jews. In addition, historical survey of reli- files and primary reading of representative fig- gious movements indigenous or unique to ures will complement the survey of major America: Shakers, Mormonism, Christian Sci- epochs, person, themes, and events. The course ence, Pentecostalism, and the Black Church, plus will attend to the development of historical American civil religion. institutional features, theological-intellectual THEP 481 (SOC) Marriage: Social and Ethi- themes, moral outlook and expression, and cal Dimensions—3 cr. hrs. spiritual practices. An inquiry into the theological, philosophical, THE 467 History of the Catholic Church in psychological, and social aspects of marriage, America—3 cr. hrs. with specific emphasis on commitment and the Study of the development of the Catholic bond of love. The moral problems of abortion, Church in America with emphasis on signifi- divorce, and homosexuality in the modern con- cant social, political, and cultural ideas and text will be addressed. (Also listed as SOC 481.) issues. (Also listed as PCS 467.) THEP 482 (SCI) Theology in Ecological Per- THE 488 Sexual Ethics—3 cr. hrs. spective—3 cr. hrs. The course will examine how sexual issues Explores contemporary Christian theology and have changed since the turn of the century. A its response to environmental and ecological discussion of how one’s religious values shape issues. The course will investigate the nature of one’s views on sexual issues, such as premarital our current ecological crisis and the emerging sex, abortion, and reproductive technology. An theological insights by Christians deeply con- evaluation of opposing positions on sexual ethi- cerned about our global environment. Special cal issues. (Restricted to honors students.) emphasis will be given to the God-world relation- THE 490 Directed Study—credit arranged. ship, biblical and ethical considerations, as well Guided inquiry for superior juniors and seniors as ecological issues germane to the Northwest. who wish to pursue a particular subject area in (Also listed as PCS 482, ENV 482.) theology more intensely than course offerings THEP 483 (CST) Grace in the Wilderness: permit. By special arrangement with members Conflict in the Bible—3 cr. hrs. of the theology faculty. Offers students the opportunity to explore the THE 491 Special Offerings topic of conflict through a biblical, theological, THE 492 Seminar—credit arranged. and social scientific lens. Using biblical text, THE 496 Workshop—credit arranged. related topical readings, and conflict theory, the THE 499 Senior Thesis—3-6 cr. hrs. course examines intrapersonal conflict, inter- Research, study, or original work under the personal conflict, and conflict between humans direction of a faculty mentor, leading to a schol- and God. The course also provides students the arly thesis document with a public presentation opportunity to explore a variety of conflict of results. Requires approval of thesis director, mediation and negotiation skills aimed at devel- department chair, dean, and the director of the oping just and transformative relationships for honors program, when appropriate. (Prerequi- life in a complex world. (Also listed as CST 483.) sites: Senior standing; 3.0 G.P.A. in the thesis THEP 484 Early Christians and the Art of area, or good standing in the honors program.) Persuasion—3 cr. hrs. This course explores the ways in which ancient Theological Perspectives Greeks and Romans envisioned the field of (THEP) rhetoric—the art of persuasion—and used it in THE 101 and 205 must be successfully complet- public life. It then applies this knowledge to the ed before taking THEP courses. interpretation of the New Testament. The Theological perspectives courses integrate the- course covers the rhetorical theory of Plato and ology with another University core discipline. Aristotle, Cicero, and Quitilian, and the New They may be used to fulfill: Testament writings of Paul, the Gospels, and a.) the upper-division theology requirement of Revelation. the University core, or THEP 485 Historical and Theological Per- b.) the University core distribution require- spectives on the Holocaust—3 cr. hrs. ments of both upper-division theology and the This course will examine the origins and imple- companion subject, or mentations of the holocaust, as well as the larg- c.) a CAS upper-division elective, after comple- er context of European and German history tion of all University core theology requirements. using both an historical and theological perspec- tive. COURSE DESCRIPTIONS Theology — 245 THEP 486 The Mysticism of Resistance: THE 512 Jesus’ Ministry in the Gospels— Global Perspectives on Gender, Poverty, 3 cr. hrs. and Violence—3 cr. hrs. Christianity, the world’s largest religion, began This course is designed to engage students in with the ministry of Jesus of Nazareth. Our critical theological reflection rooted in social most important sources of information on analysis of women’s experiences of violence Jesus’ ministry are the first four writings of the and poverty in a context of globalization. New Testament, the Gospels. This course exam- Through classroom and experimental learning ines the theology and history contained in the students will come to understand the feminist gospels for the purpose of gaining a better under- paradigm as a model for transformation. (Also standing of who Jesus was and how his message listed as SW 486, SJP 486, PCS 486.) was received and developed in the early church. THEP 491 Special Offerings Note: This course will focus primarily on THEP 492 Seminar—credit arranged Matthew, Mark, and Luke (the “synoptic gospels”) or on John in alternating semesters. Graduate Courses THE 515 Ancient Views on Marriage, Divorce, and Sexuality—3 cr. hrs. Bible During the first century of Christianity, the THE 504 Sages and Singers, Songwriters Roman Empire was a complex marketplace of and Storytellers—3 cr. hrs. ideas on sexual morality. It is out of this bewil- This course offers students the opportunity to dering mixture of Roman, Greek, Jewish, and study the wisdom writings of ancient biblical Christian perspectives that the Church’s first and contemporary gurus to discover how wis- statements on marriage, divorce, and sexuality dom is a gift that can be received from God, cre- arose—statements that would shape western ation, and daily interaction in human life and society for centuries to come. This course affairs. The course invites personal and group explores the roots, the development, and the reflection aimed at the celebration of life and legacy of early Christian theology on sexual the exploration of contemporary situations in practices and gender relations. It covers such need of wise decision-making. matters as polygamy, serial marriage, prostitu- THE 505 Poets, Prophets, Divas, and tion, concubines, sexual immorality, the role Divines—3 cr. hrs. and authority of women in religion, virginity, This course offers students the opportunity to and celibacy. trace the development of prophecy and the THE 516 The Second Coming of Christ, in prophetic tradition as it unfolds in the biblical the New Testament and Beyond—3 cr. hrs. text and world, and in our world today. Various Many of Jesus’ followers expected him to return prophets and their writings are studied in order within fifty years after his death. At this “second to understand the person and personality of a coming” Jesus would banish evil, mete out pun- prophet, prophetic imagination and creativity, ishment and reward, and transform God’s aging the role of religious experience, the search for creation into the glorious Kingdom of Heaven. divine justice and compassion. Central to the We find these ideas throughout the New Testa- course is the study of the prophets’ vision of ment—in the Gospels, in the Epistles, and espe- hope and transformation for all times. Students cially in the book of Revelation. This course are invited to explore how they can be shakers examines the Jewish roots of Christian “apoca- and movers, history-makers and hearers, and lyptic” theology, and discusses the ethical impli- prophetic leader of a new day. cations of living in an “end time” community, THE 507 Theology and Controversy in the both then and now. Aside from writings in the Letters of St. Paul—3 cr. hrs. New Testament, attention will be given to the Within twenty-five years of Jesus’ death, Chris- Old Testament book of Daniel, the Dead Sea tianity had spread throughout the Roman Scrolls, and modern apocalyptic movements. Empire. A Jewish convert, Paul of Tarsus (St. THE 517 Trickery, Gender, Power, and Pol- Paul) was responsible for founding many of itics in The Bible—3 cr. hrs. these new churches. Serving as both missionary The course offers students the opportunity to and theologian, he articulated for the first time explore questions and issues around gender as many of Christianity’s basic beliefs and presented in the biblical text. Content focuses presided over some of Christianity’s earliest on the historical and cultural background of theological controversies. In his wake, Paul left women and men in biblical times, and how behind a series of letters to his churches. In this those cultural attitudes have influenced culture, course we will examine his letters as a way of decisions, and worldviews down through the gaining access to the concerns, the theology, ages. Students are invited to participate in criti- and the growing pains of some of the very first cal theological reflection of selected text to dis- Christians on record. cover how these texts speak to life today and how some texts need to be reappropriated in 246 — Theology COURSE DESCRIPTIONS light of ongoing transformation that leads ulti- abortion, divorce, and homosexuality, special to mately to life and liberation not only for women the modern context, will be discussed. but for all people, regardless of gender, race, or THE 527 Theological Environmental class. Ethics—3 cr. hrs. THE 519 Biblical Spirituality: Saints and This course will be an in-depth investigation Sinners on a Journey With God—3 cr. hrs. into the field of environmental ethics and will What does it mean to be “holy?” Who are “holy entail three major components: 1) The course people?” What is meant by the sacredness of all will explore the history of environmental ethics creation? Do sinners go to Heaven? Are there with special emphasis given to major historical any saints among us today? How does God talk contributors such as John Muir and Aldo to people today? These and other questions are Leopold; 2) The course will probe the writings explored in the context of the Jewish and Chris- and positions of major contemporary eco- tian scriptures, an in lives of various biblical ethicists such as Callicott, Hargrove, and Rol- characters. Students are invited to walk in the ston; 3) The course will explore the impact company of saints and sinners as they reflect on environmental ethics has had on Christian ethi- such themes as revelation, the “spirit,” creation, cal reflection and propose a foundation for identity and the search for self, the heart, com- Christian environmental responsibility. passion, sacred spaces and sacred places, the THE 528 Ecology in Theological role of dreams in divine self-communication, Perspective—3 cr. hrs. prayer, and a contemplative, mystical under- Explores contemporary Christian theology and standing toward life. its response to environmental and ecological issues. The course will investigate the nature of Theological Ethics our current ecological crisis and the emerging THE 520 Christian Personal Values— theological insights by Christians deeply con- 3 cr. hrs. cerned about our global environment. Special The ethical question, “who is the good person?,” emphasis will be given to the God-world rela- is founded on the premise that being a Christian tionship, biblical, and ethical considerations as makes one a certain type of person with certain well as ecological issues germane to the North- values. An historical study of various philosoph- west. ical and theological descriptions of the nature of the good person. Liturgy THE 522 Modern Catholic Ethics—3 cr. hrs. THE 535 Theology of Christian Worship— Analysis of several contemporary Catholic ethi- 3 cr. hrs. cists, including Curran, O’Connell, Regan, and Exploration of liturgy as Christian worship, con- McCormick who have influenced the develop- sidering ritual symbolism as language (word ment of Catholic ethics. A critical examination and action) of worship and worship as Christian of natural law, human freedom, conscience, faith in dialogue with God. A critical evaluation authority, and the moral and rational capacity. of contemporary liturgical reforms in ecumeni- THE 523 Christian Social Ethics—3 cr. hrs. cal perspective. Contemporary American Christian thought on THE 538 The Catholic Mass: Yesterday, the nature of morality and society. An attempt Today, and Tomorrow—3 cr. hrs. to reveal the dynamics of faith that calls us to do A historical and theological examination of the justice. Special consideration given to the devel- Catholic Mass (Lord’s Supper) in Church teach- opment of pacifism in American churches. ing and ecumenical perspective. Special THE 525 Catholic Social Teaching: A Living emphasis to be given to the intrinsic nature of Tradition of Thought and Action—3 cr. hrs. its parts in Word and Eucharist, to devout and By examining the relationship between active participation by the faithful, and to its sig- Catholic social teaching and social action this nificance as source and summit of Christian course considers the theological perspectives, spirituality in contemporary time and culture. socio-historical contexts, key principles within THE 539 Catholic Worship Today—3 cr. hrs. this tradition such as the dignity of the human Biblical and theological study of Catholic liturgy person and the common good, approaches to in light of the historical tradition, the liturgical moral argument, and methods of social analysis movement, and the Second Vatican Council. that have shaped the Catholic tradition of Special emphasis given to contemporary thought and practice. reforms and their impact on Catholic life today. THE 526 Christian Marriage: Tradition and the Modern Context—3 cr. hrs. Inquiry into the theological, philosophical, psy- chological, and social aspects of Christian mar- riage with specific emphasis on commitment and the bond of love. The moral problems of COURSE DESCRIPTIONS Theology — 247 Spirituality and Ministry Systematic Theology THE 541 Responding to God: An Introduc- THE 550 Grace, Sin, and the Human Condi- tion to Spiritual Practice—3 cr. hrs. tion—3 cr. hrs. The primary purpose of this course is to facili- What does it mean to be human in light of the tate the development of a set of skills and mystery of Christ? This course will examine how understandings drawn from the Christian tradi- Christian thinkers have sought answers to the tion that will aid students in enriching their deepest questions of human existence through awareness of and responses to God’s presence the ages. As they examine the nature of human in their lives. Students will engage in a variety freedom through the traditional categories of of spiritual practices, such as lectio divina, medi- creation, sin, grace, and eschatology, students tation, and contemplation. Students will also will be challenged creatively to employ the rich- explore key concepts informing these practices, es of the Roman Catholic tradition in articulat- such as discernment, freedom, desire, surren- ing the meaning and destiny of their own der, and gratitude. This course will require the humanity. learning of factual material, commitment to THE 551 Philosophical Theology—3 cr. hrs. self-reflection, and active participation in spiri- Introduction to the classical and contemporary tual practice. discussion of the interaction between human THE 542 Introduction to Christian Spiritu- reason and religious faith (Christian tradition) ality—3 cr. hrs. including arguments for and against the exis- In this course students will read dialogically and tence of God. Emphasis on the philosophical critically selected texts in the genre of Christian foundations of modern theologies. spirituality. They will construct their own THE 553 Religion and Science—3 cr. hrs. hermeneutical strategies to dialogue with and Historical development of conflicts, especially interpret these texts in light of the following over the theory of evolution, and the variety of context: Christian spiritual themes; explicit and positions presented today by theologians, scien- implied images of God and ways of communi- tists, and philosophers. cating with God. Students will also read critical- THE 554 God and the Theological ly to elicit from the texts and from their own Imagination—3 cr. hrs. experiences suggestions about ways of being in How the traditional idea of God was developed fruitful relationships with themselves, others and why it no longer seems adequate to either and the world in light of the incarnation. This religious or cultural experience. How Christian course will also require a commitment to self- theology might imaginatively reformulate the reflection and to active participation in an ongo- idea of God in order to serve Christian faith and ing conscious engagement with oneself, others, action more adequately. the world, and the texts at hand. THE 555 Christology—3 cr. hrs. THE 545 Human Development in The study of how the Church has come to Theological Perspective—3 cr. hrs. understand what it believes and proclaims Explores several different approaches to human about Jesus the Christ. This course is founded development, including faith and moral develop- on the question that Jesus poses to his disciples ment as well as the process of socialization and in every age: “Who do you say that I am?” Ulti- the social roots of knowledge as these influence mately, the naming of Jesus as the Christ is a the fields of religious education and theology. confession of faith. Students will come to under- THE 548 Theological Dimensions of Suffer- stand what this means in Catholic history and ing and Death—3 cr. hrs. tradition by examining the faith experiences of This course will survey the issues of suffering communities past and present in relation to and death from the biblical, systematic, and eth- their own experience of faith. To this end, stu- ical perspective of theology as well as from the dents will build upon the skill of critical theolog- psychosocial, legal, and professional ethics of ical reflection developed in their core courses in the profession of health care, nursing in particu- order now to systematically reflect upon the lar. A clear focus will be exploration of the uni- doctrine of Christ in it Biblical, classical, and versal experience of loss and the many dimen- contemporary historical perspectives. sions of grief employed in dealing with loss. THE 556 Literary Catholicism—3 cr. hrs. THE 549 Theology of Death and This course will explore the Catholic theological Bereavement—3 cr. hrs. tradition, primarily as it finds expression in six Judeo-Christian theologies of death and their novels whose writing is influenced by that tradi- impact on a contemporary religious under- tion. standing of death and bereavement. Particular THE 557 Foundations of Catholic Theology attention given to pastoral liturgical research on —3 cr. hrs. the role of religion and religious ritual in the An examination of elements of theological grieving process. reflection in the Roman Catholic Tradition, 248 — Theology COURSE DESCRIPTIONS with emphasis on theological method and the vignettes, depth reading of selected important development of doctrine. From the starting texts, and profiles of representative figures will point of an experience of faith that is personal track the diverse growth of Christianity in the and communal, historical and eschatological, West into middle of the second millennium. students will explore the interrelationships The course will note institutional features, theo- among such theological categories as Revela- logical-intellectual aspects, moral outlook and tion, Scripture and Tradition, Grace, Christol- expressions, and spiritual practices. ogy, and Ecclesiology. THE 562 The Drama of Modern Christianity, THE 558 Women, Theology, and Globaliza- 1600-2000: Crossroads of Faith and Enlight- tion—3 cr. hrs. enment—3 cr. hrs. What does globalization have to do with theology? The third great epoch of Christianity in the What happens when the experience of women West was born out of the exhaustion of Europe’s in diverse cultures becomes the starting point religious wars and the rise of scientific perspec- for theological reflection? We will explore these tives. The Enlightenment and the rise of questions as we study the texts of contempo- democracy challenged Christian faith in ways rary women theologians in the Christian tradi- that still affect its views of God, Christ, creation, tion from Latin America, Africa, Asia, and var- and the world. Views of biblical revelation and ied contexts within North America. Through the role of the Church have especially been in analysis of theological method, we will learn to ferment. Christianity has become a world recognize the principles of Liberation Theology movement inhabiting a vast diversity of cul- at work in new contexts. Ultimately, we will tures, while America particularly has offered a develop the skills to critically evaluate the diverse marketplace of traditional churches, effects and challenges of globalization from the evangelical groups, and experimental commu- perspective of the Gospel in women’s experi- nities. Historical vignettes, depth reading of ence. This course invites both men and women selected important texts, and profiles of impor- to hear the Gospel in new contexts. tant or representative figures will track the fur- ther diverse growth of Christianity up to the History of Christianity present. The course will note institutional fea- THE 560 The Emergence of Christianity, tures, theological-intellectual aspects, moral 100-800—3 cr. hrs. outlook and expressions, and spiritual practices. The first great epoch of Christianity after the THE 563 Mystic, Thinker, Teacher: The apostles witnessed the break with Judaism, the Life and Work of Augustine of Hippo— formation of the Christian Bible, antagonism 3 cr. hrs. and eventual cooperation of the Roman state. Besides being the most provocative teacher in The age of martyrs gave way to an era of bold self- the history of Western Christianity, only Saint definition that articulated essential doctrines, Augustine of Hippo (354-430) remains a force in matured spiritual practices, and formed the contemporary thought. Besides his ranking profoundly spiritual theology of the Church importance in Christian theology for more than Fathers. Eventually it witnessed the growth of fifteen hundred years, his thinking still informs monasticism, the rise of the papacy, the conver- fields as diverse as psychology, political sci- sion of Europe, and the challenge of Islam. ence, and philosophy. This course will track the Through historical vignettes, reading of select life and thought while situating it in the context texts, and profiles of representative figures, we of late Roman antiquity and Christianity’s grow- will track the growth of undivided Christianity ing domination. Alongside our focus on Augus- in the first millennium. The course will attend tine as a person, philosopher, theologian, and to institutional features, theological understand- mystic, particularly in his classic Confessions, ing, ethical works, and mystical teachings. special attention will be paid to his interpreta- THE 561 Revelation, Reason, Reform: tion of the Bible. We will also note Augustine’s Movements in Medieval and Reformation influence in medieval, Reformation (Protestant Christianity, 800-1600—3 cr. hrs. and Catholic), and modern periods. The second great epoch of Christianity wit- THE 565 Christianity, A Concise History nessed its ascent to dominance in the West (our Through Twenty Centuries—3 cr. hrs. course’s focus) and its impetus to self-renewal. Christianity is a spiritual movement of faith The grandeur of the medieval cathedrals and centered on the crucified and raised Jesus of the Summa of Thomas Aquinas contrast with Nazareth. We will trace its history from origins the Church’s East-West split, the Crusades, the as an obscure Jewish sect, a brash but fledgling Inquisition, the decline of the papacy, and the group challenging the Roman Empire, through tumult of the Reformation. But Christian spiri- mature self-definition in the Middle Ages, to the tual dynamism continued unabated in Roman challenges of Islam’s rise, the Reformation, and Catholicism, magisterial Protestantism, and the the Enlightenment. After 1000 C.E., our course newly emerging free churches. Historical will narrow its focus to the West, and conclude COURSE DESCRIPTIONS Theology — 249 by studying Christianity in America. Select pro- files and primary reading of representative fig- ures will complement the survey of major epochs, person, themes, and events. The course will attend to the development of historical institutional features, theological-intellectual themes, moral outlook and expression, and spiritual practices. THE 569 History of the Catholic Church in America—3 cr. hrs. Study of the development of the Catholic Church in America with emphasis on signifi- cant social, political, and cultural ideas and issues. Applied Pastoral Ministry THE 580 Theology and Practice of Ministry—3 cr. hrs. An examination of the theology, history, spiritu- ality, and practice of ministry in the Church. Two-thirds of the course will be experiential learning of local ministries via guest speakers, on-site visits, and interviews of pastoral minis- ters. One-third will be analysis of the historical, theological, and spiritual roots of ministry drawn into reflection on the dimensions of min- istry today and in the future. The course will be flexible enough to accommodate a one-credit pastoral ministry module, should one be offered. THE 581 Theology and Ministry in the Church—3 cr. hrs. A continuation of the academic work begun in THE 580, which will comprise two-thirds of the course. The final third will be a supervised field education placement in a local ministry. The written work of this course will synthesize the academic content and the ministerial experi- ence in a research/reflection paper. The course will be flexible enough to accommodate a one- credit pastoral ministry module should one be offered. (Prerequisite: THE 580.) THE 582 Applied Pastoral Ministry— 3 cr. hrs. Students enrolled in this course will spend two- thirds of their time working at their supervised pastoral ministry assignment and becoming skilled in the various modes of doing theological reflection on their work via written verbatims, journaling, case studies, and/or critical inci- dents under the guidance of their supervisor. The remaining third will be a weekly seminar devoted to analyzing the present and future of pastoral ministry in the Church. The course will include a day of reflection and be flexible enough to accommodate a one-credit pastoral ministry module should one be offered. (Pre- requisite: THE 581.) THE 590 Directed Study—credit arranged. THE 591-592 Seminar—credit arranged. THE 595-596 Workshops—credit arranged. ADMINISTRATION 251 Administration Board of Regents D. Allen Lund, Chair Keith R. Larson Eugene J. Wizer Joseph B. Allegretti Luis Machuca Darryl P. Wong Thomas D. Arndorfer Rev. Edward A. Malloy, Carolyn Y. Woo Keith L. Barnes C.S.C. Randall L. Yoakum Rev. E. William Beauchamp, Ralph Miller President, National C.S.C. Rev. Wilson D. Miscamble, Alumni Board: Ralph G. Bliquez C.S.C. John Becker John G. Block Timothy J. Morgan (Ex-officio, non-voting) Mary R. Boyle Rev. Francis J. Murphy, Life Regents: Brenda K. Braxton C.S.C. John C. Beckman Nancy K. Bryant Bradford L. Parberry Albert D. Corrado Annie T. Buell, Secretary Jerry A. Parsons Philip J. Faccenda Matthew W. Chapman Rev. Mark L. Poorman, Stephen A. Farley Earle M. Chiles C.S.C. Elsie Franz Finley Richard M. Clark James T. Price Edward N. Murphy Russell E. Danielson Larree Renda Lawrence R. Rockwood Frank D. Dulcich Don V. Romanaggi, M.D. Fred A. Stickel Rev. Carl F. Ebey, C.S.C. Stephen L. Shepard Regents Emeriti: John R. Emrick Karl A. Smith Roger L. Conkling Suzanne S. Fields Edwin A. Sweo H. Joseph Ferguson Robert W. Franz William R. Tagmyer Walter E. Jameson Mark B. Ganz, Vice Chair Thomas J. Tomjack John P. Lee David C. Grove Kay Dean Toran Robert E. Ludeman Peggy Haggerty Rev. David T. Tyson, C.S.C. Robert B. Pamplin, Jr. Rev. Peter A. Jarret, C.S.C. Sharon D. VanSickle- Jesse C. Perry Patricia K. Johnson Robbins Joaquin F. Reis Rev. James R. Summer Widmer Philip J. Robinson Lackenmier, C.S.C. Ted R. Winnowski George E. Swindells 252 ADMINISTRATION University Administration Officers of the Office of the President William O. Reed University John A. Soisson Director, University Events Rev. E. William Beauchamp, Executive Assistant to the Office of Enrollment Man- C.S.C., J.D. President agement and Student Life President Rev. William D. Dorwart, Rev. John J. Donato, C.S.C. Br. Donald J. Stabrowski, C.S.C. Associate Vice President for C.S.C., Ph.D. Director, Campus Ministry Student Life Provost Lawrence R. Williams II, J.D. Jason S. McDonald, M. Ed. Rev. Thomas P. Doyle, Director, Athletics Dean, Admissions C.S.C., M.B.A. Office of the Provost Craig Sneider, M.A. Executive Vice President Thomas G. Greene, Ed.D. Director, Financial Aid Denis S. Ransmeier Associate Provost Amy E. Cavanaugh, M.S. Vice President for Financial Col. Terry Kono Director, Career Services Affairs Professor, Aerospace Studies Michael J. Pelley John T. Goldrick, J.D. Lt. Col. Peter Rooks Director, International Student Vice President for Enroll- Professor, Military Science Services ment Management and Rev. Robert C. Antonelli, Kirk Mustain Student Life C.S.C., Ph.D. Director, Food Services James C. Lyons, M.P.A. Archivist Michael E. Walsh, M.Ed. Vice President for University Roberta D. Lindahl, M.B.A. Director, Residence Life Relations Registrar Jeromy Koffler, M.A. Deans Karen K. Nelson, Ph.D. Director, Student Activities Thomas G. Greene, Ed.D. Director, Institutional Harold Burke-Sivers, M.T.S. Associate Provost, Dean of Research Director, Safety and Security the Graduate School Rev. Arthur F. Wheeler, Paul R. Myers, Ph.D. Rev. Stephen C. Rowan, C.S.C., Ph.D. Director, University Health Ph.D. Director, Studies Abroad Center Dean, College of Arts and Daniel M. McGinty TBA Sciences Academic Advisor to Student Director, Moreau Center for Robin D. Anderson, Ed.D. Athletes Service and Leadership Dean, Dr. Robert B. Office of the Financial Brenda C. Greiner, M.A. Pamplin, Jr. School of Vice President Director, Shepard Freshman Business Administration TBA Resource Center Sr. Maria J. Ciriello, O.P., Controller Information Services Ph.D. James J. Kuffner, M.B.A. Paul A. Erdmann Dean, School of Education Assistant Vice President for Director, Technical Support Zia A. Yamayee, Ph.D. Human Resources and Jenny B. Walsh, M.S. Dean, School of Engineering Administrative Services Director, Web and Administra- Joanne R. Warner, D.N.S. Paul J. Luty tive Systems Dean, School of Nursing Director, Physical Plant Wilson W. Clark James Ravelli Memorial Library Chief Information Officer Drew Harrington, M.L.S. Office of University University Librarian, Relations Director J. Bryce Strang Associate Vice President for Development Carmen C. Gaston, J.D. Director, Alumni Relations Laurie C. Kelley, M.B.A. Director, Marketing and Communications FACULTY 253 Faculty

As of June 1, 2008 Rev. Jeffrey Allison, C.S.C., Ph.D. The final date in a listing indicates the year of first Assistant Professor, Theology appointment to the University of Portland faculty. B.A., St. Louis University, 1986; M.T.S., Univer- More than one date indicates a break in service. sity of Dalla, 1992; M.Div., Oblate School of Blaine C. Ackley, Ed.D. Theology, 1996; Ph.D., Catholic University of Associate Professor, Education America, 2008. At Portland, 2008— B.A., University of Montana, Missoula, 1965; Eric J. Anctil, Ph.D. M.A.T., , 1973; Ed.D., ibid, Assistant Professor, Education 1991. At Portland, 1991— B.A., University of Oregon, 1992; M.A., Portland Brian J. Adams, Ph.D. State University, 2000; Ph.D., University of Wis- Assistant Professor, Business consin-Madison, 2003. At Portland, 2008— B.A., University of Oregon, 1990; M.B.A., Uni- Robin D. Anderson, Ed.D. versity of Portland, 1996; Ph.D., Arizona State Franz Chair in Entrepreneurship3 University, 2003. At Portland, 2003— Professor, Business Administration Bahram Adrangi, Ph.D. B.A. University of Nebraska at Kearney, 1970; Professor, Business Administration M.A.T., University of Nebraska-Lincoln, 1972; B.A., University of Tehran, 1973; M.B.A., West- Ed.D., ibid, 1984. At Portland, 1998— ern Illinois University, 1975; Ph.D., University Ann Marie Anderssohn, Ph.D. of Oregon, 1982. At Portland, 1982— Assistant Professor, Chemistry Amelia J. Ahern-Rindell, Ph.D. B.S., Portland State University, 1982; M.S., Associate Professor, Biology Arizona State University, 1988; Ph.D., ibid, B.S., University of Illinois, 1979; M.S., Washing- 1995. At Portland, 1999— ton State University, 1985; Ph.D., ibid, 1988. At Rev. Robert C. Antonelli, C.S.C., Ph.D. Portland, 1997— University Archivist Michael W. Akerman, Ph.D. B.A., University of Notre Dame, 1962; S.T.B., Associate Professor, Mathematics Pontificia Universitas Gregoriana, 1964; S.T.L., B.A., Portland State University, 1964; M.A., Uni- ibid, 1966; M.A., The Johns Hopkins University, versity of Arizona, 1966; Ph.D., Oregon State 1968; Ph.D., University of Strasbourg, 1970. At University, 1973. At Portland, 1979— Portland, 1999— Robert J. Albright, Ph.D. Ellyn Arwood, Ed.D. Tyson Distinguished Professor, Engineering Professor, Education B.S., , 1963; M.S., ibid, B.A., University of Oregon, 1971; M.A., Wash- 1965; Ph.D., University of Washington, 1971. At ington State University, 1973; Ed.D., University Portland, 1970— of Georgia, 1977. At Portland, 1986— David B. Alexander, Ph.D. Herman L. Asarnow, Ph.D. Associate Professor, Biology Professor, English B.S., University of Texas at El Paso, 1979; M.S., B.A., Trinity College, 1972; M.A., University of ibid, 1983; Ph.D., Texas A&M University, 1987. Denver, 1974; Ph.D., ibid, 1981. At Portland, At Portland, 1995— 1979— Mary E. Allender, Ph.D. Richard R. Askay, Ph.D. Associate Professor, Business Administration Professor, Philosophy B.A. Reed College, 1979; M.A., University of B.A., Portland State University, 1975; M.A., Michigan; Ph.D., University of Oregon, 1990. At Purdue University, 1977; Ph.D., ibid, 1980. At Portland, 1987— Portland, 1982—

1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status 254 FACULTY Eva K. Aussermair, M.A. Patrick R. Berg, J.D. Adjunct Instructor, Theology Adjunct Assistant Professor, Political Science1 M.A., University of Salzburg, 1979 B.A., University of Portland, 1966; J.D., Univer- At Portland (Salzburg), 2001— sity of Notre Dame, 1969. At Portland, 1991— Josef Aussermair, Ph.D. Rev. Richard F. Berg, C.S.C., Ph.D. Adjunct Professor, Theology Professor Emeritus, Psychology4 Ph.D., University of Salzburg, 1976 A.B., University of Notre Dame, 1959; S.T.B., At Portland (Salzburg), 2002— Gregorian University, 1963; M.A., University of Matthew J. Baasten, Ph.D. Portland, 1967; Ph.D., ibid, 1969. At Portland, Associate Professor, Theology 1974— B.A., University of Notre Dame, 1972; M.A., Elena K. Bernard, Ph.D. ibid, 1978; Ph.D., ibid, 1983. At Portland, 1981— Assistant Professor, Business Administration Susan D. Baillet, Ph.D. B.S., William Carey College, 1997; M.B.A., Hen- Associate Professor, Psychology derson State University, 1998; Ph.D., Louisiana B.S., Trinity College, 1974; M.S., University of State University, 2006. At Portland, 2007— Denver, 1976; Ph.D., ibid, 1981. At Portland, Rev. George C. Bernard, C.S.C., S.T.D. 1983— Associate Professor Emeritus, Theology4 James Baillie, Ph.D. A.B., University of Notre Dame, 1945; S.T.L., Professor, Philosophy Catholic University of America, 1950; S.T.D., M.A., University of Glasgow, 1979; Ph.D., ibid, ibid, 1952. At Portland, 1969— 1989. At Portland, 1990— Rev. Thomas L. Bill, C.S.C., Ph.D. 4 Raymond R. Bard, Ph.D. Associate Professor Emeritus, Philosophy Associate Professor, Chemistry A.B., University of Notre Dame, 1951; M.A., B.A., Hamline University, 1970; Ph.D., Univer- ibid, 1957; Ph.D., St. Louis University, 1963. At sity of Vermont, 1977. At Portland, 1986— Portland, 1962— Ronda S. Bard, Ph.D. Osiel Bonfim, Ph.D. Lecturer, Chemistry Associate Professor, Physics B.S., Newberry College, 1976; Ph.D., Vanderbilt B.S., Federal University of Pernambuco, 1973; University, 1980. At Portland, 2006— M.S., ibid, 1976; Ph.D., University of Oxford, William F. Barnes, Ph.D. 1981. At Portland, 2001— Associate Professor, Business Trudie M. Booth, M.A. B.A., University of New Hampshire, 1989; Lecturer, French Ph.D., University of Notre Dame, 2000. At Port- M.A., University of Freiburg, 1971. At Portland, land, 2000— 1977— Amy S. Beadles-Bohling, Ph.D. Edward K. Bowen, Ph.D. Visiting Lecturer, Biology Professor, Performing & Fine Arts B.A.,Concordia College, 1994; Ph.D., Oregon B.T., Willamette University, 1976; M.A., West- Health & Science University, 2004. At Portland, ern Oregon State College, 1982; Ph.D., Universi- 2008— ty of Stirling, 1985. At Portland, 1991— Rev. E. William Beauchamp, C.S.C. Eva Brandauer, Ph.D. Professor, Business3 Adjunct Instructor, German B.B.A., University of Detroit, 1964; M.B.A., ibid, M.A., University of Salzburg, 1996; Ph.D., ibid, 1966; J.D., University of Notre Dame, 1975. At 2004. At Portland, 1997— Portland, 2002— Genevieve Brassard, Ph.D. Helmut Becker, D.B.A. Assistant Professor, English Professor Emeritus, Business Administration4 B.A., San Francisco State University, 1995; M.A., B.B.A., University of Portland, 1962; M.B.A., University of Connecticut, 1997; Ph.D., Univer- University of Oregon, 1967; D.B.A., Indiana sity of Connecticut, 2004. At Portland, 2005— University, 1971; C.P.A., Oregon State Certifi- Barbara J. Breen, Ph.D. cate, 1983. At Portland, 1973— Assitant Professor, Physics Kathleen J. Bell, M.S.N. B.S., Georgia Institute of Technology, 1997; Instructor, Nursing Ph.D., ibid, 2003. At Portland, 2006— B.S.N., Boston College, 1974; M.S.N., University Jeffrey D. Brown, Ph.D. of Utah, 1993. At Portland, 2005— Assistant Professor, Biology B.A., Grinnell College, 1993; Ph.D., University of Washington, 1999. At Portland, 2008—

1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status FACULTY 255 Rev. Joseph P. Browne, C.S.C., S.T.D. Lori Chorpenning, M.S.N. Professor Emeritus, Clark Memorial Library4 Instructor, Nursing A.B., University of Notre Dame, 1951; S.T.L., B.S.N., Metropolitan State College, 1989; M.S.N., Angelicum (Rome), 1957; S.T.D., ibid, 1960; University of Portland, 2003. At Portland, 2003— M.S.L.S., Catholic University of America, 1965. George T. Chou, Ph.D. At Portland, 1964— Professor Emeritus, Business Administration4 Cheri Buck-Perry, M.A. B.A., University of Washington, 1967; M.A., Visiting Instructor, English ibid, 1968; Ph.D., ibid, 1973. At Portland, 1971— B.A., Walla Walla College; M.A., Portland State Richard S. Christen, Ph.D. University. At Portland, 2000— Associate Professor, Education Deborah Burton, Ph.D. B.S., Minot State University, 1975; M.A., Univer- Adjunct Associate Professor, Nursing1 sity of Montana, 1980; Ph.D., University of Min- B.S.N., University of Portland, 1977; M.N., Ore- nesota, 1994. At Portland, 1998— gon Health Sciences University, 1982; Ph.D., Sr. Maria J. Ciriello, O.P., Ph.D. ibid, 1993. At Portland, 1993— Professor, Education3 Russell A. Butkus, Ph.D. B.S.E., St. John College, 1966; M.S.E., University Associate Professor, Theology of Dayton, 1971; Ph.D., Catholic University of B.A., St. Lawrence University, 1974; M.Th., America, 1987. At Portland, 1996— Boston College, 1978; Ph.D., ibid, 1985. At Port- Kent J. Collings, Ph.D. land, 1985— Professor Emeritus, Business Administration4 Robert F. Butler, Ph.D. B.S., University of California, 1939; M.B.A., Uni- Professor, Science versity of Washington, 1963; Ph.D., ibid, 1969. B.S., Oregon State University, 1968; M.S., Stan- At Portland, 1969— ford University, 1970; Ph.D., ibid, 1972. At Port- Roger L. Conkling, L.L.D. land, 2004— Adjunct Professor, Business Administration Karen Cameron, M.S.N. B.B.A., Northwestern University, 1941; M.A., Uni- Instructor, Nursing versity of Oregon, 1948; L.L.D. (honoris causa), B.S.N., University of Portland, 1996; M.S.N., University of Portland, 1972. At Portland, 1988— Oregon Health Sciences University, 2000. At Rev. James T. Connelly, C.S.C., Ph.D. Portland, 2002— Associate Professor, History3 Michael Cameron, Ph.D. B.A., University of Notre Dame, 1960; S.T.B., Pon- Associate Professor, Theology tifical Gregorian University, 1963; M.A., Universi- B.A., Central Bible College, 1977; Bethany Theo- ty of Notre Dame, 1968; Ph.D., University of logical Seminary, 1981; Ph.D., University of Chicago, 1977. At Portland, 1993— Chicago Divinity School, 1996. At Portland, Carolyn R. Connolly, M.S.L.S. 2002— Assistant Archivist/Curator, Clark Memorial Kevin Cantrell, Ph.D. Library Associate Professor, Chemistry B.A., University of Portland, 1988; M.A., ibid, B.S., Furman State University, 1992; M.S., Ore- 1990; M.S.L.S., Clarion University, 1991. At Port- gon State University, 1998; Ph.D., ibid, 2001. At land 1995— Portland, 2001— Michael Connolly, D.M.A. James B. Carroll, Ph.D. Professor, Music Associate Professor, Education B.A., B.M., University of Washington, 1977; M.M., B.A., University of California, Davis, 1976; University of Southern California, 1983; D.M.A., M.F.A., Washington State University, 1978; ibid, 1986. At Portland, 1988— Ph.D., ibid, 1990. At Portland, 1997— Darcy Copeland, Ph.D. H. Beng Chang, M.S.T. Assistant Professor, Nursing Instructor, Mathematics B.S., University of Northern Colorado, 1998; B.S., The American University, 1992; M.S.T., B.A., ibid, 1998; M.A., Fitchburg State College, Portland State University, 2003. At Portland, 2002; Ph.D., University of California, 2007. At 2004— Portland, 2007— Arjun Chatrath, D.B.A. James T. Covert, Ph.D. Professor, Business Administration Professor Emeritus, History4 B.A., University of Delhi, 1985; M.B.A., Univer- B.A., University of Portland, 1959; M.A., Universi- sity of Notre Dame, 1989; D.B.A., Cleveland ty of Oregon, 1961; Ph.D., ibid, 1967. At Portland, State University, 1994. At Portland, 1997— 1961—

1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status 256 FACULTY Tanya L. Crenshaw, Ph.D. Roger O. Doyle, D.M.A. Assistant Professor, Computer Science Professor, Music B.S., University of Portland, 1998; Ph.D., Uni- B.M.Ed., University of Wichita, 1962; M.M.Ed., versity of Illinois, 2008. At Portland, 2008— Wichita State University, 1967; D.M.A., Univer- Jackie Culver, M.F.A. sity of Colorado, 1973. At Portland, 1973— Adjunct Instructor, Dance Bruce H. Drake, Ph.D. B.A., University of Portland, 1974; M.F.A., ibid, Professor, Business Administration 1981. At Portland, 1991— B.A., Dartmouth College, 1966; M.B.A., Stanford William M. Curtis, Ph.D. University, 1968; Ph.D., University of Washing- Assistant Professor, Political Science ton, 1976. At Portland, 1988— A.B., Dartmouth College, 1992; J.D., University Yan Duan, M.N. of California, 1995; M.A., Stanford University, Visiting Instructor, Nursing 1997; Ph.D., Duke University, 2006. At Port- M.N., University of Manitoba, 1993. At Portland, land, 2007— 2006— Dan G. Danner, Ph.D. Robert W. Duff, Ph.D. Professor Emeritus, Theology4 Tyson Distinguished Professor, Sociology B.A., Abilene Christian College, 1961; M.A., ibid, B.A., University of Notre Dame, 1966; M.A., 1963; Ph.D., University of Iowa, 1969. At Port- ibid, 1970; Ph.D., ibid, 1971. At Portland, 1972— land, 1969— Verne A. Duncan, Ph.D. Susan D. Decker, Ph.D. Professor Emeritus, Education4 Associate Professor, Nursing B.A., Idaho State University, 1960; M.Ed., Uni- B.A., Miami University, Ohio, 1970, M.S.N., Uni- versity of Idaho, 1964; M.B.A., University of versity of Cincinnati, 1973; Ph.D., Portland State Portland, 1976; Ph.D., University of Oregon, University, 1982. At Portland, 1973— 1968. At Portland, 1989— Nicole DeHoratius, D.B.A. Ardys Dunn, Ph.D. Assistant Professor, Business Administration Associate Professor Emerita, Nursing4 A.B., Harvard University, 1990; M.S., University B.S.N., University of Illinois at Chicago, 1969; of Sussex, 1994; D.B.A., Harvard Business M.S., University of Oregon, 1974; M.N., Oregon School, 2002. At Portland, 2007— Health Sciences University, 1983; Ph.D., Uni- Philippe R. DeLaMare, Ph.D. versity of Oregon, 1984. At Portland, 1985— Professor Emeritus, Music4 Todd Easton, Ph.D. B.A., University of Oregon, 1938; M.A., ibid, 1941; Associate Professor, Business Administration Diploma, Fontainebleau, France, 1961; Ph.D., B.A., University of California, Santa Cruz, 1975; University of Portland, 1969. At Portland, 1947— M.A., University of California, Berkeley, 1980; Sr. Carol J. Dempsey, O.P., Ph.D. Ph.D., ibid, 1984. At Portland, 1981— Associate Professor, Theology Maria Elva Echenique, M.A. B.A., Caldwell College, 1978; M.A., St. Louis Uni- Associate Professor, Spanish versity, 1986; Ph.D., Catholic University of Amer- L.L., Universidad Mayor de San Andres, 1991; ica, 1994. At Portland, 1994— M.A., University of Oregon, 1998. At Portland, Will H. Deming, Ph.D. 2002— Professor, Theology Karen E. Eifler, Ph.D. B.A., College of William and Mary, 1978; Ph.D., Associate Professor, Education University of Chicago, 1991. At Portland, 1992— B.A., University of California at Los Angeles, Timothy A. Doughty, Ph.D. 1982; Ph.D., University of Nebraska at Lincoln, Assistant Professor, Engineering 1997. At Portland, 1998— B.S., Washington State University, 1991; M.S., Mark A. Eifler, Ph.D. ibid, 1993; Ph.D., Purdue University, 2002. At Associate Professor, History Portland, 2006— B.A., University of California, Berkeley, 1984; Andrew Downs, Ph.D. M.A., ibid, 1987; Ph.D., ibid, 1992. At Portland, Assistant Professor, Psychology 2000— B.A., University of Notre Dame, 1994; M.S., Brian J. Els, Ph.D. Washington State University, 1998; Ph.D., ibid, Assistant Professor, History 2002. At Portland, 2008— B.A., Whitman College, 1990; M.A., Indiana University, 1994. Ph.D., ibid, 2004. At Portland, 2002—

1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status FACULTY 257 Tae-In (Mike) Eom, Ph.D. Ralf Genske, M.A. Assistant Professor, Business Administration Adjunct Assistant Professor, German B.S., Iowa State University, 1991; M.A., State B.A., Portland State University, 1989; M.A., ibid, University of New York at Albany, 1992; M.B.A., 1993. At Portland, 1998— State University of New York at Binghamton, Rev. Mark Ghyselinck, C.S.C., M.F.A. 1999; Ph.D., ibid. At Portland, 2004— Assistant Professor, Fine Arts Caery Ann Evangelist, Ph.D. B.A., University of Notre Dame, 1980; M.Div., Assistant Professor, Philosophy ibid, 1987; M.F.A., Western Michigan Universi- B.A., University of Pennsylvania, 1993; M.A., ty, 2001. At Portland, 2005— ibid, 1994; Ph.D., Duke University, 2004. At Rev. Charles B. Gordon, C.S.C., Ph.D. Portland, 2005— Assistant Professor, Theology Thompson M. Faller, Ph.D. B.A., University of Notre Dame, 1978; M.Div., Professor, Philosophy ibid, 1986; Ph.D., University of Cambridge, B.A., St. Mary’s, 1962; M.A., Xavier University, 1999. At Portland, 2006— Ohio, 1964; Ph.D., University of Salzburg, Aus- Thomas G. Greene, Ed.D. tria, 1969. At Portland, 1964— Associate Professor, Education3 Terence G. Favero, Ph.D. B.S., Portland State University, 1970; M.A., Professor, Biology Lewis & Clark College, 1975; Ed.D., Portland B.S., Illinois State University, 1984; M.S., Uni- State University/University of Oregon, 1984. At versity of Oregon, 1988; Ph.D., ibid, 1990. At Portland, 1983— Portland, 1993— Richard D. Gritta, D.B.A. Howard D. Feldman, Ph.D. Professor, Business Administration Associate Professor, Business Administration B.B.A., University of Notre Dame, 1965; M.B.A., B.B.A., University of Cincinnati, 1971; M.B.A., Indiana University, 1967; D.B.A., University of Georgia State University, 1978; Ph.D., ibid, Maryland, 1972. At Portland, 1976— 1983. At Portland, 1991— Andrew M. Guest, Ph.D. Josef Feldner, Ph.D. Assistant Professor, Psychology Adjunct Instructor, German B.A., Kenyon College, 1994; M.S., Miami Uni- Ph.D., University of Innsbruck, 1990. At Port- versity, 1996; M.A., University of Chicago, 2001; land, 1996— Ph.D., ibid, 2004. At Portland, 2004— Lauretta Conklin Frederking, Ph.D. Nancy Haller, M.N. Associate Professor, Political Science Adjunct Instructor, Nursing1 B.A., University of Toronto, 1992; M.A., Colum- B.S., Oregon Health Sciences University, 1972; bia University, 1994; Ph.D., Washington Univer- M.S., University of Washington, 1974. At Port- sity in St. Louis, 2001. At Portland, 2002— land, 1991— Edward J. Freed, D.B.A. Christopher C. Hallstrom, Ph.D. Professor, Business Administration Assistant Professor, Mathematics B.S., Boston College, 1966; M.B.A., University of B.A., Reed College, 1992; M.S., University of Pennsylvania, 1968; D.B.A., University of Col- Chicago, 1994; Ph.D., ibid, 2000. At Portland, orado, 1978. At Portland, 1979— 2003— Joseph Gallegos, Ph.D. Christin Lee Hancock, Ph.D. Professor, Social Work Assistant Professor, History B.S., Portland State University, 1972; M.S.W., B.A., University of Notre Dame, 1996; A.M., ibid, 1973; Ph.D., University of Denver, 1978. At Brown University, 1999; Ph.D., ibid, 2005. At Portland, 1988— Portland, 2007— Patricia K. Gatlin, M.S. Drew Harrington, M.L.S. Instructor, Nursing Senior Librarian, Clark Memorial Library B.S.N., University of Memphis, 1999; M.S., Uni- B.A., Fort Lewis College, 1973; M.L.S., Universi- versit of Portland, 2003. At Portland, 2002— ty of Oregon, 1976. At Portland, 2006— Jeffrey A. Gauthier, Ph.D. Renee G. Heath, Ph.D. Associate Professor, Philosophy Assistant Instructor, Communication Studies B.A., Wadhams Hall College, 1980; M.A., Bowl- B.S., Oregon State University, 1990; M.A., Wash- ing Green State University, 1985; Ph.D., Univer- ington State University, 1997; Ph.D., University sity of Michigan, 1992. At Portland, 1992— of Colorado, 2005. At Portland, 2005—

1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status 258 FACULTY Kristine Henderer, Ed.D. Margaret M. Hogan, Ph.D. Adjunct Assistant Professor, Nursing McNerney-Hansen Chair in Ethics B.S.N., Boston College, 1972; M.Ed., Columbia Professor, Philosophy University Teachers College, 1975; Ed.D., ibid, A.B., Immaculata College, 1963; M.A., Fordham 1986. At Portland, 1972— University, 1968; Ph.D., Marquette University, Christopher M. Hess, Ph.D. 1991. At Portland, 2003— Visiting Assistant Professor, Biology Sally H. Hood, Ph.D. B.S., University of Florida, 1997; Ph.D., ibid, Associate Professor, Education 2005. At Portland, 2006— B.A., Indiana University, 1982; Ph.D., ibid, 2002. Cara Hersh, Ph.D. At Portland, 2005— Assistant Professor, English Heidi Horning B.A., Haverford College, 1997; Ph.D., Duke Uni- Adjunct Instructor, Performing and Fine Arts1 versity, 2006. At Portland, 2006— Portland Ballet School, American Ballet The- Frances M. Hicks, Ph.D. atre, Metropolitan Opera Ballet. At Portland, Professor Emerita, Nursing4 1979— R.N., Oklahoma Baptist Hospital, 1957; B.S., Rev. Thomas E. Hosinski, C.S.C., Ph.D. Northwestern State University of Louisiana, Professor, Theology 1960; M.S.N., Case Western Reserve University, A.B., University of Notre Dame, 1969; M.Th., 1964; Ph.D., North Texas State University, 1977; ibid, 1972; M.A., University of Chicago, 1976; Fellow, American Academy of Nursing, 1997. Ph.D., ibid, 1983. At Portland, 1978— At Portland, 1978— Becky Ann Houck, Ph.D. Gregory Hill, Ph.D. Professor, Biology Associate Professor, Mathematics B.S., University of Utah, 1972; Ph.D., University B.S., University of Arizona, 1981; M.S., University of Hawaii, 1977. At Portland, 1978— of Oregon, 1984; Ph.D., ibid, 1987. At Portland, Rev. William B. Hund, C.S.C., Ph.D. 2000— Associate Professor Emeritus, Philosophy4 Richard W. Hines, M.S. A.B., University of Notre Dame, 1954; M.A., Senior Librarian Emeritus, Clark Memorial ibid, 1960; Ph.D., University of Fribourg, 1964. Library4 At Portland, 1972— B.S., University of Pennsylvania, 1969; M.S., Kathleen E. Hunt, Ph.D. Simmons College, 1984. At Portland, 1997— Visiting Assistant Professor, Biology Susan E. Hinken, M.Libr. B.A., Oberlin College, 1988; Ph.D., University of Senior Librarian/Assistant Professor, Clark Washington, 1997. At Portland, 2007— Memorial Library Rev. Bernard Kuo-Wei Hwang, S.T.D. B.A., University of Washington, 1976; M.Libr., Assistant Professor Emeritus, Theology4 ibid, 1977; M.A., University of Portland, 1987. B.S., St. John’s University, 1949; S.T.D., Sant At Portland, 1980— Anselmo, 1953; M.A., University of Portland, Molly H. Hiro, Ph.D. 1968. At Portland, 1964-65; 1976— Assistant Professor, English Aziz S. Inan, Ph.D. B.A., Georgetown University, 1994; M.A., Uni- Professor, Engineering versity of California, Los Angeles, 1999; Ph.D., B.S., San Jose State University, 1979; M.S., Stan- ibid, 2005. At Portland, 2005— ford University, 1980; Ph.D., ibid, 1983. At Port- Jill Peterson Hoddick, M.A., M.F.A. land, 1989— Professor, Performing and Fine Arts Mehmet I. Inan, D.C.E. B.A., University of the Pacific, 1972; M.A., Cali- Associate Professor, Engineering fornia State University (Fresno), 1974; M.F.A., B.S.C.E., Middle East Technical University, University of Southern California, 1977. At Port- Ankara, 1971; M.S.C.E., ibid, 1973; D.C.E., Uni- land, 1977— versity of Miami, 1977. At Portland, 1977— Joseph P. Hoffbeck, Ph.D. Deana L. Julka, Ph.D. Associate Professor, Engineering Associate Professor, Psychology B.S.E.E., Purdue University, 1989; M.S.E.E., B.A., Carrol College, 1992; M.A., University of ibid, 1990; Ph.D., ibid, 1995. At Portland, 1997— Notre Dame, 1995; Ph.D., ibid, 1998. At Port- Sr. Angela Hoffman, O.S.B., Ph.D. land, 1997— Professor, Chemistry B.A., St. Martin’s College, 1972; M.A., Pacific Lutheran University, 1979; Ph.D., Oregon Grad- uate Institute, 1989. At Portland, 1989—

1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status FACULTY 259 James J. Jurinski, J.D. Terry Kono, M.S. Associate Professor, Business Administration Professor, Aerospace Studies A.B., Hamilton College, 1972; M.L.S., University B.A., University of California, Davis, 1978; M.A., of British Columbia, Canada, 1976; M.T., Port- University of Michigan, 1979; M.S., National land State University, 1980; J.D., Lewis & Clark War College, 2005. At Portland, 2006— Law School, 1980; C.P.A., 1981. At Portland, Lorretta C. Krautscheid, M.S. 1987— Instructor, Nursing John E. Julsonnet, M.S. B.S.N., Montana State University, 1994; M.S., Professor, Aerospace Studies Oregon Health Sciences University, 2003. At B.S., Texas Tech University, 1976; M.S., ibid, Portland, 2003— 1977. At Portland, 2004— J. David Kroon, Ph.D. Joanna M. Kaakinen, Ph.D. Assistant Professor, Mathematics Professor, Nursing B.S.N., University of Washington, 1960; M.A., Uni- B.S.N., Indiana University, 1973; M.S.N., Indi- versity of California, Berkeley, 1962; Ph.D., Uni- ana University, 1977; Ph.D., University of Den- versity of Washington, 1979. At Portland, 1981— ver, 1988. At Portland, 1989— Matthew R. Kuhn, Ph.D. Mark S. Kennedy, Ph.D. Professor, Engineering Associate Professor, Engineering B.S., University of Missouri, 1975; M.S., Univer- B.S., University of Nebraska, 1977; M.S., Univer- sity of California, Berkeley, 1984; Ph.D., ibid, sity of Wisconsin, 1979; Ph.D., Purdue Univer- 1987. At Portland, 1987— sity, 1984. At Portland, 1996— Mary C. LaBarre, Ed.D. Jeff Kerssen-Griep, Ph.D. Lecturer, Theology Associate Professor, Communication Studies B.A., Trinity College, 1967; M.A., University of B.A., Concordia College, 1983; M.A., University Portland, 1987; Ed.D., University of Seattle, of Washington, 1986; Ph.D., ibid, 1997. At Port- 1999. At Portland, 1990— land, 1998— Andrew J. Lafrenz, M.S. Khalid H. Khan, Ph.D. Instructor, Biology Professor, Engineering B.S., University of Portland, 2002; M.S., Univer- B.S., West Pakistan University of Engineering sity of Georgia, 2004. At Portland, 2004— and Technology, 1967; M.S., North Carolina Lawrence S. Larsen, M.F.A. State University at Raleigh, 1972; Ph.D., ibid, Associate Professor, Drama 1975. At Portland, 1979— B.A., Trinity University, 1983; M.F.A., Universi- Kenneth A. Kleszynski, Ph.D. ty of Washington, 1986. At Portland, 1994— Professor, Music Lars Erik Larson, Ph.D. B.M.Ed., Benedictine College, 1972; B.A., ibid, Assistant Professor, English 1972; M.A., Arizona State University, 1976; B.A., University of Pennsylvania, 1993; M.A., Ph.D., Michigan State University, 1984. At Port- University of California, Los Angeles, 1998; land, 1987— Ph.D., ibid. At Portland, 2005— Christopher R. Kodadek, Ph.D. Bohn D. Lattin, Ph.D. Lecturer, Biology Associate Professor, Communication Studies B.A., St. Mary’s College, 1969; M.A., University B.A., Moorhead State University, 1979; M.A., of Colorado, 1973; Ph.D., University of Col- Idaho State University, 1984; Ph.D., University orado, 1978. At Portland, 1982— of Oregon, 1992. At Portland, 1992— Steven A. Kolmes, Ph.D. Kenneth H. Laundra, Ph.D. Molter Chair in Science Visiting Assistant Professor, Sociology Professor, Biology B.S., Michigan State University, 1990; M.A., B.S., Ohio University, 1976; M.S., University of Central Michigan University, 1995; Ph.D., Utah Wisconsin-Madison, 1978; Ph.D., ibid, 1984. At State University, 1999. At Portland, 2007— Portland, 1995— Lawrence D. Lewis, Ph.D. Jack N. Kondrasuk, Ph.D. Professor, Business Associate Professor, Business Administration B.B.A., University of Missouri, 1967; M.A., ibid, B.S., University of Wisconsin, 1964; M.A., Uni- 1972; Ph.D., University of Nebraska, 1984. At versity of Minnesota, 1966; Ph.D., ibid, 1972. At Portland, 2001— Portland, 1974—

1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status 260 FACULTY Lei Li, Ph.D. Kenneth E. Lulay, Ph.D. Assistant Professor, Business Associate Professor, Engineering B.Sc., Beijing University, 1988; M.B.A., Interna- B.S., University of Portland, 1984; M.S., ibid, tional University of Japan, 1995; Ph.D., Univer- 1987; Ph.D., University of Washington, 1990. At sity of Texas at Dallas, 2003. At Portland, 2003— Portland, 1998— Rev. James M. Lies, C.S.C., Ph.D. Lewis Lum, Ph.D. Assistant Professor, Psychology Professor, Mathematics B.A., University of St. Thomas, 1984; M.A., Uni- B.S., Oregon State University, 1968; Ph.D., Uni- versity of Notre Dame, 1987; M.Div., Jesuit versity of Oregon, 1973. At Portland, 1989— School of Theology, 1996; Ph.D., University of Manuel J. Macias, Ph.D. Minnesota, 2005. At Portland, 2007— Professor Emeritus, Spanish4 Henshiu (Cecelia) Lin, Ph.D. B.A., University of Portland, 1951; M.A., ibid, Assistant Professor, Business Administration 1952; Diploma, University de Coimbra, Portu- B.S., San Jose State University, 1990; M.S., ibid, gal, 1952, 1970; Diploma de Doctor en Filosofia y Letras, University of Madrid, Spain, 1956; 1994; Ph.D., University of Texas, 2000. At Port- Ph.D., Northwestern University, 1963. At Port- land, 2006— land, 1958— Sr. Sandra E. Lincoln, S.H.C.J., Ph.D. James W. Male, Ph.D. Professor, Chemistry B.A., Smith College, 1960; M.S., Marquette Uni- Sweo Chair in Engineering versity, 1970; Ph.D., State University of New Professor, Engineering York, Stony Brook, 1982. At Portland, 1982— B.S., Union College, 1968; Ph.D., Johns Hopkins University, 1973. At Portland, 1997— Roberta D. Lindahl, M.B.A. Assistant Professor, Business Administration4 Gary L. Malecha, Ph.D. B.S., University of Portland, 1997; M.B.A., ibid, Associate Professor, Political Science 2000. At Portland, 2000— B.A., College of St. Thomas, 1976; M.A., Univer- sity of Notre Dame, 1978; Ph.D., ibid, 1987. At Mary Anne Linden, Ph.D. Portland, 1992— Assistant Professor, Education B.A., University of Oregon, 1976; J.D.; Universi- Caroline E. Mann, M.S.L.S. ty of Washington, 1990; M.S.; University of Ore- Senior Librarian, Clark Memorial Library gon, 1994; Ph.D., ibid, 2000. At Portland, 2008— B.A., University of North Carolina at Chapel Ellen Lippman, Ph.D. Hill, 1975; M.S.L.S., ibid, 1982. At Portland, Associate Professor, Business Administration 1998— B.A., Colorado College, 1975; M.S., University of Diane M. Martin, Ph.D. Wisconsin, 1978; Ph.D., University of Oregon, Assistant Professor, Business Administration 1991. At Portland, 1983-85; 1988— B.S., Portland State University, 1984; M.S., Uni- Mindi L. Logan, M.F.A. versity of Portland, 1998; Ph.D., University of Associate Professor, Drama Utah, 2001. At Portland, 2001— B.A., University of Idaho, 1986; M.F.A., Rutgers Jane M. Martin, M.S. University, 1989. At Portland, 1999— Adjunct Assistant Professor, Nursing3 Jessica E. Logue, Ph.D. B.S.N., University of Portland, 1966; M.S., Visiting Assistant Professor, Philosophy Boston University, 1970. At Portland, 1972— B.A., State University of New York, 2001; M.A., Norah Martin, Ph.D. Syracuse University, 2004; Ph.D., ibid, 2006. At Associate Professor, Philosophy Portland, 2008— B.A., Connecticut College, 1984; M.Litt., Univer- Lora L. Looney, Ph.D. sity of Edinburgh, 1989; Ph.D., State University Associate Professor, Spanish of New York at Stony Brook, 1994. At Portland, B.A., Colorado College, 1987; M.A., University 1994— of Chicago, 1990; Ph.D., ibid, 1997. At Portland, Louis J. Masson, Ph.D. 1998— Tyson Distinguished Professor, English Sigrun Loos, Ph.D. B.A., LeMoyne College, 1964; M.A., Syracuse Adjunct Instructor, Fine Arts1 University, 1967; Ph.D., ibid, 1971. At Portland, Ph.D. University of Salzburg, 1970. At Portland 1970— (Salzburg), 1976— Shannon Kathleen Mayer, Ph.D. Wayne (Yuin-Hwa) Lu, Ph.D. Associate Professor, Physics Associate Professor, Engineering B.S., Pacific Lutheran University, 1987; M.S., B.S., Chung-Chen Institute of Technology, Tai- Oregon State University, 1989; Ph.D., ibid, 1997. wan, 1973; M.S., University of Oklahoma, 1981; At Portland, 2002— Ph.D., ibid, 1988. At Portland, 1988—

1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status FACULTY 261 Steven G. Mayer, Ph.D. Elise Marie Moentmann, Ph.D. Associate Professor, Chemistry Associate Professor, History B.S., Pacific Lutheran University, 1987; M.S., B.A., Louisiana Tech University, 1985; M.A., Montana State University, 1997. At Portland, ibid, 1988; Ph.D., University of Illinois, 1998. At 2002— Portland, 1998— Franz Karl Mayr, Ph.D. Judith Montgomery, M.M. Professor Emeritus, Philosophy4 Lecturer, Music Ph.D., University of Innsbruck, 1957. At Port- B.M.Ed., University of Portland, 1968; M.M., land, 1964-65; 1968— ibid, 1984. At Portland, 1984— John McDonald, M.A. Martin A. Monto, Ph.D. Lecturer, English Professor, Sociology B.A., SUNY College at Buffalo, 1990; M.A., Port- B.A., Kansas State University, 1987; M.A., Uni- land State University, 1994. At Portland 2000— versity of California, Los Angeles, 1988; Ph.D., Laura Ann McLary, Ph.D. ibid, 1992. At Portland, 1992— Associate Professor, German Juanita E. Moore, M.Ed. B.A., Bowling Green State University, 1986; Visiting Associate Professor, Education1 M.A. University of Massachusetts Amherst, A.B., Indiana University, 1967; M.Ed., Universi- 1989; Ph.D., ibid, 1996. At Portland, 1999— ty of Portland, 1978. At Portland, 1978— Sr. Kathleen McManus, O.P., Ph.D. Marlene Moore, Ph.D. Associate Professor, Theology Powers Distinguished Professor in Biology B.A., College of Mount Saint Vincent, 1980; B.A., University of St. Thomas, 1969; Ph.D., M.A., Aquinas Institute of Theology, 1989; Baylor College of Medicine, 1975. At Portland, Ph.D., University of St. Michael’s College. At 1976— Portland, 2000— Tamar More, Ph.D. Sr. Ray Marie McNamara, RSM, Ph.D. Associate Professor, Physics Assistant Professor, Theology B.S., M.I.T., 1987; M.S., Brown University, 1990; B.S., Clemson University, 1970; M.A., Universi- Ph.D., ibid, 1996. At Portland, 2000— ty of St. Thomas, 1988; M.A., Jesuit School of Patricia D. Morrell, Ph.D. Theology, 1998; Ph.D., Graduate Theological Associate Professor, Education Union, 2006. At Portland, 2005— B.S., SUNY College of Environmental Science & Joseph Nick McRee, Ph.D. Forestry, 1978; M.S., Oregon State University, Associate Professor, Sociology 1988; Ph.D., ibid, 1992. At Portland, 1996— B.A., , 1992; M.A., The Uni- Susan Randles Moscato, Ed.D. versity of Texas, 1996; Ph.D., ibid, 1999. At Port- Professor, Nursing land, 1999— B.S.N., University of Portland, 1968; M.N., Uni- Mark R. Meckler, Ph.D. versity of California, L.A., 1973; Ed.D., Portland Associate Professor, Business Administration State University, 1987. At Portland, 1996— B.A., Brandeis University, 1985; M.B.A., Michi- Ana Paulina Mross, M.A. gan State University, 1991; Ph.D., Florida At- Visiting Assistant Professor, Spanish lantic University, 2000. At Portland, 1999— B.S., University of Oregon, 1999; M.A., ibid, Hillary Ann Merk, Ph.D. 2004. At Portland, 2008— Assistant Professor, Education Michael P. Mulcrone, Ph.D. B.S., Texas Tech University, 1994; M.S., Purdue Associate Professor, Communication Studies University, 1997; Ph.D., North Carolina State B.A., Ohio University, 1971; M.S., University of University, 2005. At Portland, 2008— Oregon, 1988; Ph.D., University of Washington, Stephanie Michel, M.L.S. 1993. At Portland, 1993— Senior Librarian, Clark Memorial Library Patrick C. Murphy, D.M.A. B.A., Linfield College, 1996; M.L.S., Indiana Assistant Professor, Music University, 1997. At Portland, 2002— B.M.Ed., Washington State University, 1994; Gary Mitchell, Ph.D. M.A.M.Ed., University of Minnesota, 1997; Assistant Professor, Business Administration D.M.A., The University of Arizona, 2008. At B.A., University of California, 1984; M.B.A., Portland, 2008— ibid, 1988; Ph.D., University of Washington, 2005. At Portland, 2005—

1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status 262 FACULTY Dakshina Murty, Ph.D. Kathleen O’Reilly, Ph.D. Professor, Engineering Associate Professor, Biology B.Tech., IIT Kanpur, India, 1974; M.S.Nuc.E., B.A., University of California, Berkeley, 1988; University of Oklahoma, 1977; M.S.M.E., ibid, Ph.D., University of Washington, 1995. At Port- 1977; Ph.D., University of Texas at Austin, 1982. land, 1997— At Portland, 1981— John Clarke Orr, Ph.D. Debra Nagy-Nero, M.S. Associate Professor, English Adjunct Instructor, Nursing B.A., Hardin-Simmons University, 1980; M.A., B.A., San Diego State University, 1975; M.S., University of Oklahoma, 1983; Ph.D., Duke Uni- ibid, 1979. At Portland, 1994— versity, 1992. At Portland, 1993— Marie E. Napolitano, Ph.D. Valorie Orton, M.S. Associate Professor, Nursing Instructor, Nursing B.S., Louisiana State University, 1973; B.S., Bay- B.S.N., Seattle Pacific University, 1975; M.S., lor University, 1975; M.A., University of Wash- University of Portland, 2007. At Portland, 2007— ington, 1979; Ph.D., Oregon Health & Sciences, Peter M. Osterberg, Ph.D. 1992. At Portland, 2007— Associate Professor, Engineering Meike Niederhausen, Ph.D. S.B. & S.M., Massachusetts Institute of Technol- Assistant Professor, Mathematics ogy, 1980; Ph.D., ibid, 1995. At Portland, 1996— B.A., New College of Florida, 1998; M.S., Purdue Linda C. Owens, Ph.D. University, 2004; Ph.D., ibid, 2005. At Portland, Visiting Assistant Professor, Education 2005— B.S., Oregon State University, 1970; M.S., Port- Thomas J. Nelson, Ph.D. land State University, 1974; Ph.D., Boston Col- Professor Emeritus, Engineering4 lege, 1986. At Portland, 2003— B.S. & M.S., Massachusetts Institute of Technol- Robert B. Pamplin, Jr., Ph.D. ogy, 1957; Ph.D., Princeton University, 1968. At Professor, Business Administration Portland, 1974— B.S., Lewis & Clark College, 1964, 1965, 1966; Alison R. Noble, Ph.D. M.B.A., University of Portland, 1968; M.Ed., ibid, Visiting Assistant Professor, Chemistry 1975; Ph.D., California Coast University, 1976; B.S., Westmont College, 1997; Ph.D., D.Min., Western Conservative Baptist Seminary, University of Illinois Urbana-Champaign, 2002. 1982. At Portland, 1999— At Portland, 2008— Bonnie S. Parks, M.L.I.S. Hans Nordstrom, Ph.D. Associate Librarian, Clark Memorial Library Assistant Professor, Mathematics B.A., John Carroll University, 1992; M.L.I.S., B.A., Lewis & Clark College, 1996; M.S., Univer- University of Washington, 1998. At Portland, sity of Oregon, 2001; Ph.D., ibid, 2005. At Port- 2007— land, 2005— Joseph T. Pascarelli, Ed.D. Andrew M. Nuxoll, Ph.D. Associate Professor Emeritus, Education Assistant Professor, Engineering B.A., Fairleigh Dickinson University, 1962; M.A., B.S., Rose-Hulman Institute of Technology, ibid, 1967; Ed.D., Rutgers University, 1981. At Portland, 1990— 1995; Ph.D., University of Michigan, 2007. At Portland, 2007— Lillian A. Pereyra, Ph.D. Professor Emerita, History4 Steve O’Halloran, Ph.D. B.A., Mt. St. Mary’s College, 1953; M.A., Ford- Assistant Professor, Engineering ham University, 1955; Ph.D., University of Cali- B.S., Kansas State University, 2000; M.S., ibid, fornia, Los Angeles, 1962. At Portland, 1963— 2002; Ph.D., ibid, 2006. At Portland, 2007— Mariana D. Petrea, Ph.D. Christopher R. Olson, Ph.D. Adjunct Assistant Professor, Spanish Visiting Lecturer, Biology Diploma de Licenta-Filologie, University of B.A., Lewis and Clark College, 1995; Ph.D., Iowa Bucharest, 1967; Ph.D., University of Oregon, State University, 2006. At Portland, 2008— 1982. At Portland, 1986— Chad E. O’Lynn, Ph.D. Dann L. Pierce, Ph.D. Assistant Professor, Nursing Associate Professor, Communication Studies B.S., Portland State University, 1984; M.S., Ore- B.A., University of Portland, 1976; M.A., ibid, gon Health and Science University, 1992; Ph.D., 1979; Ph.D., University of Iowa, 1985. At Port- Kennedy-Western University, 2003. At Port- land, 1987— land, 2005—

1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status FACULTY 263 Helga A. Piringer, M.Econ. Mary Beth Rosenstiel, M.S. Adjunct Instructor, Business Administration1 Instructor, Nursing3 Master of Economics (Diplomkaufmann), Uni- B.S.N., University of Portland, 2002; M.S., ibid, versity of Vienna, 1958. At Portland (Salzburg), 2004. At Portland, 2004— 1977— Rev. Stephen C. Rowan, Ph.D. Rev. Claude Pomerleau, C.S.C., Ph.D. Professor, English3 Associate Professor, Political Science3 B.A., Fairfield University, 1966; S.T.B., St. B.A., University of Notre Dame, 1962; Licentiate Mary’s Seminary & University, 1968; M.A., the in Theology, Gregorian University, 1966; M.A., University of British Columbia, 1975; Ph.D., University of Notre Dame, 1968; Ph.D., Univer- ibid, 1985. At Portland, 2007— sity of Denver, 1975. At Portland, 1991— W. Stephen Royce, Ph.D. Pamela J. Potter, D.N.S. Associate Professor Emeritus, Psychology Visiting Assistant Professor, Nursing A.B., Stanford University, 1971; M.S., University B.S., Northern Illinois University, 1974; M.A., of Oregon, 1974; Ph.D., ibid, 1976. At Portland, University of New Mexico, 1988; D.N.S., Yale 1977— University, 2004. At Portland, 2007— Rev. H. Richard Rutherford, C.S.C., Drs. Michael K. Rabby, Ph.D. Theol. Assistant Professor, Communication Studies Professor, Theology B.S., University of Texas, 1993; M.A., Pennsyl- B.A., University of Notre Dame, 1961; S.T.L., vania State University, 1996; Ph.D., Arizona Gregorian University, 1965; Drs. Theol., State University, 2001. At Portland, 2005— Catholic University of Nijmegen, Netherlands, John R. Reed, M.S.N. 1970. At Portland, 1976— Instructor, Nursing Sr. Joan Saalfeld, S.N.J.M., Ph.D. B.S., University of New Mexico, 1997; M.S.N./ Associate Professor Emerita, English4 M.B.A., University of Phoenix, 2003. At Port- B.A., Marylhurst College, 1964; M.A., Portland land, 2005— State University, 1971; Ph.D., University of Lisa J. Reed, J.D. Denver, 1976. At Portland, 1977— Associate Professor, Business Administration Stephanie A. Salomone, Ph.D. B.A., University of Oklahoma, 1984; J.D., Duke Assistant Professor, Mathematics University of School of Law, 1988. At Portland B.A., University of Michigan, 1997; M.A., Boston 1997— College, 1999; Ph.D., UCLA, 2005. At Portland Kathleen Regan, Ph.D. 2005— Professor, Spanish Alejandro Santana, Ph.D. B.A., University of Illinois, Urbana, 1981; M.A., Assistant Professor, Philosophy ibid, 1983; Ph.D., University of Chicago, 1995. B.A., California State University, Fresno, 1990; At Portland 1995— B.A., ibid, 1992; M.A., University of California, Sr. Marian Dolores Robinson, Ph.D., Irivine, 2001. Ph.D., ibid. At Portland, 2003— Professor Emerita, Psychology4 Anne M. Pitsch Santiago, Ph.D. B.A., Marylhurst College, 1940; M.A., Loyola Visiting Assistant Professor, Political Science University (Chicago), 1944; Ph.D., ibid, 1947. At B.S., Viterbo College, 1988; M.A., University of Portland, 1975— Nebraska-Lincoln, 1991; Ph.D., University of Anissa Taun Rogers, Ph.D. Maryland, 2000. At Portland, 2008— Associate Professor, Social Work Deborah Susan Schenbarger, Ph.D. B.A., University of Utah, 1990; M.A., Ball State Assistant Professor, Engineering University, 1993; M.S.W., University of Utah, B.S., University of the Pacific, 1989; M.S., Stan- 1997; Ph.D., ibid, 1997. At Portland, 1999— ford University, 1995; Ph.D., University of Cali- fornia at Davis, 2006. At Portland, 2008— Miroslav C. Rokos, ING. Associate Professor Emeritus, Engineering4 Ruby F. Schendel, Ph.D. 4 B.S.M.E., Technology University, Brno, Czecho- Assistant Professor Emerita, Education slovakia, 1952; M.S.M.E., Technical University B.A., San Francisco State University, 1956; M.A., Prague, Czechoslovakia, 1964. At Portland, 1965— University of Toledo, 1976; Ph.D., ibid, 1989. At Portland, 1980— Lt. Col. Peter L. Rooks, M.S. Professor, Military Science John W. Schouten, Ph.D. B.S., University of Maine, 1988; M.S., Central Associate Professor, Business Administration Michigan University, 2000. At Portland, 2005- B.A., University of Utah, 1981; Ph.D., ibid, 1990. At Portland, 1991—

1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status 264 FACULTY Bernhard R. Schratzberger, Ph.D. Diane L. Sotak, M.L.S. Adjunct Instructor, Mathematics Senior Librarian, Clark Memorial Library Ph.D., University of Salzburg, 1998 B.S., University of Michigan, 1988; M.L.S., Syra- At Portland, (Salzburg), 1997— cuse University, 1996. At Portland, 2001— Arthur A. Schulte, Jr., Ph.D., L.L.D. Br. Donald J. Stabrowski, C.S.C., Ph.D. Pamplin Professor Emeritus, Business Adminis- Professor, History and Political Science3 tration4 B.A., St. Edward’s University, 1963; M.A., Indi- Ph.B., Comm., University of Notre Dame, 1952; ana University, 1967; M.S., ibid, 1969; M.A., M.B.A., University of Denver, 1959; Ph.D., Uni- University of Notre Dame, 1979; Ph.D., ibid, versity of Oregon, 1964; LL.D. (honoris causa), 1985. At Portland, 1988— University of Portland, 1990. At Portland, 1958— Harold M. Stauffer, Ed.D. James W. Seal, Ph.D. Professor Emeritus, Education4 Associate Professor, Business Administration B.S., State Teachers College, 1937; M.A., Univer- B.S., University of Southern Mississippi, 1969; sity of Nebraska, 1951; Ed.D., Teachers College, M.S., ibid, 1970; Ph.D., University of Illinois, Columbia University, 1956. At Portland, 1962— 1977. At Portland, 1977— Karen A. Steinke, M.S.N. Heidi E. K. Senior, M.L.I.S. Instructor, Nursing Senior Librarian, Clark Memorial Library B.S., Hahnemann University, 1994; M.S.N., B.A., University of Oregon, 1991; M.L.I.S., ibid, Washington State University, 2003. At Portland, 1997. At Portland, 1997— 2008— Elayne J. Shapiro, Ph.D. James G. Stemler, Ph.D. Associate Professor, Communication Studies Adjunct Assistant Professor, Sociology3 B.A., University of Illinois, 1967; M.A., Universi- B.S., Indiana University, 1969; M.A., West Vir- ty of Minnesota, 1973; Ph.D., University of Min- ginia University, 1972; Ph.D., University of nesota, 1993. At Portland, 1987— Cincinnati, 1980. At Portland, 1975— Rev. Charles D. Sherrer, C.S.C., Ph.D. Debra L. Stephens, Ph.D. Professor Emeritus, English4 Associate Professor, Business Administration A.B., University of Notre Dame, 1958; S.T.B., B.A., University of Texas at Austin, 1975; M.A., Gregorian University, 1960; S.T.L., ibid, 1962; University of Chicago, 1981; Ph.D., ibid, 1983. M.A., University of Notre Dame, 1965; Ph.D., At Portland, 1997— University of North Carolina at Chapel Hill, Nora G. Stevens, Ed.D. 1969. At Portland, 1963-64; 1969-74; 1982— Lecturer, Biology Casey Shillam, M.S.N. B.A., Walla Walla, 1994; M.S., California Poly- Instructor, Nursing technic State, 2001; Ed.D., Auburn University, B.S.N., Oregon Health Sciences University, 2006. At Portland, 2007— 2002. M.S.N., ibid, 2004. At Portland, 2006— Suzie Stragnell, M.S. Frances J. Simmons, M.S. Instructor, Nursing Instructor, Nursing B.S.N., University of Utah, 1976. M.S., Oregon B.S.N., University of California, Chico, 1970; M.S., Health Sciences University, 2005. At Portland, University of Colorado, 1973. At Portland, 1989— 2006— Jeffrey S. Smith, Ph.D. Craig A. Swinyard, Ph.D. Assistant Professor, Psychology Assistant Prof., Mathematics B.S., Georgia College, 1993; M.S., ibid, 1995; B.A., University of Portland, 1998; M.S.,Portland Ph.D., Emory University, 2003. At Portland, State University, 2002; Ph.D., ibid, 2006. At Port- 2006— land, 2008— Michael D. Snow, Ph.D. Mojtaba B. Takallou, Ph.D. Tyson Distinguished Professor, Biology Associate Professor, Engineering B.A., Sacramento State College, 1967; Ph.D., B.S., California State University, Fresno; 1977; Washington State University, 1974. At Portland, M.S., Oregon State University, 1980; Ph.D., ibid, 1970— 1986. At Portland, 1985— James W. Sollars, Ph.D., Agnes Tenney, Ph.D. Adjunct Assistant Professor, History Associate Professor Emerita, Chemistry4 B.A., Seattle Pacific College, 1964; M.A., Col- orado State University, 1968; Ph.D., University A.B., Regis College, Mass., 1968; Ph.D., Indiana of Washington, 1972. At Portland, 1986— University, 1975. At Portland, 1977—

1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status FACULTY 265 Peter R. Thacker, Ed.D. Patricia J. Wall, Ed.D. Assistant Professor, Education Visiting Associate Professor, Education B.A., Antioch College, 1971; M.A.T., Lewis and B.S., Oregon State University, Ed.M., ibid, 1981; Clark College, 1981; Ed.D., Harvard University, Ed.D., ibid 1986. At Portland, 2003— 1990. At Portland, 2004— Hildgund Walterskirchen, M.A. Bret W. Tobalske, Ph.D. Adjunct Instructor, Music1 Associate Professor, Biology B.M., Mozarteum, Salzburg, 1968. M.A., Universi- B.S., Southern Illinois University Carbondale, ty of Salzburg, 1977. At Portland (Salzburg), 1975— 1988; M.A., University of Montana, 1991; Ph.D., Karen Ward, Ph.D. ibid, 1994. At Portland, 1999— Assistant Professor, Engineering Lara Trout, Ph.D. B.S., University of Oregon, 1978; M.S., Oregon Assistant Professor, Philosophy Graduate Institute of Science and Technology, B.A., Rockhurst College, 1991; M.A., Marquette 1992; Ph.D., ibid, 2001. At Portland, 2005— University, 1995; Ph.D., Pennsylvania State Joanne Rains Warner, D.N.S. University, 2005. At Portland, 2005— Professor, Nursing3 Mark W. Utlaut, Ph.D. B.A., Augustana College, 1972; M.A., University Professor, Physics of Iowa, 1976; D.N.S., Indiana University, 1990. B.S., University of Colorado, 1974; Ph.D., Uni- At Portland, 2005— versity of Chicago, 1980. At Portland, 1988— Matthew D. Warshawsky, Ph.D. Tammy VanDeGrift, Ph.D. Assistant Professor, Spanish Assistant Professor, Engineering B.A., Swarthmore College, 1992; M.A., Ohio B.A., Gustavus Adophus College, 1999; M.S., State University, 1998; Ph.D., Ohio State Uni- University of Washington, 2001; Ph.D., ibid, versity, 2002. At Portland, 2002— 2005. At Portland, 2005— Rev. Ronald J. Wasowski, C.S.C., Ph.D. Jacqueline Van Hoomissen, Ph.D. Associate Professor, Physics Assistant Professor, Biology B.S., University of Notre Dame, 1970; M.Th., ibid, B.S., University of Portland, 1997; Ph.D., Uni- 1973; M.A., University of California at Los Ange- versity of Georgia, 2002. At Portland, 2002— les, 1978; Ph.D., ibid, 1983. At Portland 1998— Steven R. Vegdahl, Ph.D. Bruce N. Weitzel, Ph.D. Associate Professor, Engineering Visiting Assitant Professor, Education B.S., Stanford University, 1976; Ph.D., Carnegie- B.S., Portland State University, 1969; M.S., ibid, Mellon University, 1982. At Portland 1996— 1971; Ph.D., Michigan State University, 1980. At Linda Veltri, M.S.N. Portland, 2004— Instructor, Nursing Karl Wetzel, Ph.D. B.A., Whitworth College, 1978; B.S.N., ibid, Professor Emeritus, Physics4 1996; M.S.N., Gonzaga University, 2002. At Port- B.S., Georgetown University, 1959; M.S., Yale land, 2003— University, 1960; Ph.D., ibid, 1965. At Portland, Becky A. Vernelson, M.N. 1969— Adjunct Instructor, Nursing1 Rev. Arthur F. Wheeler, C.S.C., Ph.D., B.S., South Dakota State University, 1970; M.N., Associate Professor, History3 University of California, Los Angeles, 1972. At B.S.F.S., Georgetown University, 1973; M.A., Portland, 1978— University of Notre Dame, 1976; Ph.D., ibid, Diane Vines, Ph.D. 1979; M.Div., ibid, 1983. At Portland, 1987— Associate Professor, Nursing Lawrence Wheeler, M.A. B.S., Vanderbilt University, 1967; M.A., New Adjunct Instructor, Performing & Fine Arts1 York University, 1973; Ph.D., Boston Universi- B.A., Portland State University, 1976; M.A., ibid, ty, 1986. At Portland, 2006— 1978. At Portland, 1983— Paul E. Wack, Ph.D. Kaye Wilson-Anderson, D.N.S. Professor Emeritus, Physics4 Associate Professor, Nursing A.B., Creighton University, 1941; M.S., Univer- B.S.N., Delta State University, 1981. D.N.S., sity of Notre Dame, 1942; Ph.D., ibid, 1947. At Louisiana State University Health Sciences Cen- Portland, 1949— ter, 2003. At Portland, 2007— Jacqueline M. Waggoner, Ed.D. Anne Marie Wolf, Ph.D. Assistant Professor, Education Assistant Professor, History B.S., Portland State University, 1973; M.S., ibid, B.A., University of Notre Dame, 1989; M.A., New 1975; Ed.D., ibid and University of Oregon, York University in Madrid, 1992; Ph.D., Universi- 1983. At Portland, 2004— ty of Minnesota, 2003. At Portland, 2003—

1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status 266 FACULTY Teri Moser Woo, M.S. Instructor, School of Nursing B.S.N., Oregon Health Sciences University, 1984; M.S., ibid, 1993. At Portland, 2004— Warren J. L. Wood, Ph.D. Assistant Professor, Chemistry B.S., Willamette University, 2000; Ph.D., Uni- versity of California, 2005. At Portland, 2007— Aaron Wootton, Ph.D. Assistant Professor, Mathematics BSc., University of Southampton, England, 1998; Ph.D., University of Arizona, 2004. At Portland 2005— Anita Lee Malen Wynne, Ph.D. Professor Emerita, Nursing4 B.S., San Diego State University, 1972; M.S., University of Colorado, 1974; Ph.D., University of Oklahoma, 1982; F.N.P., Gonzaga University, 1996. At Portland, 1981— Zia A. Yamayee, Ph.D. Professor, Engineering3 B.S.E.E., Kabul University 1972; M.S.E.E., Purdue University, 1976; Ph.D., ibid, 1978. At Portland, 1996— Gerhard Zecha, Ph.D. Adjunct Professor, Philosophy1 Ph.D., University of Salzburg, 1968. At Portland, (Salzburg), 1968-75, 1976— Loretta E. Zimmerman, Ph.D. Professor Emerita, History4 B.A., Newcomb College, 1957; M.A., Tulane University, 1961; Ph.D., ibid, 1964. At Portland, 1967—

1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status DEGREES CONFERRED 267 Degrees Conferred

August 3, 2007 Lucia Nascimento Michael Wilhelm Ondeck GRADUATE SCHOOL Adam Maxwell Phillipe Master of Arts Scott Bradley Pierce Kathryn Arianna Molloy Matthew J Schuld Program: Communication Stephen R. Shaw Matthew David Sheeks* Master of Fine Arts Patricia Joy Skoglund Kate Merywyn Hawkes Matthew Joseph Wicks Program: Drama COLLEGE OF ARTS AND SCIENCES Master of Education Mildred Lujan Afaisen Bachelor of Arts Jay Ralph Etnier Brittany Seabury Bacon Marissa Garrido Flores Major: Philosophy Stephanie Westfall Flores Teal Marie Bohrer Audrey Elizabeth Foley-Thornburgh Major: Psychology Erin Michelle Giese Minor: Business Administration Paul Damian Gunther David Lee Cabe Lindsay June Kopacek Major: Psychology Kristin Ilene LeMon Michael Ronald DeWilde Kerry Elizabeth Savage Major: English Florie Nadine Manglona Mendiola Kevin M. Dirksen Jolynn Grace Babauta Meno Major: Political Science Pamela Jean Meyer Second Major: Philosophy Annette Neumann Christina Louise Girard Sarah Ellen Osterholm Major: Psychology Annie Wang Palomares Minor: Sociology Nicole Lee Perez Andrew Richard Gregor Ann Marie Pukstas Major: Sociology Cherie Fernandez Reese Charlene Monah Hulstine Davin Glenn Reyes Major: Social Work Helen R. L. Sablan Minor: Spanish Angela M Scotto Jason Eric Krohn Jenna Chiemi Skedeleski Major: General Studies (BA) Anna Skyles Gray Perrian Ellesse La Mothe Lisa Dawn Standeven Major: Environmental Ethics & Policy Rosanna Villagomez Tapao Anna Marie Lattin† Wendy Sue Wimer Major: Theology Kara Ann Zimmer Second Major: German Studies Julie Elizabeth Mackin Master of Arts in Teaching Major: Sociology Erika Lynn Bramley Minor: Psychology William Aquinas Chambers Sean Matthew McNaughton Kathleen Anne Larsen Major: General Studies (BA) Justin Joel Pierce Allison Jessica Muller Nicholas Anthony Pustina Major: Interdisciplinary Matthew Ryan Schulte Rosalie Jane O’Dea Major: Communication Master of Business Administration Caitlin Larisa Oser Peerapat Charoenpoj Major: Sociology Diyar Gokara Jenna Elizabeth Shimek Dara Khowkachaporn Major: Spanish Colin Alan McGinty Minor: Mathematics (BA) Claire Diane McIntyre Corey Katherine Stewart Charles Lee McKenzie* Major: Psychology Matthew James McTigue 268 DEGREES CONFERRED Michelle Marie Thompson Meena Kumar Major: Social Work Jessica Rayann Kyle Minor: Business Administration Emily Noelle Langston* Thomas Theodore Torresdal Huong Thi Le Major: Political Science Tonya Bethany Lempea† Teresa Jo Wright Jennifer Lee Little-Reece Major: Political Science Rogelio Luis Lugo III Cassandra Ann Martinmaas Bachelor of Science Kelsey Lynn Masters Morgan Renee Armstrong Gayane M. Minasian Major: Organizational Communication Tammy Laura Morally Minor: Education Thanh Giang Nguyen Brittany Nicole Arnold Minor: Biology Major: Biology Julianna Rose Orthmann Minor: German Monica Leigh Petersen Second Minor: Psychology Lindsey Nicole Phillips Seth Robert Bitney Eddie George Rezendes III‡ Major: Organizational Communication Estela Rhodes Annabel Lourine Kuehn Jonathan Nicholson Roth Major: Organizational Communication Karen Lynn Schmidt† William J McCall Erin Eleanor Self* Major: Environmental Science Teri Lee Smits Minor: Chemistry Olivia Beth Sund Brian James Raleigh Sonny Rae Swan Major: Biology Jennifer Lynn Thurman Nicole Yvonne Shores Anna Marie Vogel Major: Biology Amy Elizabeth Vogeler Haley Murphy Thomas Kristen Anne Williams Major: Organizational Communication Brittany Michelle Willison Second Major: Spanish Lacey Kristine Wippel Eric James Zimmerman Major: Organizational Communication DR. ROBERT B. PAMPLIN, JR. SCHOOL OF BUSINESS ADMINISTRATION SCHOOL OF NURSING Bachelor of Business Administration Bachelor of Science in Nursing Eric L Fredback Kristi Victoria Anderson Major: Finance Lorraine T. Anger Laura J Hartle Kristin Applegate-King Major: Finance Jessica Ann Arndt Minor: French Lindsay Jean Baker Kimberly Kyung He Lee Emily Colleen Bennett* Major: Accounting Melissa Gunawan Chandra Melanie Mei Ling Lee Vanessa Williams Codog Major: Finance Brooke Elyse Colvin† Kristen Nicole Mack Michele Anne Cornwall Major: Finance Kristen Louise Dailey* Brenden Likeke Uyehara Brian Paul Edwards Major: Marketing and Management Julie Lillian Furey Kara Marie Walters Angela F Gerrard‡ Major: Accounting Jamie Louise Gorretta† Paige Adams Haley* SCHOOL OF ENGINEERING Crystal Leigh Gray Hamilton Therese Marie Hankel Bachelor of Science in Civil Engineering Mikaela Diana McManus Fahad Barrak Al-Marzouq Minor: Biology Major: Civil Track Michelle Highsmith-Holmes Joshua Ryan Money Katie Ann Hill Major: Civil Track Allison Mary Hochstein Bachelor of Science Sydney Lyman Jendrzejewski in Engineering Management Jeremy James Kelly Katherine Marie Smolich Emily Agnes Klee DEGREES CONFERRED 269 December 14, 2007 Ismet Ozer Timothy John Ulbrich GRADUATE SCHOOL Colleen Murray Wade Master of Arts Gregory Gene Wagnon Jaime Catharine Gerdes Flemming Andrew Alexander Wrisley Program: Communication COLLEGE OF ARTS AND SCIENCES Master of Education Bachelor of Arts Hugh Justin Albo Isaac Chol Achuil Zane Eugene Chomlak Major: Political Science Tricia Marie Leon Guerrero Cruz Minor: Philosophy Gene Gerald Anderson Dydasco James Edward Mann Allan Trina Rose Empson Major: English Patrick Edmond Etienne Gamache Hutchison Christina Hee Chung Carolyn Sherrill Gardiner Major: Psychology Ian Christopher Gray Jacqueline C Eskeberg Carlos Iwashita Gumataotao Major: Political Science Ignacia Maria Crisostomo Gumataotao Minor: English Janel Angoco Jose Denise Garcia Jennifer Angoco Jose Major: Social Work Raylene Zadderey Jubinville Marisa Osorio Gholson* Sara Elizabeth Kelly Major: Spanish Bernadine Donita Letwin Second Major: Psychology Robert H. Malay Ryan Patrick Haines Dorothy Taitague Mansapit Major: English Angela Marie Newland Morgan Rebecca Angelita Harkins* Eileen Jennifer Newland Major: Spanish Hannah Joy Lagutang Palacios Minor: Political Science Leomar-Val Pascua Palomares Second Minor: Music Jolene Quintanilla Richard Dominic Hayter Corinne Michele Reklow Major: Political Science Barclay Dale Spady Rachelle Lee Jessup†# Theresa J. Spreen Major: English Lydia Marie Yeomans Second Major: Spanish Zsolt Peter Zombor Minor: Music Master of Arts in Teaching Anna Mariko Juan Theresa Michelle Myers Major: Spanish Minor: Biology Master of Science Stephanie Renee Lopez* Ines Maria Guerin De Lopez Major: Psychology Program: Management Communication Minor: Spanish Kimberly Thanh-Thuy Nguyen Margaret Grace Miller* Program: Management Communication Major: History Second Major: Political Science Master of Business Administration Sarah Marie Ott James Patrick Andersen II Major: Psychology Vincent Byaruhanga Second Major: Spanish Sawanee Charoenkitchaikan Ashley N. Sanders Sapphire Chen Major: English Ioan Tiberiu Coman Terrie L Stone Carey Stephen Cox Major: General Studies (BA) Heidi Marie Goertzen Michael Blair Thomas Joseph Scott Ingream Major: Political Science Joshua Paul Johnson Minor: Education Justus L. Kiiza Bachelor of Science Joseph Lee Myra Renae Cause Arrada Mahamitra Major: Life Science Sonu Ram Maheshwary Second Major: Spanish Melissa Ann McCarthy Alice Ciot Kathleen Comfort Morrison Major: Organizational Communication Randolph Matthew Murgo 270 DEGREES CONFERRED Stephen Robert Stewart May 4, 2008 Major: Organizational Communication Anthony Joseph Wagner GRADUATE SCHOOL Major: Biology Master of Arts Angela Beth Woznuk Bridget A. Becker Major: Life Science Program: Pastoral Ministry Minor: Sport Exercise & Fitness Lael A. C. Concordia SCHOOL OF NURSING Program: Pastoral Ministry Brenda Christine Greiner Bachelor of Science in Nursing Program: Pastoral Ministry Susan Monica Eggleston Rachel Ann Sakry Zovinar Gazarian Program: Music Julie Allison Lux-Bellmyer Sarah Grace Shewbert Leslie Rene Manser Program: Music Alexandra Mika Miles Thomas Patrick Welch Christina Louise Moore Program: Pastoral Ministry Amanda Kathryn Nowak Richard Arthur Williams Second Major: Spanish Program: Pastoral Ministry May Ota Master of Education DR. ROBERT PAMPLIN, JR. Jefferson Bernard Bath SCHOOL OF BUSINESS ADMINISTRATION Mido S. Bilassy Shelley Louise Filan Bachelor of Business Administration Candace D Hazlewood Richard Leigh Grant Darlene Lorraine Janzen Major: Marketing and Management Stacy Marie Long Travis Osborn Hanson Marcela Rodriguez Major: Finance Stephen Philip Simmons Eric Martin Mulligan Robert Cameron Lee Smith Major: Management Ashley D Overstreet Master of Arts in Teaching Major: Finance Karena Michelle Abernathy Sean Michael Norman Sargent Bonnie L. Adams Major: Marketing and Management Torsten Lanning Anderson Mallory Rebecca Simpson Garrett Jeffrey Apland Major: Marketing and Management Neal Thomas Barbour Paul Scott Bartels SCHOOL OF ENGINEERING Sarah Alyson Battistel Bachelor of Science Molly Kathryn Bromley in Mechanical Engineering Holly Ghlinne Bryant Jeffrey Michael Burke Emily Marie Buck Bachelor of Science in Civil Engineering Laura Marie Buri Jorge E. Bugarin Emily Ann Burrows Major: Environmental Track Jaimie Ann Carr Michael Thomas Houston Robert L Coulson Major: Civil Track Anneke Joy Dorsch Eassie James Kealiikanakaoleaipoalani Miller Scott Vincent Drakulich Major: Civil Track Benjamin Lee Ellenwood Mitchel Delos Pettengill Holly Elizabeth Engelgau Major: Civil Track David Linman Exley Emily Patricia Ferguson Bachelor of Science Luke Matthew Gaynor in Engineering Management Andrew Dylan Gorder Andrew Clemens Beehler Danielle Renee Harrington Christopher Sidney Heath SCHOOL OF EDUCATION Jamie Thomas Homberg Bachelor of Science Eva Elizabeth Hortsch in Secondary Education Katherine Haley Jansen Lindsey Christine James Zachary Matthew Keenan Second Major: English Lillian Hannon Kidwell Brittany Jeanne Landreth DEGREES CONFERRED 271 Douglas Richard Lewis Zachary Frederic Heath Nicole Pauline Loran Kevin M Hrin Patrick Kieran Mahaney Molly Jodelle Hupp Adria Malcolm Theresia Tissa Erita Jauri James Michael McDermott Alexander Dayle Leonard Erin Percin Moffenbeier Anna Marie Lillevik Alex Pierce Montfort Chun-Chih Lin Melissa Renee Myers Adam Riad Matar Regina Elizabeth O’Looney Katie Rebecca Mengershausen Christine Jennifer Paiement Jeffery Lewis Phillips Lindsay Noel Patch Glenn Steven Prentice Stephanie Anne Rivelli Christina Kim Veronica Rasmussen Blake Nicholas Robertson Sommon Taechawannasit Allison Courtney Scanlin Nathan Daniel Tofte Jesse David Schlender Supavich Vongvivat Cory Nathan Sepich Mirko Jonathan Vukovich Roxanne M Swim Yi-Chun Wang Shelley Marlene Tate Crystal Josephine Thayer Master of Engineering Melissa Anne Tuttle Talal Suliman Alsaeed Brady Evan Waldroff COLLEGE OF ARTS AND SCIENCES Matthew James Wear Monica Nicole Whiteley Bachelor of Arts Kelly Susan Winter Stephanie Nicole Anderberg Erica Lee Wollenberg Major: English Kimberley Rose Zerzan Minor: Communication Second Major: German Studies Master of Science Laramie Markwood Babbitt Jonathan Patrick Auld Major: Social Work Program: Nursing James Victor Baggett Tina L. Bardavid Major: Political Science Program: Clinical Nurse Leader Minor: Spanish Olivia Ann Chrouser Michael J. Baldi Program: Management Communication Major: History Marla M. Craft Andrew James Baldovin Program: Clinical Nurse Leader Major: Drama Linda Williams Favero Megan Nicole Barrus# Program: Management Communication Major: English Michele H. Goldschmidt Minor: Spanish Program: Nursing Second Minor: Chemistry Julianne Kristina Luttrell Erin Eileen Beavers Program: Clinical Nurse Leader Major: Psychology Kelly Kareen McCoy Minor: Education Program: Clinical Nurse Leader Mary Caitlin Becker September T. Nelson Major: Social Work Program: Nursing Nicole Marie Belieu Ninon Kathryn Richartz Major: Sociology Program: Management Communication Minor: Spanish Jesse Michael Rodgers Megan Hennessey Bell Program: Management Communication Major: Social Work Master of Business Administration Katharine Anne Berg Ameen A. Almohammedali Major: English Lars Jonathan Bell Second Major: German Studies Innocent I. Chukwuemeka Ashley Anne Bettega Shana Kathleen Cramer Major: History Ashdean Minoo Daruwalla Sarah Elizabeth Bigelow†# Tom Dean DeBoard Major: Communication Peter Tyson Drach Minor: German Kelly Elise Frank Second Major: English Richard Jack Hansen Carrie Elizabeth Bonino Major: Psychology 272 DEGREES CONFERRED James Marcus Boyer Kyle David Fink Major: Political Science Major: Psychology Minor: History Jenna Adler Finney†# Emily Joan Bradvica* Major: Spanish Major: Spanish Minor: Social Justice Minor: Psychology Second Major: Political Science Second Minor: English Sarah Therese Finney Victoria Rose Bronson Major: History Major: Psychology Second Major: Political Science Minor: English Megan Colleen Flanigan Colleen Anne Brunell Major: Psychology Major: Social Work Alexander James Fleer* Second Major: Psychology Major: History Andrew James Buchele Minor: Economics Major: Sociology Second Major: French Studies Brittny Rose Cajacob*# Second Minor: Political Science Major: German Studies Bethany Marie Foran Kelly Marie Callahan Major: Drama Major: Psychology Second Major: Philosophy Mary Margaret Catey Catherine Celia Forzley Major: Sociology Major: Sociology Minor: Theology Minor: History Karina Nicole Collins Julie Anne Franks Major: Communication Major: English Minor: Fine Arts Second Major: German Studies Josephine Marie Corder Danielle M Friend Major: Theology Major: Psychology Second Major: Social Work Jessica Lynn Gaston Maura Kathleen Corroone Major: Sociology Major: Communication Second Major: Spanish Minor: French Erik Alan Gates Andrew Tyler Crane Major: English Major: Psychology Jeffrey Thomas Gill Minor: Fine Arts Major: Political Science William Benjamin Crew Second Major: Philosophy Major: Sociology Kristine Glueckert Young* Minor: Political Science Major: Political Science Jessica Ann Dahmen Second Major: Communication Major: Psychology David Francis Gregg* Second Major: Sociology Major: History Mollie McBreen Dickson† Minor: Environmental Policy Major: Psychology Second Major: German Studies Autum Joelle Dierking‡ Annemarie Theresa Grimaldi† Major: Communication Major: English Cody Lee Dollowitch Minor: Music Major: Communication Stefanie M Guerrero Minor: German Major: Social Work Bridget Kyle Domeier† Minor: Spanish Major: Social Work Tyler Thomas Gulyas Dominique Nicol Doss Major: History Major: Psychology Minor: Political Science Minor: Sociology Second Major: Theology Christina Ann Downing Jacob Daniel Hagen Major: Sociology Major: English Megan Mary Duley Minor: German Major: Psychology Holly Jill Hall† Cory D Elder Major: History Major: Psychology Matthew David Hall Second Major: Sociology Major: History Michelle Jeanne Emry Major: Social Work DEGREES CONFERRED 273 Seanna Eileen Halligan† Daniel Gideon Eben Koch Major: Psychology Major: History Minor: French Bryan Timothy Koehnke Mary Frances Hannon Major: Social Work Major: History Minor: Spanish Minor: Political Science Matthew Anthony Korte Henry Niles Hanson Major: Philosophy Major: German Studies Second Major: Theology Katherine Louise Hargett Justin William Kramer Major: Political Science Major: Sociology Minor: Theology Stephanie Marie Lambert† Second Major: Spanish Major: Sociology Sheena Marie Harkness Minor: Spanish Major: Sociology Second Minor: Business Administration Second Major: Psychology Caitrin Elizabeth Lenartz Catherine M. Harrington Major: English Major: Sociology Nicole Rose Lesage Jaime Lee Hedlund Major: Drama Major: Social Work Ilsa Lundgren Elise Margaret Heeringa‡ Major: English Major: Spanish Kathleen Mary Lynch† Minor: Biology Major: History Bethany Rose Herman* Minor: French Major: Sociology Second Major: Political Science Bryan F. Hockaday Janna Lorraine Lindley Machalek Major: Political Science Major: Psychology James Louis Holmes Second Major: French Studies Major: General Studies Third Major: Sociology Brianne Marie Hughes John Michael Rousseau Malek Major: Spanish Major: Political Science Minor: Philosophy Danielle Rene Malosh Second Minor: History Major: Sociology Sae Inagaki Minor: History Major: General Studies Meghann Clark McLinden Maureen Sumiye Inouye Major: French Studies Major: English Minor: Business Administration Minor: Communication Second Minor: History Rachel Elizabeth Beth-el Jacobus Jacqueline Aurora Mero Major: Psychology Major: Psychology Minor: Music Minor: Biology Ami Ruthanne Jhaveri* Genevieve Lee Anne Mills Major: Political Science Major: French Studies Second Major: Drama Second Major: Political Science Lauren Moilien Johnson Jamie Mironicki Major: Political Science Major: Psychology Second Major: French Studies Minor: French Kevin Edward Johnston Second Minor: Sociology Major: Psychology Caitlin Janine Moran*# Edward Kendrick, Jr. Major: English Major: Theology Minor: Communication Minor: English Devin N. Moran Second Minor: History Major: Music Third Minor: Mathematics Rachel Caitlin Morenz‡# Rise Claire Kiuchi Major: English Major: Sociology Debra Liane Morgan Angela Marie Klaassen‡# Major: Social Work Major: Spanish Minor: Spanish Minor: Education Megan Elizabeth Morris Second Major: English Major: Communication Gwynn M. Klobes Minor: Political Science Major: Theology 274 DEGREES CONFERRED Laura Ann Natale Erin Terry Major: Philosophy Major: Psychology Carolyn E. Neuhausen Minor: Biology Major: Communication Jeanie Ruth Candelaria Toscano Minor: French Major: Social Work Thomas Le Ngo Minor: Spanish Major: Political Science Second Major: German Studies Second Major: Philosophy Dawn Marie Tyler* Dan A Noel, Jr. Major: Music Major: Psychology Andrea Marie Uecker Emily Mary Nolan Major: Philosophy Major: Social Work Amelia Katherine VanderZanden*# Minor: Education Major: Political Science Brendan Seamus Elias O’Halloran Minor: Economics Major: History Second Major: French Studies James Rian O’Keeffe* Simone Elizabeth Villalobos Major: Sociology Major: Sociology Minor: Psychology Second Major: Spanish Tyler Carl Ormsby Cole Martin Vonder Haar Major: Political Science Major: Psychology Second Major: Philosophy Minor: Philosophy Patrick Jeffrey Orr Second Minor: German Major: Spanish Anna Caralie Walters Second Major: Political Science Major: English John Paul Power Sherrard Namir Watson Major: Political Science Major: Sociology Second Major: French Studies Teige Michael Weidner* Nathaniel B. Puckett Major: Music Major: History Minor: Spanish Sheena Elizabeth Raab†# Carol J Welch Major: English Major: General Studies Minor: Theology Mark Edward Wheeler Anne Elizabeth Richards* Major: Social Work Major: English Second Major: Spanish Minor: Theology James Drake Wickersham Second Major: German Studies Major: Environmental Ethics & Policy Emily Clare Rico Minor: Political Science Major: Music Jacob James Wilhelmi Lacey Marie Riddle Major: Drama Major: Environmental Ethics & Policy Minor: Spanish Joseph William Ritter Alyssa Marie Williams† Major: English Major: Communication Michael Paul Rittman Veronica Elise Wilson Major: Sociology Major: Psychology Minor: Sports Exercise & Fitness Laurel Louise Yecny‡ Alice-Louise A. Rossignol* Major: English Major: English Second Major: German Studies Second Major: French Studies Charles Stephen Yemm Michael Anthony Schmitz* Major: Political Science Major: Philosophy Madison Harper Zettle Second Major: Theology Major: Psychology Kenneth Luke Scholz Second Major: Sociology Major: English Diana Celeste Ziser Treshia Elizabeth Sewell Major: Psychology Major: Philosophy Laura Corrinne Zuschlag Brady Joseph Shinn Major: English Major: Political Science Second Major: German Studies Douglas Michael Sparacio Major: Sociology Minor: History DEGREES CONFERRED 275 Bachelor of Science Heather Rose Elder Amy C. Anderton# Major: Biology Major: Biology Brooke Marie Erspamer† Stacey Anheier Major: Biology Major: Life Science Minor: Chemistry Second Major: French Studies Sarah Elizabeth Force Elizabeth Murphy Bailey* Major: Life Science Major: Life Science Minor: Psychology Minor: Sports Exercise & Fitness Sarah Lynn Foster Kristin Marie Balducci Major: Biology Major: Organizational Communication Sarai Lynn Geary Melissa Sharee Barber# Major: Organizational Communication Major: Biology Amanda Kathleen Hall*# Minor: Chemistry Major: Biology Sarah Frances Bortvedt‡ Minor: Chemistry Major: Biology Bridget Nora Harrington Minor: Chemistry Major: Organizational Communication Thomas Daniel Brennan Justin David Heser* Major: Biology Major: Biology Margaret Elizabeth Bruya Minor: Chemistry Major: Organizational Communication Allyson Grace Hinzman Minor: Computer Science Major: Organizational Communication Mariam Bukair Tam Thanh Hoang Major: Organizational Communication Major: Chemistry: Biochemistry Minor: Entrepreneurship Minor: Biology Bridget Briana Burke Yumi Misa Hosaka Major: Organizational Communication Major: Life Science Minor: German Brandon Howard Brittny Rose Cajacob*# Major: Organizational Communication Major: Life Science Blake Guy Turner Hren Stephen Patrick Cannon Major: Biology Major: Chemistry: ACS Minor: Chemistry Evan James Carlson Jamie Alloway Hunter Major: Physics Major: Organizational Communication Minor: Mathematics Kaeleen Anne Hylton Wa Hui Chan Major: Organizational Communication Major: Biology Elika Ellen Ide Minor: Chemistry Major: Organizational Communication Stephanie Lynn Chandler Brent Mitsuyoshi Iriguchi Major: Organizational Communication Major: Biology Minor: English Minor: Chemistry Annamaria Elena Chen Kara Elizabeth Jackson Major: Organizational Communication Major: Biology Nicholas John Comstock Minor: Spanish Major: Environmental Science Meredith Leigh Jaeger Mary Bridget Connolly Major: Organizational Communication Major: Biology Ashley Pi’ilani Kehoe Patricia J. Cubanski Major: Chemistry: Biochemistry Major: Environmental Science Chelsea Elizabeth Kerr†# Minor: Biology Major: Life Science Grace E. Davis Second Major: German Studies Major: Life Science Michael Joseph Kilburg Minor: Fine Arts Major: Physics Jay David Dobson Eric Anthony Kozial Major: Biology Major: Chemistry: Biochemistry Minor: Chemistry Minor: Biology Renee Michelle Dornan Bobeya Sara Krishnek Major: Organizational Communication Major: Life Science Erica Rachael Duncan Cassandra Lynn Lay Major: Organizational Communication Major: Organizational Communication Minor: Entrepreneurship 276 DEGREES CONFERRED Nicole Rose Lesage Minor: Sports Exercise & Fitness Major: Life Science Gina Marie Portillo Minor: Environmental Science Major: Chemistry: Biochemistry Jessica Marie Lewicki* Minor: Biology Major: Organizational Communication Diana Michelle Quam Minor: Political Science Major: Life Science Dannielle Mercedes Lowe Second Major: Spanish Major: Organizational Communication Mackenzie Rachael Reed* Jacob Thomas Luty* Major: Biology Major: Biology Kelly Jo Riley Minor: Chemistry Major: Biology Derek Andres Duenas Mandell Minor: Sports Exercise & Fitness Major: Organizational Communication Second Minor: Chemistry Julie Elsbeth Markus Third Minor: Spanish Major: Life Science Jeffrey Brendan Ryan Minor: Psychology Major: Physics Samuel Ichiji Matsuo, Jr. Minor: Mathematics Major: Biology Maria-Elise Pangelinan Sanchez Minor: Chemistry Major: Biology Jonathon Fredrick Mauser Minor: Chemistry Major: Biology Emily K. Schellenberg* Second Major: Chemistry: Biochemistry Major: Organizational Communication Caitlin Emily McNamara Michele F. Scifo Major: Organizational Communication Major: Life Science Dane I Meade Minor: Sports Exercise & Fitness Major: Biology Kristen Renee Sellon Minor: Chemistry Major: Organizational Communication Robert Akira Mizumoto Jessica Ann Seppi Major: Biology Major: Mathematics (BS) Lauren McKenzie Moffitt Jillian Nicole Sinopoli Major: Biology Major: Biology Chase Aaron Moore Minor: Chemistry Major: Life Science Leah Marie Sonnenberg† Christine Elizabeth Morrissey Major: Life Science Major: Organizational Communication Minor: Theology Konstantin V. Moskalenko Kathleen Elizabeth Stein Major: Organizational Communication Major: Life Science Jeannie Nguyen Minor: Sociology Major: Biology Abigail Sonia Stewart Minor: Chemistry Major: Life Science Peter Van Nguyen Ryan Lynn Stouffer‡# Major: Biology Major: Life Science Kyle Russell O’Donnell Second Major: Psychology Major: Biology Rachel Kay Stratton Minor: Chemistry Major: Life Science Amy Joy Elyse Oliveria‡ Laura Christine Sullivan†# Major: Organizational Communication Major: Biology Lynique Tiare Oveson Minor: Chemistry Major: Life Science Second Minor: French Minor: Sports Exercise & Fitness Nicole Marie Thometz Andreya Christine Pels Major: Biology Major: Organizational Communication Minor: Philosophy Mary Esther Persons Kelsey Marie Thornton Major: Life Science Major: Life Science Travis Scott Petchell Minor: Sports Exercise & Fitness Major: Environmental Science Alessandra Lourdes Tolentino Thuy-Tien Vo Pham* Major: Life Science Major: Chemistry: Biochemistry William James Toomey Minor: Biology Major: Chemistry: Biochemistry Kristan Victoria Popson Minor: Biology Major: Life Science DEGREES CONFERRED 277 Ryan Gregory Townsend John Arthur Dudenhoeffer* Major: Chemistry: Biochemistry Kathryn Elizabeth Erhardt Minor: Biology Heather Kristine Etienne Jason Nguyen Truong Elizabeth Louise Farrell* Major: Biology Laura Kathleen Gentry Austin Charles Turnbull Jessica Rae Gerig Major: Organizational Communication Emily Kathryn Gill Kiel Frederick Urata Minor: Spanish Major: Biology Maren Michelle Gilleney Minor: Chemistry Karissa Renee Glasgo Sally Thi Van Angela Marie Glenn Major: Biology Minor: Spanish Minor: Chemistry Nicholas Henry Goymerac Sasha Walia* Sarah Lynne Grassman Major: Organizational Communication Rochelle Angelique Guerrero Minor: French Nicole Christine Hancock Second Minor: Entrepreneurship Aoife Ann Hanrahan Kelsey B. Wallin† Tara Lynn Harris* Major: Life Science Stephanie Jean Hedberg Minor: Sports Exercise & Fitness Tara Lindsay Henkelman Chelsea Namahana Wong* Rachel Ann Hodges Major: Biology Minor: Spanish Minor: Psychology Megan Marie Hoffman‡ Second Minor: Chemistry Minor: Spanish Carrie Ka’aukai Young Chelsea Rae Hughes Major: Life Science Laura Elizabeth Jackson Minor: French Daniel David James Caitlin Elizabeth Ann Jenes SCHOOL OF NURSING Arne James Johnsen Bachelor of Science in Nursing Pi-Ju Juang Marella Joyce Alexander Christina Suzanne Kenny Minor: Psychology Stacey May Kim Julie Ann Baldwin† Sarah Michelle Knotts Lydia Helene Bansen Larizza Atmosfera Limjuco Sarah Katherine Baumbach Michelle Ann Lundstrom Stephanie Anne Bennett Erica Ann Mahoney Kathryn Marie Bern Jennifer Michelle Maitland Brooke Renee Biggi† Corinne Verona Malmgren Jacqueline Leigh Binkley Cassandra Deanne Mattson Lindsey Kenworthy Bosco† John Benton McCandless V* Amber Elizabeth Braden Kristen Alana McDaniel Minor: Spanish John Michael Moore Taryn Leigh Brendtro Minor: Spanish Elizabeth Sarah Brewster Second Minor: Music Rebecca Ann Brown Brenda Cervantes Morales* Minor: Spanish Allison Marie Murphy Jacqueline Teresa Buchheit Molly Rene Murphy Minor: Sports Exercise & Fitness Minor: Spanish James Edward Burnett Rainbow Cheyenne Kice Nelson† Leslie Noelle Burnett* Kelli K. Newcom# Dana Ann Caldwell Minor: Biology Shelby Kristine Chapman† Second Minor: Theology Allison Marie Clark* Beth Ann Nyssen Emily DiDente Comerford Minor: English Tanis Marie Contreras Christian Beaudrie O’Keeffe Tyler Jennings Crabtree‡ Wendy Ann Park† Cora Ann Dahl Trista Lee Pulley* Sarah Elizabeth Davidson Kerry Kathleen Quinn Christine Urriza Diaz Katherine Marie Rowe Minor: Business Administration Bailey Saleumvong Minor: Biology 278 DEGREES CONFERRED Danielle Marie Schwanz* Brittany Anne Cotterell‡ Minor: Spanish Major: Accounting Katie Delanie Selvog Aurel Matei Crisan* Emily Elisabeth Simon Major: Finance Amanda Mae Smith Joseph Stephen Dunn Noelle Marie Stevens Major: Global Business Kaitlyn Marie Strebin Second Major: Spanish Geraldine Rose Teraza* Molly Jane Edmunds Amanda Jo Tuttle Major: Accounting Minor: Theology Lauren Elizabeth Elerding Cherie Natsuko Umeda Major: Accounting Holly Jean VanDomelen Shannon Jane England Patricia Amanda Weatherly Major: Marketing and Management Erin Rose Whisman Kenneth Ashley Ethridge III Minor: Psychology Major: Marketing and Management Bernadette Courtney Williams‡ Barbara Rosemary Farney Laura Kathleen Williams† Major: Marketing and Management Jessica Lynn Wong Minor: Economics Minor: Sports Exercise & Fitness Christina Leigh Feyen Major: Marketing and Management DR. ROBERT B. PAMPLIN, JR. Christopher Andrew Finch SCHOOL OF BUSINESS ADMINISTRATION Major: Marketing and Management Bachelor of Business Gena E Folts* Sevrina Marie Bacon# Major: Global Business Major: Accounting Second Major: French Studies Second Major: Finance Adriana Franco Elliot Allan Ball Major: Accounting Major: Global Business Minor: Spanish Nicholas Daniel Berrey Christopher Edward Gamenthaler Major: Finance Major: Accounting Kevin Patrick Bland Patrick McGrath Geoghegan Major: Marketing and Management Major: Accounting Jason Dean Boal Second Major: Finance Major: Finance Steven Michael Greisen Minor: Economics Major: Marketing and Management Andrew Michael Boespflug‡ Minor: Economics Major: Finance Jeffrey Robert Griffin Jesse Nathaniel Boyer Major: Finance Major: Finance Lindsey Jean Griffin Robert James Brickweg Jr. Major: Marketing and Management Major: Finance Minor: Entrepreneurship Natalie Ann Budge David Scott Gruener Major: Marketing and Management Major: Marketing and Management Genevieve Kelly Cashman Thomas Shuji Hamaoka Major: Finance Major: Accounting Second Major: Spanish Charles Joseph Harris Timothy H. Chang Major: Marketing and Management Major: Finance Patrick Ryan Highley Kristi Lynn Chow† Major: Finance Major: Accounting Second Major: Marketing & Management Brenton Charles Clair Marc Anthony Hillman Major: Finance Major: Finance Minor: Entrepreneurship Kristin Marie Howell Elizabeth Ann Corr Major: Marketing and Management Major: Marketing and Management Erica Lynn Johnson* Anna Marie Costa† Major: Accounting Major: Finance Joel Whitney Johnson Minor: Political Science Major: Finance Second Major: Accounting Taylor Hom Johnson Major: Finance Minor: Philosophy DEGREES CONFERRED 279 Kathryn Charlene Kendall Noeline Nalujjuna Major: Global Business Major: Accounting Minor: Biology Minor: Entrepreneurship Nicholas Preston Kolich Sallie Marie Neve Major: Accounting Major: Accounting William Lawrence Krause Second Major: Finance Major: Marketing and Management Ami-Minh Thai Huu Nguyen Minor: Communication Major: Marketing and Management Joseph Phillip Krcma Daniel Adam Northcraft Major: Marketing and Management Major: Marketing and Management Megan Marie Labrousse† Minor: Entrepreneurship Major: Finance Peter James O’Connor Second Major: Accounting Major: Global Business Justine Marie Levesque† Christy Midori Ohira* Major: Finance Major: Accounting Second Major: Spanish Alyssa Mayumi Oshiro* Michael Nikolaus Lewer* Major: Accounting Major: Global Business Second Major: Finance Second Major: Spanish Kellen Matthew Patterson Aaron Michael Lindseth Major: Marketing and Management Major: Marketing and Management Kara Marie Pein* Micah William Ling Major: Accounting Major: Finance Minor: Economics Colin Eric Longmuir Mark David Peters Major: Accounting Major: Finance Matthew Paul Louie Christopher Michael Peterson Major: Accounting Major: Marketing and Management Second Major: Finance Nathaniel Gregory Pramuk Tyler James Luckey* Major: Finance Major: Finance Ari Seth Ronick Minor: Economics Major: Finance Second Major: Marketing & Management Amanda Elizabeth Sandau Caitlin Monroe MacMillen Major: Global Business Major: Finance Minor: German Peter William Mahoney James Robert Schlegel Major: Global Business Major: Accounting Pollyanna Shanna Manning Minor: Theology Major: Marketing and Management Martin Victor Schneider Minor: Music Major: Finance Donovan James Matteson Nicholas Michael Seed Major: Finance Major: Marketing and Management Catherine Jane Matzenauer Joseph Anthony Shanks Major: Marketing and Management Major: Marketing and Management Joseph Nathan McDonnell Brandon Christopher Smith Major: Accounting Major: Marketing and Management Janet Anne McElligott Kevin Michael Spada* Major: Marketing and Management Major: Finance Thomas David McEntee Minor: Entrepreneurship Major: Accounting Second Major: Accounting Daniel Glenn Meier Natalie Rose Svaren Major: Finance Major: Finance Daniel Patrick Merriman‡ Minor: Entrepreneurship Major: Accounting Kalvin Ka Hei Tang Emily Ann Michaelson* Major: Accounting Major: Marketing and Management Terence Michael Thompson Ryan C. Minch Major: Finance Major: Accounting Allison Elizabeth Uhlorn Second Major: Finance Major: Global Business Amanda Lynn Mitchell Travis Norman Vetters Major: Finance Major: Finance Second Major: Accounting 280 DEGREES CONFERRED Rachel Sarah Warren† Katherine Celeste Cameron Major: Global Business Major: Computer Track Second Major: Accounting Aaron Paul Duane Henry Westbrook VI† Major: Electrical Track Major: Finance Ruth Ann Gobble Rebecca A. Wethern† Major: Electrical Track Major: Marketing and Management Matthew James Gridley Minor: Entrepreneurship Major: Computer Track Brett Michael Williams John Michio Hirano† Major: Accounting Major: Electrical Track Minor: German James C. Kelly Joni Minnette Woodworth Major: Electrical Track Major: Global Business David Michael Kim Second Major: French Studies Major: Electrical Track Danielle Renee Zipp Rebekah Sue Lam‡ Major: Finance Major: Electrical Track Patricia Jean Zurfluh Johnson Ken Lee Major: Accounting Major: Electrical Track Second Major: Finance Kenneth Kangmin Lee Major: Electrical Track SCHOOL OF ENGINEERING Lance Douglas McGuire Bachelor of Science Major: Electrical Track in Mechanical Engineering Corban Emmanuel Monger Andrew Jon Boyes Major: Electrical Track David Anthony Burke Timothy Randall Morris Adam Joseph Cyr Major: Electrical Track Alexander James Drew Samuel James Nelson† Eric Alexander Dunn Major: Electrical Track John Richard Earhart Thomas Cooper Neveu Jesse Warren Fledderjohann Major: Electrical Track Jared Scott Frazier Tammy Mutsuko Okubo Timothy Edmund Griffin Major: Electrical Track Christopher James Hainley† Nathan James Oliver* Minor: Music Major: Computer Track Second Minor: Mathematics Samuel Potter Ortiz Henry Niles Hanson Major: Electrical Track William Michael Hortsch Peter Pham† Kevin Michael Kauffman Major: Electrical Track Jeffrey Robert Kuhs Vladimir Andreyevieh Shvets* Robert Douglas Lansing Major: Computer Track Andrew Joseph Lucas Jordan Patrick Stone Kyle Patrick Mechling Major: Electrical Track Laurie Beth Miller* Meghan Elizabeth Tisdell Minor: Mathematics Major: Electrical Track Kelly James Nelson Joshua Bennett Triska Minor: Mathematics Major: Computer Track Anna Lourdes Pereira Neil James Tuttle‡ Jeffrey Ernest Salzbrenner Major: Electrical Track Ashlee Marie Snodgrass Minor: Computer Science Spencer K Tam Jordan Matthew Way Alexander Robert Trolese Major: Electrical Track Minor: Business Administration Bryan Matthew Weber Prem Kiran Vuppuluri† Major: Computer Track William C. Williard IV*# Jonathan Michael Wong Cory Alexander Wiltshire Major: Electrical Track Brian Travis Yoakum Kevin Matthew Young* Major: Electrical Track Bachelor of Science Ziyuan Zhang* in Electrical Engineering Major: Electrical Track William Bolibol Acorda* Major: Electrical Track DEGREES CONFERRED 281 Bachelor of Science in Civil Engineering SCHOOL OF EDUCATION Kelly Sachiko Akamine Major: Civil Track Bachelor of Arts in Education Ashlee Elizabeth Carl Haelynne Marie Barron Major: Civil Track Brianna Christine Caldwell* Mary Ann Therese Coy† Minor: Music Major: Civil Track Daniel Paul Cosgrove Jesse L. Dean Kelli Fritz Cronkrite Major: Civil Track Shaunn Elizabeth Cruz Caleb Matthew DeChant Kelly Ann Gardner Major: Environmental Track Anne Marie Graner‡ Ryan Nelson Dewey* Lauren G Gusdorf Major: Civil Track Jamie Marie Halpenny Michael C. Erorita* Emma Lee Harrison Major: Civil Track Brittany Quinn Healy-Tuke Minor: Mathematics Kacey Keiko Higa Bethany Marie Foran Megann Cathleen Imdieke Major: Civil Track Nichole Marie Krieck* Tyler Kiyoshi Fujiwara Kelly Ann Milliron Major: Civil Track Elizabeth Anne Neumann Grant Julian Golden Megan Marie Palmer Major: Civil Track Heather Danielle Perry* Jeffrey Andrew Kostechka Patrice Nicole-Adair Pierre Major: Civil Track Nichole Mae Presnell† Adam Tyler Lund Sarah Elia Rios Lopez Major: Civil Track Nicole Marie Schiffer Erin Lindsay Mock Minor: Business Administration Major: Civil Track Jennifer Nicole Smith Anthony Thomas Moore Minor: English Major: Civil Track Lora Ann Soriano Andrew Charles Muehleck Kelly Ann Sullivan Major: Civil Track Allison Nicole Vandehey Alan Hiroshi Nishimura Minor: Music Major: Civil Track Kelly Marie Whitehouse Sarah Maureen Norris Chelsea Anne Williamson† Major: Civil Track Bachelor of Science David Joshua Paiko in Secondary Education Major: Civil Track Jacob MacKenzie Babcock† Nicholas Vito Pisciotto Second Major: English Major: Environmental Track Ashley Jean Burton John Patrick Rehwald Second Major: English Major: Civil Track Alexa Elizabeth Duda Minor: Philosophy Second Major: History Ian Michael Roholt Shaun Michael Ghyselinck Major: Civil Track Second Major: History Tyler Crossley Sanborn Megan Kathleen Gill Major: Civil Track Second Major: English Andrew Cunningham Smith‡# Julie Anne Gingrich Major: Civil Track Minor: Mathematics Eric Scott Takamine Heidi Marie Jensen Major: Civil Track Second Major: English Bachelor of Science Amy Joan Klennert in Engineering Management Ashley Hannah Lawrence-Pine Matthew Dylan Eskue Second Major: History Thomas Andrew Owen Anne Marie Maloney Second Major: History Bachelor of Science in Computer Science Megan Elizabeth McDonald Kevin Landis Farr Second Major: English Michael David Rumely Noel Marie Peterson Christopher S Taketa Second Major: English 282 DEGREES CONFERRED Jacob Nathaniel Smeraglio Second Major: Spanish Elizabeth Catherine Watje# Second Major: English Third Major: French Studies Christina Cathleen Winfree*

INDEX 283 Index Advanced Placement—18, 30 Certificate in Spanish A Aerospace Studies—8 program—12 Academic course descriptions—137 Cheating—16 address, student’s—21 Air Force ROTC—8 Chemistry, B.S.—48 administrative withdrawal—20 course descriptions—137 course descriptions—150 advanced placement—18, 30 Application form—30 minor—44 change of grade—16 Archives—42 Christ the Teacher Chapel—27 cheating—16 Approvals, University—2 Civil Engineering—97 class rating—19 Army ROTC—9 course descriptions—153 code of academic integrity—14 course descriptions—202 CLEP—18, 30 confidentiality—21 Arts and Sciences, College of Arts and counseling records—22 College of—43 Sciences—43 course descriptions—137 Associated Students College Level Examination course numbers—20 (ASUP)—35 Program (CLEP)—18, 30 course requirements—16 Athletics/intramurals—26 Communication, B.A.—50 dean’s list—20 Auditors—32 course descriptions—156 examinations—16 minor—44 exceptions to Academic Communication Studies —49 Regulations—21 B Computer Facilities—38 grade report—16 Bachelor of Arts, degree Computer Labs—38 grades and credits—16 requirements—44 Computer Science, grading appeals—18 Bachelor of Business B.S.C.S.—103 grading system—16 Administration—74 course descriptions—159 graduation and degrees—19 Bachelor of Science—44 minor—105 honors at graduation—20 Biology, B.S.—47 Computer Track, Electrical incomplete—17 course descriptions—140 Engineering—102 Integrity, Code of Academic—14 minor—44 Core curriculum—6 miscellaneous regulations—20 Board of Regents—251 Counseling pass/no pass—17 Business—73 services—36 points per semester- hour—16 accounting major—75 records—22 poor scholarship—18 administration minor—81 Course probation and dismissal—18 course description—140 numbering—20 records, access to—21 degrees and programs—73 descriptions—137 records, obtaining copies—21 economics major—80 Cross registration records, not available to economics minor—82 program—11 students—22 entrepreneurship minor—82 Criminal Justice Track, registration for courses—15 finance major—76 Sociology—70 regulations—14 global business major—78 Curriculum—6 repeating courses—17 marketing/management undergraduate objectives—5 responsibility for regulations major—77 knowledge—14 mission—73 student address required—21 M.B.A.—83, 115, 118 D symbols—17 operations and technology Dance transcripts—21 management major—78 course descriptions—162 transfer of credits—19 Dean’s list—20 warning—16 Dental Hygiene—46 withdrawal—17, 20 C Dentistry—46 Accounting—75 Calendar, University— Deposits—24 Accreditation, Inside front cover Directory Information University—2 Campus Map—last page Policy—22 ACT (American College Campus Ministry—27 Disabilities—36 Test)—29 programs—27 Disciplinary records—22 Activities, student—35 Career Services—32 Documents, admissions—29 Administration, Catholic Studies Minor—10 Drama, B.A.—62 University—252 requirements—11, 44 course descriptions—162 Admissions—29 minor—44 284 INDEX Master of Fine Arts, Directing Financial Information—23 academic regulations—115 M.F.A.—124 entrance fees/deposits—24 application and admission—117 incidental fees—24 Business Administration—118 payment schedule—24 Communication Studies—122 E per semester fees—25 Communication, M.A.—123 Economics refund policies—26, 33 Degrees offered—7, 115 major—80 residence hall and food service Drama—124 minor—82 rates—23 Directing, M.F.A.—124 course descriptions—166 tuition, per semester—23 Education—125 Education, School of—83 Finance, B.B.A.—76 Education, M.Ed.—125 course descriptions—168 Financial Aid—33 Education, M.A.T.—127 Electrical Engineering and Fine Arts Education, M.A.—127 Computer Science—100 course descriptions—189 Engineering—129 course descriptions—159, 178 minor—45 Management Communication, computer track—101 Food Service Rates—23 M.S.—123 electrical track—101 Foreign Languages—56 Master’s Degree Programs—118 Elementary Education—88 course descriptions Music—130 Engineering, Civil—97 French—190 Music, M.A.—130 Engineering degrees and German—191 Nursing—130 programs—96 Spanish—237 Student classification—117 Engineering, Electrical—100 French Studies, B.A.—57 Theology—135 Engineering, Freshman Resource Center, Theology, M.A.P.M.—135 Environmental—97 Shepard—34 Tuition and Fees—23, 118 Engineering Management— Graduation 107 degrees, regulations—19 Engineering, G honors—20 Mechanical—105 Garaventa Center—28 Grants and scholarships—33 Engineering, School of—95 General Information—3 course descriptions—182 General Studies, B.A., Engineering undergraduate B.S.—59 H curriculum—97 Geography Handbook for students—29 English, B.A.—52 course description—191 Health History Form—36 course descriptions—184 German Studies, B.A.—58 Health Sciences Career, minor—44 course descriptions—191 Preparatory Study—46 Enrollment Certification—23 Global Business, B.B.A.—78 Health Insurance—25, 36 Enrollment Management Goals, objectives of the Health Center—35 and Student Life—29 University—4 Health and Counseling Entering Freshmen—29 Grades and credits—16 Services—36 Entrance fees and Grade Point Average Health and Physical deposits—24 System (G.P.A.)—16 Education Entrepreneur Scholars Grade report—16 course descriptions—193 (E-Scholars) Program—11 Grade symbols—16 High school transcript—29 Entepreneurship, Graduate course descriptions History, B.A.—60 University Center for—28 Business Administration—144 course descriptions—194 Environmental Careers—46 Communications—158 minor—45 Environmental Ethics and Computer Science—161 History of the University—3 Policy, B.A.—54 Drama—165 Honors at graduation—20 Environmental Science, Education—172 Honors program—11 B.S.—55 Electrical Engineering—181 Housing/Food service—23 Environmental Studies—53 Engineering—184 course descriptions—188 Health and Physical Examinations—16 Education—193 I Expenses Summary—24 Mathematics—198 Incidental expenses/fees—24 Mechanical Engineering—199 Information, general—3 Music—207 Information Services F Nursing—210 Division—37 Faculty—253 Religion—226 Insurance, health—25, 36 Fees—23 Theology—245 Intercollegiate athletics—26 FERPA (Family Educational Graduate/Postgraduate International Students— Rights and Privacy students—31 30, 33, 36 Act)—21 Graduate School—115 INDEX 285 International Student Music Education—91 Numbering of courses—20 Services—33 Nursing—111 Nursing, School of—111 Intramurals—26 Operations and Technology career opportunities—112 Management—78 course descriptions—208 Performing and Fine Arts—62 program requirements—112 J Philosophy—65 student nursing handbook—112 Japan Summer Studies—14 Physics—66 Political Science—67 Pre-law study—7 O L Pre-medicine study—7 Occupational Therapy—46 Laboratory and workshop Psychology—68 Operations and Technology fees (see course listings) Secondary Education—90 Management, B.B.A.—78 Languages, Foreign—56 Social Work, B.A.—69 Optometry—46 Library, Clark Memorial—41 Sociology, B.A.—70 Organizational Communi- collections—41 Spanish—59 cation, B.S.—51 services—41 Theology—71 electronic resources—41 Marketing and hours—42 Management, B.B.A.—77 P Life Science, B.S.—47 Mathematics—61 Pamplin School of Loan programs—33 course descriptions—197 Business Administration, Location of the University—3 minor—45 Dr. Robert B. Jr.—73 Log, The—35 Mathematics, B.A.—61 Pass/no pass—17 London Summer Mathematics, B.S.—61 Payment Schedule—24 Program, The—14 Meal Plans (Food Performing and Fine Service Rates)—23 Arts—62 Mechanical Pharmacy—46 M Engineering—105 Philosophy—65 Major programs, course descriptions—199 Philosophy, B.A.—65 consolidated listing—7 Media, campus—35 course descriptions—216 Major program descriptions Medical leave of absence—18 minor—45 Accounting—75 Medical records—22 Physical Therapy—46 Biology—47 Medicine—46 Physics, B.S.—66 Business Administration—73 Memberships, University—2 course descriptions—219 Chemistry—48 Military Science and minor—45 Civil Engineering—97 Leadership—9 Placement Communication Studies—50 course descriptions—202 advanced—18, 30 Communication—50 Minor Programs—8, 44 with credit—30 Computer Science, B.S.C.S.—103 Mission statement—3 without credit—30 Drama, B.A.—62 Morelia, Mexico—14 Podiatry—46 Economics—80 Moreau Center for Service Policies and Regulations—29 Education—83 and Leadership—37 Political Science, B.A.—67 Electrical Engineering and Munch Money—24 course descriptions—221 Computer Science—100 Museum—42 minor—45 Elementary Education—88 Music Education (K-12)—91 Poor scholarship—18 Engineering Management—107 Music fees, special—23 Postgraduate and graduate English—52 Music, B.A.—63 students—31 Environmental Ethics and course descriptions—204 Pre-college testing—30 Policy, B.A.—54 minor—45 Pre-law—7 Environmental Science, B.S.—55 Pre-medicine—7, 46 Environmental Studies—53 Probation and dismissal—18 Finance—76 N Programs, major—7 Global Business, B.B.A.—78 Newspaper, student Programs, minor—8, 44 History—60 (Beacon)—35 Programs, special—8 Life Sciences—47 No grade submitted—17 Psychology, B.A.—68 Marketing and Non-degree student—31 course descriptions—224 Management—77 Non-discrimination policy, minor—45 Mathematics, B.A.—61 University—2 Publications, campus—35 Mathematics, B.S.—61 Non-matriculated Mechanical Engineering—105 students—31 Minor Programs—8, 44 Non-resident student meal Music—63 plans—23 286 INDEX School of Nursing—111 R admission to U Rating, class—19 upper division—112 Undergraduate Curriculum, Records admission requirements—112 objectives—5 academic—21 curriculum—113 University Health Center—35 confidentiality—21 program outcomes—111 not available to students/ Science third parties—22 course descriptions—228 V counseling—22 Secondary Education—90 Vacation and holiday disciplinary—22 Service and Leadership, dates—Inside front cover medical—22 Moreau Center for —37 Veterans—32 student access to—21 Societies, Professional Veterinary Medicine—46 Refund policies—26, 33 Engineering—96 Regents of the Social Sciences—69 University—251 Social Justice Program—12 W Registration certificate in Social Justice—12 West Coast Conference—27 dates—see University Calendar course descriptions—228 Withdrawal from class—20, Regulations, academic, minor—45 21, 25 miscellaneous—20 Social Work, B.A.—69 Withdrawal refund/credit Religious Program course descriptions—232 schedule—25 (Campus Ministry)—27 Sociology, B.A.—70 Work incomplete—17 Residence hall course descriptions—235 damage deposit—23 minor—45 life—34 Spanish, B.A.—59 Y policies, refund—26 course descriptions—237 Yearbook (The Log)—35 rates—23 Special Academic Returned Check Charge—24 Programs—8 Room and board Student activities—35 board rates—23 Students with disabilities, deposit, room reservation—24 office for—36 refund policies— 26 Studies abroad—13 Summary of Expenses and Fees—24 S Summer Studies in Salzburg Program—13 Japan—14 Scholarships/grants—33 Scholastic Aptitude Test (SAT)—29 T School of Business Telephone Service—39 Administration, Test of English as a Foreign Dr. Robert B. Pamplin, Language (TOEFL)—30 Jr.—73 Testing, pre-college—30 accounting—75 Theology—71 economics—80 course descriptions—239 finance—76 minor—45 global business—78 Theology, B.A.—71 marketing and Theology, M.A.—135 management—77 TOEFL—30 operations and technology Transcript—21 management—78 college transfer—31 School of Education—83 fee—21 admission—86 grade symbols—16 degrees and programs—88 high school—29 School of Engineering—95 Transfer of Credits—19 community college transfers—96 Transfer Students—19, 31, degrees and programs—96 43, 96 educational objectives—96 transcript—31 professional societies—96 Tuition and Fees—23 undergraduate curriculum—97