/se/f :e ZWAl

1887

GONZAGA UNIVERSITY GRADUATE CATALOGUE 1987-89 Address all correspondence regarding Graduate School to:

Patrick J. Ford, S.J. Dean of the Graduate School Gonzaga University Spokane. Washington 99258-0001 Area Code 509. 328-4220

The publication of a catalogue cannot be allowed to stop the continuing evolution of academic programs. The University maintains a master catalogue on file in the Registrar's office which constitutes the official status of university policy and program at all times. Any questions regarding changes since the date of publication of this issue of the catalogue may be directed to the Registrar's Office or to the Graduate School.

Gonzaga University subscribes to the principles and laws of the state of Washington and the federal government pertaining to civil rights and equal opportunity, including Title IX of the Educational Amendments of 1972 and Section 504 of the Rehabilitation Act of 1973. University policy prohibits discrimination on the basis of race, sex, age. color, creed, national or ethnic origin, marital status, and handicap in the recruitment and admission of students, the recruitment and employment of faculty, staff and students and the operation of all University services, programs and activities. Evidence of practices which are inconsistent with this policy should be reported to the University Compliance Officer, Office of the Pres­ ident. GV

1887

GONZAGA UNIVERSITY GRADUATE CATALOGUE 1987-89 Gonzaga's Philosophy and Mission Gonzaga University belongs to a long and distin­ sibilities that come from commitment to a free society. guished tradition of humanistic. Catholic, and Jesuit In this way we hope to prepare our students for an education. We, the Trustees and Regents, faculty, admin­ enlightened dedication to the Christian ideals of justice istration, and staff of Gonzaga are committed to preserv­ and peace. ing and developing that tradition and communicating Our students cannot assimilate the tradition of it to our students and alumni. which Gonzaga is a part nor the variety of human cul­ As humanistic we recognize the essential role of tures, nor can they understand the problems of the human creativity, intelligence, and initiative in the con­ world, without the development and discipline of their struction of society and culture. imagination, intelligence, and moral judgement. Con­ As Catholic we affirm the heritage which has de­ sequently, we are committed at Gonzaga to developing veloped through two thousand years of Christian living, these faculties. And since what is assimilated needs to theological reflection, and authentic interpretation. be communicated if it is to make a difference, we also seek to develop in our students the skills of effective As Jesuit, we are inspired by the vision of Christ writing and speaking. at work in the world, transforming it by His love, and calling men and women to work with Him in loving We believe that our students, while they are develop­ service of the human community. ing general knowledge and skills during their years at Gonzaga, should also attain more specialized compe­ All these elements of our tradition come together tence in at least one discipline or profession. within the sphere of free intellectual inquiry characteris­ tic of a university. At Gonzaga this inquiry is primarily We hope that the integration of liberal, humanistic focused on Western culture within which our tradition learning and skills with a specialized competence will has developed. enable our graduates to enter creatively, intelligently, and with deep moral conviction into a variety of en­ We also believe that a knowledge of traditions and deavors, and provide leadership in the arts, the profes­ cultures different from our own draws us closer to the sions, business, and public service. human family of which we are a part and makes us more aware of both the possibilities and limitations of Through its academic and student life programs our own heritage. Therefore, in addition to our primary the Gonzaga community encourages its students to emphasis on Western culture we seek to provide for our develop certain personal qualities: self-knowledge, self- students some opportunity to become familiar with a acceptance, a restless curiosity, a desire for truth, a variety of other human cultures. mature concern for others, and a thirst for justice. In the light of our own tradition and the variety of Many of our students will find the basis for these human societies, we seek to understand the world we qualities in a dynamic Christian faith. Gonzaga tries to live in. It is a world of great technological progress, provide opportunities for these students to express their scientific complexity, and competing ideologies. It of­ faith in a deepening life of prayer, participation in liturgi­ fers great possibilities for cooperation and interdepen­ cal worship, and fidelity to the teachings of the Gospel. dence, but at the same time presents us with the fact Other students will proceed from a non-Christian religi­ of widespread poverty, hunger, injustice, and the pros­ ous background or from secular philosophic and moral pect of degeneration and destruction. principles. We seek to provide for our students some under­ We hope that all our graduates will live creative, standing of contemporary civilization; and we invite productive, and moral lives, seeking to fulfill their own them to reflect with us on the problems and possibilities aspirations and at the same time actively supporting of a scientific age, the ideological differences that sepa­ the aspirations of others by a generous sharing of their rate the peoples of the world, and the rights and respon­ gifts. TABLE OF CONTENTS 3 TABLE OF CONTENTS Page Page Philosophy and Mission 2 Master of Arts in Teaching 41 The University 4 Master of Education in Teaching 42 Resources 5 Master of Anesthesiology Education 42 Principal Certification 43 Services 5 Department of Counselor Education 43 GENERAL INFORMATION Master of Arts in Counseling Psychology 43 Financial Information 9 Department of Physical Education 44 Scholastic Information 12 Master of Arts in the Administration of Programs of Study 13 Physicial Education and Athletics 44 COLLEGE OF ARTS AND SCIENCES Department of Special Education 44 General Academic Information 17 Master of Education in Special Education .... 44 Departments and Programs: Department of Teacher Education 45 Art: Master of Arts in Teaching 18 Continuing Teacher Certification 45 Biology: Master of Arts in Teaching 18 EDUCOMP Center 46 English: Master of Arts 19 Department of Doctoral Studies 54 Philosophy: Master of Arts 20 Doctor of Education in Educational Religious Studies 22 Leadership 54 Master of Arts in Pastoral Ministry 23 Superintendency Certification Program 57 Master of Arts in Religious Studies 23 Master of Arts in Spirituality 24 Master of Divinity 24 SCHOOL OF ENGINEERING General Academic Information 63 SCHOOL OF BUSINESS ADMINISTRATION Department of Electrical Engineering 63 General Academic Information 31 Master of Science in Electrical Engineering ... 63 Degree Programs: Master of Business Administration 31 SCHOOL OF PROFESSIONAL STUDIES Master of Business Administration/ Juris Doctor 34 General Academic Information 71 Master of Arts in Organizational Leadership .... 71 SCHOOL OF EDUCATION Video Instruction Systems 74 General Academic Information 39 Department of Administration, Curriculum and Instruction 40 Graduate School Faculty 75 Master of Arts in Administration Academic Calendar 80 and Curriculum 41 Campus Map 82 4 THE UNIVERSITY GONZAGA UNIVERSITY GRADUATE SCHOOL Dean: Patrick J. Ford, SJ.

THE UNIVERSITY Location Spokane. Washington, the heart of the Inland Gonzaga University is an institution of higher Empire, is the home of Gonzaga University. A four-state learning which considers itself a trust and a quest for region relies on Spokane's business, service and wisdom. It provides the opportunity for men and women transportation facilities. With a population of 300,000 in of every race and creed to participate in the cultural and the metropolitan area, the city of Spokane offers ample technological aspect of education. Those who attend opportunities for work and relaxation for the students of Gonzaga take their place in society capable of advancing three colleges and Gonzaga University. human development in their own way. Gonzaga students are literally within walking distance of the city's downtown area. This means easy access to department stores, theaters, shops, and History restaurants. The campus is 10 blocks from the Memorial Coliseum, site of theatrical and sporting events. Spokane As an outgrowth of 40 years of pioneer missionary also boasts many parks, eight golf courses, ice and roller efforts to bring civilization, culture, and Christianity to skating rinks, scenic beauty points, and several art the Pacific Northwest, Father Joseph M. Cataldo, S.J., galleries. In addition, it supports a symphony orchestra, initiated plans to build a mission school in Spokane. Out civic theater, and professional sports. of the vision and courage of the early Jesuits. Gonzaga Nearby recreation resorts are easily accessible to College became a reality and admitted its first class in students. Within a 50 mile radius of the city are 76 1887. mountain lakes and five ski areas. Swimming, The college became Gonzaga University with the waterskiing. sailing, fishing, and many other summer opening of the School of Law in 1912. Growth of the and winter sports are an everyday part of life at Gonzaga. new University was accelerated in 1916 with the addition Spokane is not more than six hours driving time from of the School of Philosophy and Letters for Jesuit any of the region's other major cities, Canada, and many scholastics, which was moved to the campus from St. outdoor recreation areas of the Pacific Northwest. Ignatius, Montana. In 1921 the University opened the School of Business Administration and in 1928 a School of Education. The Graduate School was established in 1931. In 1932 a new house for the education of young Accreditation Jesuits was established at Sheridan, Oregon. The School Gonzaga is fully accredited by the Northwest of Engineering, opened in 1940, became the last major Association of Schools and Colleges and the Washington school added to the University complex. In 1963 a State Board of Education. program enabling students to live in Europe during their Gonzaga is professionally accredited by the junior year was initiated with the Gonzaga-in-Florence American Medical Association, the American Bar program. Association, the Association of American Law Schools, Gonzaga's physical plant has grown from one the American Chemical Society, and the National Council building for teaching faculty, students, and Jesuits to 31 on Accreditation of Teacher Education. major buildings spread over more than 80 landscaped Gonzaga is a member of the Association of acres. Its student body today comprises students from American Colleges, the International Association of 47 states and 47 foreign countries, and undergraduate Universities, the International Federation of Catholic enrollment on the Spokane campus has grown to more Universities, the National Catholic Education than 2,200. Total enrollment in all divisions is 3,400. Association, the American Association of Colleges for RESOURCES 5

Teacher Education, the American Council on Education, to promote good physical and mental health, and to give the Northwest Association of Private Colleges and prompt and efficient medical services. Universities, and the Western Association of Graduate Payment of the regular health fee entitles the student Schools. to the health services, which include the care of an attending physician during clinic hours, the nursing care of registered nurses, and the ordinary stock medicines. RESOURCES Part-time students become entitled to these services by paying the health fee. The Data Processing Center, located in the All students are eligible for participation in the health Administration Building, operates a Hewlett-Packard insurance plan and are urged to enroll. Dependents of 3000 Series 68 and a Digital VAX 11/785. The enrolled students are not entitled to the services of the Engineering Building and the Administration Building Health Center. each house a fully equipped terminal room; and various microcomputers, printers, and plotters are located throughout the campus. Data Processing provides Campus Ministry support for faculty, students, and administrators in the The Campus Ministry team coordinates a wide form of training and various other support modes. variety of programs at Gonzaga from an office located The SPOCAD Educational Center in the Engi­ on the first floor of the Administration Building. Members neering Building provides a state-of-the-art facility for of the team and the many Jesuit priests on campus are research, education, and services in computer-aided available for individual counseling and spiritual direction. design and computer-aided manufacturing. The University Chapel on the third floor of the Administration Building is open to people of all faiths. Crosby Library Catholic liturgies are celebrated there daily, and at various Centrally located on the Gonzaga campus, the times in Jesuit House Chapel and in the residence halls. Crosby Library is the main university library for Attendance is optional. There are many opportunities for undergraduate and graduate students. The building was students and faculty to serve as readers, musicians, donated by alumnus Bing Crosby in 1957, and its liturgical artists and Eucharistic ministers. While other Crosbyana Room (second floor) houses a permanent denominational services are not provided on campus, display of the great entertainer's gold records, awards, information on them is posted around campus, and and memorabilia. students are encouraged to worship in the church of The library's collection exceeds 300,000 bound their choice. volumes, plus substantial holdings in microfilm and other Gonzaga is fortunate to own Bozarth Retreat House, non-book materials. The Rare Book Collection, as well a beautiful Tudor mansion situated on an 8'/2 acre estate as a special collection devoted to the English Jesuit poet, nine miles north of campus. There students and faculty may Gerard Manley Hopkins, is of international importance. take time for reflection, sharing and prayer. A variety of These resources are further strengthened by archival and programs are offered, including searches, scriptural and research collections housed in the Library under the prayer retreats, faith and justice retreats, and other programs administration of the Oregon Province of the Society of to help people develop their interior life. Jesus, and by the 125,000+ volume Gonzaga Law Campus Ministry offers opportunities for people to learn Library located a short distance away. more about their faith, and to prepare for the sacraments of Baptism, Confirmation, and Marriage when necessary. Opportunities are also provided for students and faculty to SERVICES live out their faith in service and social-justice programs. Volunteer work in the local community is coordinated Health through GAR Gonzaga Action Program. Exploration-and- The University maintains a Health Center to provide action groups such as the Faith-Action Coalition, Amnesty services for health education and preventive medicine. International, Bread for the World, United Campuses to 6 SERVICES

Prevent Nuclear War, Committee in Solidarity with the people for student referral. The Career Advising Network at Gonzaga of El Salvador, and the Women's Issues groups meet regu­ offers students access to over one thousand alumni larly. volunteers throughout the country who are willing to advise Campus House, located across from the COG. is staffed students on career-related concerns. by three students under the supervision of Campus Ministry The Center also assembles and maintains individual as a place for students and faculty to gather for academic, portfolios on seniors and alumni that are made available to religious and social functions. prospective employers or graduate schools with the consent of the individual involved. Housing The Center maintains a career resource library that provides information on the career alternatives available with Graduate students are welcome to take advantage of local and national corporations as well as the latest the university's small-unit accommodations. Questions information on employment trends. Seminars on resume regarding housing should be addressed to the Office of writing and job search techniques are conducted throughout Residential Life, c/o Dean of Students Office. the year to assist students in developing a better under­ standing of the skills necessary for securing employment. Student Counseling Center Individual appointments with a career advisor are available The Counseling Center has the responsibility for for students interested in discussing career or employment providing services and programs that promote and enhance concerns. positive psychological growth for all students. As a service within the Student Life area, the Counseling Center finds its Student Activities fundamental purpose in overseeing the emotional, Gonzaga University encourages and promotes, directly psychological, and mental health needs of the students. and indirectly, a wide variety of activities. It is through personal The Counseling Center services seek to assist students involvement that students can better pursue the harmonious in acquiring information and developing insights, attitudes, development of the human personality. and understanding about themselves and their environment. The Associated Students of Gonzaga University (ASGU) In order to serve a broad range of students and their is the student government organization, and all graduate concerns, the staff offers individual counseling services on students are welcome and encouraged to participate in a short term basis where a student can be seen by a counselor A.S.G.U. programs. The student governmental organizations from 2 to 6 sessions. Occasionally, students have concerns administer their own budgets and oversee student activities that may require more specialized counseling services and through a system of student committees. the staff can assist in the process of assessment and referrals The spectrum of campus clubs is wide enough to to appropriate community professionals. embrace nearly every social, academic, vocational, and The Center also provides testing services, such as the political interest. Many extracurricular activities are related to Strong-Campbell Interest Inventory, the Myers-Briggs course work and provide rich opportunities for applying Personality Indicator, and the Miller Analogies test. Testing knowledge and skills learned in lecture and seminar. bulletins are available for the following examinations: MCAT. Campus clubs and organizations are described in detail GRE, GMAT. LSAT. NTE, TOEFL, and MAT. in the Student Handbook.

Placement and Career Services Center Student Union Building Gonzaga provides a complete placement service to Much of campus life is centered around the central assist graduates in securing employment that is consistent Student Union Building popularly known as the COG, from with their individual interests and abilities. Employment the Latin phrase "Congregatio Omnium Gonzagaeorum." In representatives from national corporations, local business addition to housing one of the main student dining rooms, firms and government agencies annually visit the campus the COG provides a snack bar, lounges, mail center, meeting to interview graduating seniors. Job opportunities with rooms, game rooms, offices for student government, and a regional and national organizations are posted in the Center self-service bookstore. u

1887

GENERAL INFORMATION

FINANCIAL INFORMATION 9

interest on the outstanding balance at 1% per month (12% FINANCIAL INFORMATION annual). Student Costs and Payment Options The University's cost of providing a Gonzaga education Veterans is not borne solely by the student population. The Jesuit Veterans qualified to receive educational benefits Community gift, endowment income, and gifts of many types through the Veterans Administration are required to pay only from individuals, firms and foundations are other revenue 1 i of tuition and fees at the time of registration and the sources essential for an ideal budget wherein total revenues balance over 3 months without interest. This special plan equal total expenses. does not exempt the veteran from paying normal finance However, revenue from student charges constitutes the charges on accounts 30 days or more past due. majority of Gonzaga's income. The basic rule is that all student charges are payable in U.S. dollars on a per semester basis in advance of. or no later than, the time of registration Refunds for the given semester. Knowing the difficulty many students Refund requests must be made in writing on the and or parents would have with this rule. Gonzaga makes University's Withdrawal Form. Withdrawal date will be available various deferred payment plans. These plans have considered as the last date of attendance. If a student fails the effect of spreading payments for any semester or to withdraw officially, the last date of attendance will be academic year over a period of time. All arrangements for considered as the last day of the semester. If advance deferred payment plans must be made in advance through payment is made and the student does not attend Gonzaga, the Student Accounts Office. Requests for deferred payment all advance payments will be refunded upon written plans may be denied for failure to follow previous deferred notification with the exception of non-refundable fees and payment arrangements. deposits. After classes commence, refunds will be computed as follows: 10-Month Note a) On-Campus programs, excluding the Ed.D. in Students may elect to sign a 10-month note. Under this Educational Leadership: payment option, the estimated total expense for both the 100% tuition refund during the first week of classes. Fall and Spring semesters will be set up in 10 monthly 80% tuition refund during the second week of classes. installments. This is an interest free note but carries a $25 60% tuition refund during the third week of classes. note-set-up fee. Verified financial aid awards will be deducted 40% tuition refund duiing the fourth week of classes. from the total due. These plans do not include lab fees for No refund will be made after the commencement of either semester or any miscellaneous fees or charges. These the fifth week of classes. charges must be paid when incurred by the student. Under the 10-month plan, the first payment installment b) Off-Campus programs and the Ed.D. in Educational comes due on July 1 and the last installment comes due Leadership: on April 1. Arrangements for this plan must be made prior 100% tuition refund prior to the commencement of the to June 1, or later if acceptance to the University is after that first class session. date. 75% tuition refund after the first class session, but prior to the second class session. 90-Day Note 50% tuition refund after the second class session, but prior to the third class session. If a student does not make the preceding arrangements and still wants to defer costs within a given semester, a No refund will be made once the third class session 90-day interest-bearing note is available. In this instance, has begun. room and board and fees are payable in full no later than All above percentages exclude non-refundable fees. registration along with '/.s of the semester tuition. The balance However, laboratory fees will be refunded during the first of tuition owing (•' 0 is payable in 3 monthly payments with week of class but not thereafter. 10 FINANCIAL INFORMATION

Room and board will be prorated throughout the Matriculation Fee, payable on first registration semester, board on a daily basis and room in units of whole only $25.00 weeks or any part thereof ending Saturday midnight. This fee, chargeable to all except auditors, is a requisite for admission Financial aid funds received will be refunded in accordance and is used to meet costs related to registration; not refundable. with governmental and University regulations. Late Registration Fee: Registration is complete only after student clears Student Accounts Office. A charge of $10.00 per day is assessed for each business day, after regular registration, that a student does not process through Student Tuition and Fees Accounts. Change in Registration Fee: Tuition Each course added or dropped $ 5.00 Doctoral tuition, per semester credit hour $230.00 Removal of each Incomplete Grade 15.00 Masters Programs, per semester Replacement of I.D. Card 12.00 credit hour 210.00 School of Education: Postgraduate tuition, per semester credit hour .... 210.00 Practicum — Counselor Education 180.00 Audit tuition (enrollment without credit) Administration and Curriculum .. 160.00 Per semester hour—record on transcript 210.00 Oral Comprehensive Fee 35.00 or doctoral 230.00 Masters Thesis Fee (microfilm and binding, UMI) . 125.00 Per semester hour—no record on transcript, Doctoral Dissertation Fee excluding Doctoral courses (microfilm and binding, UMI) 125.00 $85 per credit hour—$250 maximum per course Copyright Option 20.00 Graduation Fee: General Fee Masters Degree 25.00 A General University Fee is charged all graduate Doctoral Degree 50.00 students. It is not waived for any reason. For 1987-88, the Diploma Completion Fee 25.00 graduate student fee is $15.00 per semester and is included The above fees cover the cost of supplying the diplomas and are as part of the first hour of tuition payable. The General charged for each degree or diploma granted. University Fee is given to the Associated Students of Gonzaga Transcript Fee, each copy 5.00 University (ASGU) and thus entitles the graduate student to the benefits of ASGU. An original transcript is furnished free of charge. A charge is made for each additional transcript issued thereafter. The fee must be paid Other Fees before transcripts will be sent. Volume discount. Application Fee: Masters Programs $25.00 Finance Charge Diploma Programs 25.00 Doctoral Program 25.00 A finance charge of 12% per annum pro rata (365 days) on any amount more than thirty days past due will be added This fee is paid only once and is due when application for admission is made. The fee provides for the evaluation of the applicant's to a student's account. scholastic record. The fee is not refundable in the event of non- acceptance or withdrawal. Reservations Tuition Deposit to Confirm Acceptance: The University reserves the right to change any costs Master of Anesthesiology Education $200.00 without notice. It further reserves the right to withhold student Other Masters Programs 100.00 information, including transcripts of record and diplomas, Doctoral Program 200.00 until said student's account has been paid in full. No student This deposit is required of all new students after they have received will be allowed to register for an ensuing semester if a balance notification of tentative acceptance and is credited to the tuition of is owed for a prior semester. the first semester. If the student does not enroll, it is not refundable. Note: All charges are payable in U.S. Funds. FINANCIAL INFORMATION 11

Board and Room Applications for assistantships may be directed to the For information contact Student Accounts Office. school or department in which the student will enroll. Residence Hall Assistantships are available through the office of the Vice President/Dean of Students for qualified graduate students. These assistantships pay board, room, Financial Aid and (in certain cases) a monthly stipend. Those interested For those students who need assistance in meeting the in the program should correspond directly with the Vice expenses of Gonzaga's quality education, the University President/Dean of Students. strives to provide as much financial aid as possible on an equitable basis. In order to establish the need for financial Loans: (1) Perkins Loans (National Direct Student aid, the necessary data is provided principally by the Financial Loans): This program combines funds from the federal Aid Form available at most secondary schools and colleges. government and the University to help students who The completed form is evaluated by the College demonstrate financial need. The borrower must be a citizen Scholarship Service; the results of this evaluation are or permanent resident of the United States. Simple interest forwarded to the University with a recommendation as to the of 5% is charged during the repayment period which begins amount of assistance a student will need to attend Gonzaga. nine months after graduation or withdrawal from a degree Thus students and parents are assured that the amount of program. aid granted has been allocated fairly and on the basis of (2) Guaranteed Student Loans: These loans are made objective, demonstrated need. through banks, credit unions, and savings and loan The Financial Aid Package: Once the actual amount associations. The loans are made at the discretion of the of a student's need is established, the Financial Aid Office lending agency. The annual interest rate is 8%. All students assembles a financial aid package. This simply combines must demonstrate financial need to quality for a GSL. The several types of aid from sources inside and outside the graduate student may borrow up to $7,500 per year, not to University. Rarely does total student aid come from a single exceed $54,750 cumulative indebtedness. The maturity date source. Usually, the financial aid package is assembled from is six months after the student graduates or withdraws from three sources: assistantships, work, and long-term low- school. interest loans. The proportions of aid from each of these (3) PLUS Loans: PLUS loans began operation in the vary greatly depending on the individual student; moreover, State of Washington effective January 1, 1982. The the proportions and amount vary from year to year. Students Washington Student Loan Guarantee Association will not must re-apply for financial aid every year so that their financial guarantee a PLUS loan that exceeds the student's estimated aid packages will reflect current conditions. cost of attendance for the period of the loan less the estimated financial assistance awarded for that period. A Application Deadlines: The Financial Aid Form should graduate student may borrow up to $4,000 per year, not to be mailed to the College Scholarship Service before March exceed $20,000 cumulative indebtedness. PLUS loan 1. Applicants for financial aid must be accepted for admission interest rates may vary from year to year. The current rate is to the University by March 15 in order to be awarded aid in variable with a 12% ceiling. Borrowers must begin payment April. Students may apply for financial aid before they are on the loan within 60 days after the loan is disbursed. Under accepted by submitting the Financial Aid Form by the certain situations, repayment may be deferred for a period beginning of March. Applicants submitting late financial aid of time, but the borrower continues to be responsible for information will be handled on a funds-available basis repaying the entire loan amount and accrued interest. Forms according to the date their financial aid file is complete. and additional information are available from the Loan Graduate Assistantships: Graduate assistantships are Counselor at Gonzaga's Financial Aid Office. offered in several departments and schools. These awards remit tuition (excluding fees) in full or in part, and incidental Work and Study Programs: (1) Work-Study: This is a assisting work in the school or department is often a program funded by both the Federal Government and the condition of the award. University in which students enjoy a mixture of earning and 12 SCHOLASTIC INFORMATION study. They are employed in a wide range of jobs, from student but also to the ability to communicate orally and in general office work to groundskeeping, research, and written form. community action projects. Every effort is made to provide For the purposes of certification and convenience in work experience related to a student's major field. Students reporting, the following letter grades are used to express the spend approximately fifteen hours a week on jobs during instructor's evaluation of the student's competence in a given the semester. During vacations and holidays, including area. summer months, they may work approximately forty hours a week. (2) Washington State Work-Study Programs: This Grade Quality program provides off-campus employment related to the Letter Points Description student's course of study. Students may work for a profit or A 4.0 Excellent a non-profit employer. They work about fifteen hours on jobs A- 3.7 during the semester. During vacations and holidays, including the summer months, they may work about forty B + 3.3 Good hours per week. The FAF determines eligibility, and award B 3.0 amounts are dependent upon the financial need of the stu­ B- 2.7 Accomplishment below that expected of a dent. graduate student Installment Payments: Gonzaga strives to help students C + 2.3 meet the cost of education by offering a liberal choice of C 2.0 payment options. Payments may be spread over either the c- 0.0 Treated as an "F" if awarded academic year or per semester. Special provisions are made D + 0.0 for Veterans receiving Gl Bill benefits. All payment f) 0.0 arrangements are co-ordinated with the amount and type of financial assistance students receive. Further information can 0.0 be obtained by writing to the Student Accounts Office of the Passing grade. Certain courses are assigned University. a Pass/Fail grade. These courses are pre­ determined by the departments. This grade Other Loan Funds: Various other loan funds exist from does not affect the grade point average, but which, under emergency conditions, limited amounts of the credits earned do count towards the total money may be borrowed for short periods of time to meet needed to graduate. part of a student's expenses. These include: Bing Crosby AU Audit of Record. No credit hours earned: Youth Fund, Carrie Welch Loan Fund, Fred E. and Venora does not apply towards a degree; the "AU" Bigelow Trust (Loan Fund), and Leo J. Brockman Loan Fund. grade is not an option for instructors. Stu­ dents must register for this grade at the start of the semester. The last day for placing a course on an audit basis is the same as the last day for dropping a course without penalty. SCHOLASTIC INFORMATION IP Grade in Progress for Research, Comprehen­ sive, Thesis, Dissertation and Proposal Semi­ Grading nar, and EDLD 760-769. Also for other A student's scholastic standing in each subject is courses so designated by a dean to the Reg­ determined by the combined results of examinations, istrar prior to the beginning of a course. If assignments, class participation and general evidence of no grade is submitted by the predesignated regular and consistent application. Due weight is given not time, an "IP" automatically becomes "X" one only to the degree of subject mastery manifested by the year after the "IP" has been assigned. PROGRAMS OF STUDY 13

I Incomplete. Student with a legitimate ex­ courses. Letter grades R AU, X, I, IP and RD do not count cuse (to be determined by the instructor) as credit hours attempted and quality points are not did not complete all the work of the awarded. course during the session in which it was offered. The instructor must fill out an Application for Incomplete form for this grade on which the reason for the exten­ sion as well as the nature of the missing material is clearly delineated. The instruc­ PROGRAMS OF STUDY tor will also assign a provisional final grade, based on the student's work to On Campus date. College of Arts and Sciences If the instructor does not submit a new Master of Arts in English grade before the published date or time Master of Arts in Pastoral Ministry extension lapses, the provisional grade re­ Master of Arts in Philosophy corded on the Application for Incomplete Master of Arts in Religious Studies form will stand. Master of Arts in Spirituality X Official withdrawal; no penalty. Master of Divinity V Unofficial Withdrawal: Failing. This has the School of Business Administration same effect as "F" on the grade point Master of Business Administration average and is awarded by the instructor Master of Business Administration/Juris Doctor for excessive absences or failure to offi­ cially withdraw from a course (0 points). School of Education RD Grade report delayed by instructor for Doctor of Education in Educational Leadership reasons that are predetermined by the de­ Master of Arts in Administration and Curriculum partments and deans; may be used by Master of Arts in the Administration of Physical the Registrar for grades not turned in by Education and Athletics the instructors. No penalties are assessed Master of Arts in Counseling Psychology the student. If no grade is submitted by Master of Arts in Teaching the end of the following semester, an "RD" Master of Education in Teaching automatically becomes an "X". Master of Education in Special Education Master of Anesthesiology Education Diploma Programs Administration and Curriculum Grade Point Average Computer Education Counseling A minimum grade point average of 3.0 is required Special Education to obtain a graduate degree. Credits which carry a letter of C-, D, F AU, X, V, IR RD or I will not be counted as School of Engineering earned toward a graduate degree. Only authorized Master of Science in Electrical Engineering courses for a given degree will be counted in computing School of Professional Studies the grade point average. Courses not authorized will ap­ Master of Arts in Organizational Leadership pear on the transcript with a letter grade awarded but will not affect the graduate grade point average. In addition to the above programs, the Committee The grade point average is determined by dividing on Graduate Studies may approve proposals submitted cumulative quality points earned, in authorized courses, by students leading toward degrees in interdisciplinary by the cumulative credits attempted in authorized or more specific areas. 14 PROGRAMS OF STUDY

Off Campus Diploma Programs Administration and Curriculum Computer Education School of Business Administration Counseling Master of Business Administration- •Fairchild Air Special Education Force Base (These programs are offered at a variety of off-campus centers.) Off-campus programs are usually designed to meet School of Education on the weekend. Each School or degree program has a Master of Arts in Administration and Curriculum program model for the specific needs and requirements Master of Arts in Counseling of the working adult. Tuition differs according to indi­ Master of Education in Teaching vidual School or program. For further information, con­ Master of Education in Special Education tact the Graduate School. Ga

1887

THE COLLEGE OF ARTS AND SCIENCES

COLLEGE OF ARTS AND SCIENCES 17

Admission to Candidacy: After master's students COLLEGE OF ARTS have successfully completed 12 credit hours (45 credit hours for M.Div. students) of approved graduate work, AND they will be admitted to candidacy. Candidacy will be denied, and the student dropped from the program, if SCIENCES the GPA is less than 3.0 or if performance is otherwise Dean: J. Kevin Waters, S.J. unsatisfactory. The Graduate School will inform students by letter if they have not been admitted to candidacy. The College of Arts and Sciences offers a number Students who have not been admitted to a degree pro­ of graduate programs on both a full-time and a part-time gram may not earn beyond 12 credits without such ad­ basis. The Master of Arts degree is available in English mission. and Philosophy. The Department of Religious Studies Experiential Learning: Graduate credit will be offers the Master of Arts degree in Religious Studies, in granted for experiential learning only when the graduate Spirituality, and in Pastoral Ministry; it also offers the de­ faculty and the dean of a school have had the opportunity gree of Master of Divinity. The College participates with to plan the experience, to establish its goals, and to the School of Education in awarding the degree of Master monitor the time, effort, and learning that has taken of Arts in Teaching in the following disciplines: art, biology. place. English, history, and mathematics. Challenge of Courses: Applicants to the Graduate School may remove undergraduate deficiencies by fol­ GENERAL ACADEMIC INFORMATION lowing the established University challenge procedure. Time Requirements for Degrees: All work accepted Graduate-level courses may not be challenged. toward a degree is to be completed within a five-year Individualized Study: Students may undertake indi­ period from the date of acceptance into the program, vidualized study if it is considered necessary to complete or from the date of the earliest course accepted in trans­ their programs. Application for individualized study must fer, whichever occurs first. An M.Div. student has five be made on a form available from the Registrar. It is the years after candidacy in which to complete degree work. responsibility of the student to demonstrate the relevancy Grade Point Average: A 3.0 cumulative grade point of the proposed study and the ability to complete it on average in course work approved for the degree program an agreed-upon time line. is required. Students who fail to maintain a 3.0 grade For most master's programs the student is allowed point average may be dropped from the program. a maximum of two individualized study courses (6 cred­ its) for degree completion. In the case of the Master of Transfer Credit: Although it is presumed that all work Divinity degree, the maximum is 15 credits. for the master's degree will be completed at Gonzaga University, the Graduate School may accept up to one Full-Time Status: In general, in order to be certified fifth of the total number of credits required for a degree as full-time, graduate students must be registered for a (24 semester credits in the case of the M.Div.) from minimum of 8 credits per semester. another college or university. The subject matter of Advanced Credit: Credit for graduate-level courses courses transferred must be relevant to the degree in completed at Gonzaga University prior to admission of question, and the dates must be consistent with the a student to regular status may be accepted by the five-year time requirement for the completion of the de­ Graduate School upon recommendation of the major gree. No course for which a grade less than "B" has school or department as credits toward a degree. Such been awarded may be accepted in transfer, and transfer credits are termed "advanced credit" and are normally credits are used in the calculation of the graduate grade limited in number to 12. point average. Transferred credits are not entered on a student's transcript until the student is admitted to can­ Extension and Correspondence Courses: Courses didacy for a degree. taken in extension or by correspondence are not allowed 18 ART as credit toward graduate degrees. In exceptional cases BIOLOGY the Graduate School may waive this regulation if recom­ mended by the major school or department prior to the Department Head: Robert D. Prusch completion of the course. Professor: R. D. Prusch Petition to Graduate: Degrees are granted three times each year: at the end of the fall semester (De­ cember), at the end of the spring semester (May), and at the end of the Summer School (August). Students Degree: Master of Arts in Teaching are expected to apply for graduation through the Graduate School Office, preferably at the time of registra­ Prerequisite tion for their last semester but no later than the dates published in the University Calendar. Formal commence­ For details of this degree the reader is referred to ment ceremonies are held in May each year and masters the description under School of Education. students who graduate at the above times are welcome to participate in these ceremonies. Graduate Courses BIO 541 Clinical Anatomy and Physiology I 3 credits An intensive study of the structure, functions, and functional ART processes of the human body. Intended primarily for nurse Department Head: Robert D. Gilmore anesthetists. Three lectures each week. Prerequisite: senior or graduate standing (Fall) Professor: J. S. Patnode BIO 542 Clinical Anatomy and Physiology II 3 credits Associate Professor: R. D. Gilmore A continuation of BIO 541. Prerequisite: BIO 541 or permission Assistant Professor: T. Gieber of the instructor (Spring) Degree: Master of Arts in Teaching BIO 543 Clinical Anatomy and Physiology Lab I 1 credit Laboratory exercises in anatomy and physiology. Intended for Prerequisite the students in the nurse anesthetist program. Taken concurrently with BIO 541. One laboratory period each week. For details of this degree the reader is referred to (Spring) the description under School of Education. BIO 544 Clinical Anatomy and Physiology Lab II 1 credit Graduate Courses A continuation of BIO 543. Taken concurrently with BIO 542. One laboratory period each week. (Spring) ART 523 Painting 3 credits ART 524 Painting 3 credits BIO 551 Cellular and Molecular Biology 4 credits ART 541 Ceramics 3 credits Cell structure and function with emphasis on molecular and ART 542 Ceramics 3 credits biochemical mechanisms at the cellular level. Two lectures and ART 550 Printmaking (Relief) 3 credits one laboratory each week. (Spring) ART 551 Printmaking (Silkscreen) 3 credits ART 552 Printmaking (Lithography) 3 credits BIO 690 Dirtcted Reading (credits by arrangement) ART 553 Printmaking (Intaglio) 3 credits Course may be repeated to a total of not exceeding six credits. ART 554 Printmaking (Independent) 3 credits Prerequisite: graduate standing and permission of the instructor. Material by arrangement. (Fall and Spring) ART 585 Figure Drawing 3 credits ART 586 Figure Drawing 3 credits BIO 698 Graduate Research (credit by arrangement) ART 592 Independent Study 3 credits Course may be repeated to a total of not exceeding six credits. ART 598 Advanced Drawing 3 credits Prerequisite: graduate standing and permission of the instructor. ART 599 Advanced Drawing 3 credits (Fall and Spring) ENGLISH 19

ENGLISH awarded annually to a distinguished teacher of high school English. Qualifications and methods of Department Head: Michael B. Herzog application for this award are announced during the fall semester. Other fellowships and assistantships may be Professors: F Polek, F Schneider, J. Sisk available for graduate students who have teaching (Emeritus) experience. Requests for information should be directed Associate Professors: M. Herzog, J. Powers, S.J. to the Department Head. W. Safranek, K. Skovajsa, A. Wadden Assistant Professor: M. Siconolfi. S.J. Graduate Courses

Degree: Master of Arts ENL 500 Studies in American Literature I 3 credits American literature from the beginning to 1860. ENL 502 Studies in American Literature II 3 credits Admissions American literature from 1860 to 1920. Each applicant must submit the following materials ENL 504 Studies in American Literature III 3 credits to the Graduate School: American literature from 1920 on. (1) A completed application form provided by the ENL 508 Middle English Literature 3 credits Graduate Office; Middle English literature, exclusive of Chaucer. (2) Two official degree-bearing transcripts ENL 512 Renaissance Literature 3 credits (international applicants must submit foreign transcripts The period 1500-1640, excluding Shakespeare. in the original language and an English copy); ENL 513 Seventeenth Century English Literature 3 credits (3) The official score from the GRE general aptitude The period from 1600 to the Restoration of the Monarchy in test (must be less than five years old). This requirement 1660. may be waived if the applicant has an advanced degree; ENL 514 Restoration and 18th Century Literature 3 credits (4) A $25.00 application fee; Major prose and poetry writers from 1660 to 1800, exclusive (5) An international applicant who has graduated of the novel and drama from a foreign college or university and whose native ENL 516 The Romantic Age 3 credits language is not English must submit an official TOEFL Writers of the Romantic period, 1798-1832, with emphasis on score of at least 600: the poetry. (6) An international applicant must submit a ENL 518 The Victorian Era 3 credits financial statement form provided by the Graduate Office. Writers of the Victorian era, 1832-1901, with emphasis on the poetry. Prerequisite ENL 519 Nineteenth Century American Novel 3 credits B.A. with major (or equivalent) in English from an Major novels. accredited college or university. ENL 520 The Modern American Novel 3 credits Selected major novelists of the period 1900 to World War II. Requirements ENL 521 Recent American Writing 3 credits Prose and poetry since World War II. 30 hours of English: 24 hours of English course ENL 522 Modern British Novel 3 credits work, 6 hours for the thesis or 6 hours of additional English fiction from Lawrence to the present. course work, foreign language examination, written test ENL 533 Contemporary Drama 3 credits over a department reading list, and an oral compre­ hensive examination. Major figures of the modern European and American Theater. ENL 538 Chaucer 3 credits Chaucer's principal works. Financial Aid ENL 542 Shakespeare's Tragedies 3 credits The William T Costello Teaching Fellowship is The principal tragedies. 20 PHILOSOPHY

ENL 544 Shakespeare's Comedies and Histories 3 credits Degree: Master of Arts The principal comedies and histories. Offered on a full-time or part-time basis during the ENL 546 Eighteenth Century British Novel 3 credits regular session, and in Summer School with a require­ The British novel from Defoe to Austen. ment of at least one regular semester in residence. ENL 549 Nineteenth Century British Novel 3 credits Through course work and required reading the The British novel from Scott to Butler. department stresses (1) an understanding of the main ENL 550 Studies in the Novel 3 credits problems of philosophy and their systematic order, (2) Selected major figures. a knowledge of the history of philosophy and its major ENL 551 Studies in Modern Poetry 3 credits figures, (3) a grasp of at least one of the major schools Selected major figures. of contemporary philosophy. ENL 554 Modern Theories of Literature and Criticism 3 credits Theories about the nature of literature and criticism. Admissions ENL 558 History of the English Language 3 credits The development of the English language from its beginnings Each applicant must submit the following materials to the present. to the Graduate School: ENL 560 Black Literature 3 credits (1) A completed application form provided by the Major black American writers. Graduate Office; ENL 574 The Epic 3 credits (2) Two official degree-bearing transcripts The epic, with special emphasis on Homer, Virgil, Dante, and (international applicants must submit foreign transcripts Milton. in the original language and an English copy); ENL 680 Seminars on Special Topics (credit by arrangement) (3) The official score from the GRE general aptitude Seminars which allow small groups of students to study test (must be less than five years old). This requirement special literary problems. may be waived if the applicant has an advanced degree. ENL 690 Directed Reading 3 credits (4) A $25.00 application fee; A directed program of readings and written reports. (5) An international applicant who has graduated from a foreign college or university and whose native ENL 692 Independent Study (credit by arrangement) language is not English must submit an official TOEFL Courses which allow the individual student to engage in score of at least 600: interdepartmental and interdisciplinary study. (6) An international student must submit a financial ENL 698 Directed Research 3 credits statement form provided by the Graduate Office. A directed program in which the individual student will engage in approved research activity and submit a scholarly paper or papers. Prerequisite ENL 699 Thesis 6 credits B.A. with major (or acceptable background) in philosophy from an accredited college or university.

PHILOSOPHY Requirements Department Head: Rose Mary Volbrecht 30 hours of philosophy: 24 hours of course work, 6 hours for the thesis; comprehensive examination; Professors: C. Kossel, S.J., T Rukavina foreign language examination. Associate Professors: G. Kohls, S.J., M. O'Keefe, S.J.. W. Pomerleau Assistant Professors: P. Losin, R. Volbrecht, Graduate Courses J. Wagner PHI 501 History of Greek Philosophy 3 credits Instructors: B. Clayton, T. Jeannot A survey from the Milesians to Proclus, using the texts of the Visiting Associate Professor: W. Ryan, S.J. Greek philosophers. (Fall) PHILOSOPHY 21

PHI 502 Plato 3 credits PHI 527 Analytic Philosophy 3 credits Life, works, and selected problems and texts. (On Sufficient A survey of recent Anglo-American philosophy, beginning Demand) around 1900 and continuing through the present. (Spring, 1988) PHI 503 Aristotle 3 credits PHI 541 Symbolic Logic 3 credits Life, works, and selected problems and texts. (On Sufficient The study of modern symbolic logic (propositional and Demand) predicate). Metalogical issues (the syntax and semantics of PHI 505 History of Medieval Philosophy 3 credits formal systems) are discussed. (Fall, Even Years) A survey from Augustine to Ockham, using the texts of PHI 542 Theory of Knowledge 3 credits medieval philosophers. (Spring) Problems, positions and synthesis of the modes of human PHI 507 St. Thomas Aquinas 3 credits knowledge. (Fall) Life, works, and selected problems and texts. (On Sufficient PHI 543 Philosophy of Science 3 credits Demand) Examination of recent developments in the philosophy of PHI 510 History of Modern Philosophy I 3 credits science and its treatment of the nature and methods of the A survey from Descartes through Hume. (Fall) physical, biological, and social sciences. (On Sufficient De­ PHI 511 History of Modern Philosophy II 3 credits mand) A survey of Kant and the 19th century. (Spring) PHI 545 Contemporary Moral Problems 3 credits PHI 512 Issues in Modern Philosophy 3 credits An examination of certain rights-oriented ethical questions of current interest, and a critique of some proposed approaches Such themes as the mind-body problem, causality, order in to those questions. (On Sufficient Demand) the universe, truth, justice, and liberty, as developed from Descartes and Hobbes on. (On Sufficient Demand) PHI 546 Medical Ethics 3 credits PHI 513 Kant 3 credits Ethical concepts and issues in the medical field: personhood. Life, works, and selected problems and texts. (On Sufficient relationship between health care professionals and patient, Demand) experimentation, rights to health care, and allocation of health care resources. (Fall, Odd Years) PHI 514 Hegel 3 credits Life, works, and selected problems and texts. (On Sufficient PHI 551 (REL 552) God and Philosophy 3 credits Demand) Philosophical views about God and our knowledge of Him. (Spring) PHI 517 Philosophy of Marx 3 credits The Hegelian origins of Marx's thought, his materialist PHI 554 Philosophy of Religion 3 credits conception of history, his philosophical anthropology, and his Philosophical investigation of the rational justification of critique of classical political economy. (On Sufficient Demand) religious faith. (On Sufficient Demand) PHI 520 Contemporary Philosophy 3 credits PHI 555 Political Philosophy 3 credits The development of philosophy and the positions of the major Discussion of topics and figures in the history of philosophical contemporary philosophies. (Fall) reflection on political life, with attention paid to contemporary PHI 521 American Philosophy 3 credits developments. (On Sufficient Demand) The development of philosophy in the United States with PHI 557 Business Ethics 3 credits emphasis on the twentieth century. (On Sufficient Demand) The philosophic basis of business and its relation to social PHI 523 Process Philosophies 3 credits development. Responsibilities of the business community to Philosophers such as Bergson and Whitehead who regard society and the individual. The relationship between economic creative process as the essence of the real. (On Sufficient De­ theories and philosophical approaches. (On Sufficient Demand) mand) PHI 560 Moral Issues in International Relations 3 credits PHI 524 Existentialism 3 credits The moral structure of the international community in the The movement from Kierkegaard to the present. (On context of problems such as nuclear deterrence, human rights, Sufficient Demand) and world hunger. (On Sufficient Demand) PHI 525 Phenomenology 3 credits PHI 561 Social Ethics 3 credits Some proponents of phenomenological philosophy The purpose and structure of communities, their inter­ stemming from Husserl. (On Sufficient Demand) relations, and ethical implications. (On Sufficient Demand) 22 RELIGIOUS STUDIES

PHI 562 Ethical and Social Issues in Engineering 3 credits meet the needs of persons seeking greater understand­ Social, political, legal and economic aspects of the ing and practical knowledge of Biblical and Christian engineering profession. (On Sufficient Demand) studies, prayer, and spiritual direction. These programs PHI 563 Philosophy of Law 3 credits are designed as terminal degrees and are characterized The sources, structure, and function of human law and its by the flexibility needed to meet the personal and pro­ relation to moral law. (On Sufficient Demand) fessional needs and interests of each student. Three PHI 566 Philosophy of Art 3 credits modes of study are available: directed independent study, Theories of art, beauty, and creativity related to selections in seminars, and lecture courses. Essential courses for art history. (On Sufficient Demand) degrees can be waived by the department head when PHI 690 Directed Readings these areas have been previously studied in depth. Credits and material to be arranged. PHI 691 Directed Study Credits and material to be arranged. PHI 692 Independent Study Admissions Requirements for Religious Studies Credits and material to be arranged. Graduate Programs PHI 698 Research Each applicant must submit the following materials Credits and material to be arranged. to the Graduate School: PHI 699 Thesis 6 credits (1) A completed application form provided by the Graduate Office; (2) Two official degree-bearing transcripts (international applicants must submit foreign transcripts in the original language and an English copy); RELIGIOUS STUDIES (3) The official scores from either the Miller Department Head: Stephen R. Kuder, S.J. Analogies Test or the GRE general aptitude test (must be less than five years old). This requirement is waived 1987-88 Flannery Professor: John H. Wright. S.J. if the applicant has an advanced degree; 1988-89 Flannery Professor: William Dalton, SJ. (4) A $25.00 application fee; Professors: L. Doohan, A. Nigro, S.J., B. Tyrrell, SJ. (5) An international applicant who has graduated Associate Professors: V. Beuzer, S.J., J. Dallen, R Ely, from a foreign college or university and whose native S.J., S. Kuder, S.J., R O'Leary, S.J.. D. Sharp, S.J.. language is not English must submit an official TOEFL C. Skok score of at least 550: Assistant Professors: C. Boly, S.J., H. Doohan, (6) An international applicant must submit a J. Downey, K. Jorgensen, S.J., B. Murphy, S.J., financial statement form provided by the Graduate Office. M. Rende, C. Thomas, S.C.N. Adjunct Assistant Professor: M. Savelesky Instructors: R. Egan. S.J., R. D. Hunt, S.J., B. McNamara, O.S.F Prerequisite for Degrees Visiting Instructor: T. Kestler, S.J. A B.A. degree from an accredited college or univer­ Adjunct Instructor: M. Mullenix, S.N.J.M. sity with a major in religious studies, or with introductory courses in Old Testament, New Testament, systematic Degrees: Master of Arts in Pastoral Ministry theology, and applied theology. If an applicant for Master of Arts in Religious Studies entrance into a program has a B.A. degree without - Master of Arts in Spirituality major in religious studies, then prior completion of Master of Divinity Gonzaga's CREDO Program or FOCUS ON LEADER­ The Department of Religious Studies at Gonzaga SHIP Program is acceptable as a sufficient religious University offers four programs at the Master's level to studies background. RELIGIOUS STUDIES 23

M.A. in Pastoral Ministry gram Development in Ministry, Administrative Skills in Director: James Dallen Ministry, and Pastoral Counseling; 2. Twelve (12) hours of ministerial resources, This is a graduate professional program designed including one course from each of the following groups: to provide pastoral ministers with sound theological (i) Spirituality: Christian Spirituality; New Testament foundations, basic ministerial skills, and resources for Spirituality; Prayer and Discernment: Liturgical and ministry and personal spirituality. The program is Sacramental Spirituality; Spirituality and Social Justice; primarily oriented toward laity, religious, and deacons or (ii) Liturgy and Sacraments: Liturgy; Liturgical and diaconate candidates who are or will be involved in Sacramental Spirituality; Sacraments of Initiation; professional pastoral ministry. Sacraments of Reconciliation and Healing; Eucharist; (iii) The program ordinarily lasts one complete aca­ Ministry: Marriage and Society; The Church and Social demic year (from early September until the end of the Justice; Christotherapy; Spiritual Direction; Religion and summer session in July) plus a subsequent Practicum/ Psychology; Laity in the Church; Perspectives on Christian Internship after two semesters of courses have been Leadership; Religious Education Today; Youth Ministry; completed. The program offers three areas of special­ Contemporary Pastoral Problems. ization: Pastoral Ministry. Religious Education, and (B) Religious Education: Spiritual Direction/Christotherapy. The requirements for 1. Nine (9) hours of ministerial skills: each area of specialization are set forth below. Program Development in Ministry; Administrative Skills in Ministry: Pastoral Counseling; 2. Twelve (12) hours in ministerial resources: Requirements Religious Education Today; either Liturgical and (1) Thirty-three (33) hours of religious studies are Sacramental Spirituality or Sacraments; either Modern required of all. A core of 4 courses (12 credit hours) is Christian Thought o; Theological Ethics; and an elective required: Contemporary Ecclesiology, Theology of (preferably in Scripture). Ministry, one elective in systematic theology, and a (C) Spiritual Direction/Christotherapy: Practicum/lnternship. The Practicum requirement 1. Nine (9) hours in ministerial skills: Spiritual should be closely related to the student's field of Direction; Religion and Psychology; and Pastoral Coun­ concentration, background, and goals. Its design is the seling; responsibility of the student, along with the assistance 2. Twelve (12) hours in ministerial resources, of the Director or another faculty member. The practicum to be comprised of four of the following courses: requirement may be fulfilled off-campus, under approved Christian Spirituality; History of Spirituality; Christo­ supervision and with a full report and evaluation therapy; Advanced Christotherapy; New Testament submitted to the Director of the Pastoral Ministry Program Spirituality; Ignatian Spirituality; Prayer and Discernment; by the student and the on-site supervisor. The Director Liturgical and Sacramental Spirituality; Special Topics in must approve all placements and supervision. Research Spiritual Direction; Spirituality and Social Justice. (Note: requirements for the degree are fulfilled by the writing the specialization in Christotherapy requires taking the assignments of the individual courses as well as by the two Christotherapy courses and doing the Practicum in submission of the written reports on the Practicum/ Christotherapy.) Internship, which will form the basis for a half-hour final presentation on how the student has integrated the course matter of the degree program into a ministerial situation. M.A. In Religious Studies (2) Twenty-one (21) additional hours are also Director: John K. Downey required in one of the following three areas of specializa­ tion: This program provides graduate theological (A) Pastoral Ministry: background for teaching, consulting, research, and 1. Nine (9) hours of ministerial skills: Pro­ development of theological resources for ministry in 24 RELIGIOUS STUDIES parishes, schools, adult education programs, and other biblical theology, religious life, lay spirituality, parish services to the Church. The program lasts one complete ministry, spiritual renewal movements, etc. A research academic year (from early September until the end of thesis of 6 hours or a research paper of 3 hours (included the summer session in July). in the 15 elective hours) is required.

Requirements Master of Divinity (1) Thirty (30) hours of religious studies. A core of Director: James Dallen 4 religious studies courses (12 credit hours) is required: (a) Fundamental: Foundations of Theology; (b) This is a graduate professional program designed Systematic: Modern Christian Thought; (c) Applied: for students preparing for various areas of ministry in Theological Ethics; (d) Synthetic, integrating the the Church today. It is a program which integrates program: Religious Experience, Culture, and Theology. theological instruction and effective pastoral practice. These courses provide basic tools for claiming the Courses are offered in scripture, doctrine, moral, tradition and constructing a reflective Christianity for our pastoral, and spiritual theology, canon law, and history times. (and philosophy for those who need it for ordination). In (2) Eighteen (18) additional hours are required, addition, there is a strong practical component in field determined by the area of concentration: biblical, work experience. systematic, or applied theology. A research thesis of 6 The scope of this Master of Divinity is broader than hours or a research paper of 3 hours is included in the any other theological degree at Gonzaga University. Other 18 elective hours. master's degrees can often be completed in a full year on campus. The Master of Divinity will normally require three to four years. M.A. in Spirituality Director: John K. Downey Requirements This program is especially designed to prepare 115 credits in Theology including at least 21 credits people for the many developing areas of spiritual ministry. of Scripture, 12 credits of Systematic Theology; 9 credits In-depth study of spirituality within the Church for all of Moral Theology; 9 credits of Sacramental and walks of life (essential courses) is combined with study Liturgical Theology; 9 credits of History; 8 credits of of various specialized areas for specific ministries Canon Law; 6 credits of Pastoral Theology; 9 credits of (elective courses). Thus, both common elements of Spirituality; 15 credits of field experience (including Christian spirituality and enriching diversities can be in­ Internship) and 17 credits of electives. tegrated. This Master's program lasts one complete academic year from early September until the end of the summer Religious Studies Courses session in July. REL 501 Marriage and Society 3 credits Catholic moral theology and social ethics with an emphasis Requirements on Christian marriage and family, focusing on scriptural foundations and the ethical teachings of the Roman Catholic 30 hours of religious studies: Church. A core of 5 courses (15 credit hours) is required: REL 505 The Church and Social Justice 3 credits Christian Spirituality, Spirituality of the New Testament, The issues of justice from a Church perspective as they affect History of Spirituality, Religion and Psychology, and society locally, nationally, and internationally. Liturgical and Sacramental Spirituality. These courses REL 506 Christianity and Economics 3 credits cover basic areas for anyone working in the vast field of The moral dimensions of economics and economic practice: spirituality irrespective of the area of specialization. biblical roots, early Church developments. Reformation 15 additional hours of electives are also required. influences, and modem issues culminating in the U.S. Bishops' These offer opportunities to specialize in areas such as Economic Pastoral Letter. RELIGIOUS STUDIES 25

REL 510 Christian Spirituality 3 credits REL 531 New Testament: Gospel of Mark 3 credits The sources, nature, and form of contemporary Christian The origins and significance of the first gospel in the early spirituality. (Spring) Church and its challenge for today. REL 511 Liturgy 3 credits REL 532 New Testament: Writings of Luke 3 credits A general survey of Roman Catholic liturgy: the roots and Concentration on the source, formation, plan, geography, and contemporary manifestations of celebration, ritual, and symbol. theology of Luke's writings. REL 512 Foundations of Theology 3 credits REL 533 Johannine Literature 3 credits Criteria for understanding and judging the theological terrain, The Gospel of John and the Johannine letters. the problem of interpretation in scripture and doctrine, sources REL 534 New Testament: Synoptic Gospels 3 credits and issues for constructive contemporary theology. (Fall) Matthew, Mark and Luke in their interrelationship and their REL 513 Revelation and Faith 3 credits independent development. The correlation of revelation and faith from the Old Testament to the present-day with a focus on symbolic communication as REL 535 New Testament: Letters of Paul 3 credits the hermeneutic key to a coherent theology of divine initiative Paul's life and theology as reflected in his letters. and human response. REL 536 New Testament: Non-Pauline Letters REL 514 Modern Christian Thought 3 credits and Revelation 3 credits The encounter between Christian thought and modern Pastoral Letters and the non-Pauline literature including philosophy, history, and the natural sciences, from the Hebrews and Revelation. Enlightenment to Vatican II. (Fall) REL 537-538 New Testament: Special Topics 3 credits REL 515 Christology 3 credits REL 539 (INS 330) World Religions and Global The key movements in Christology today in the light of Religious Perspectives 3 credits conciliar and scriptural teachings on Christ. The diverse non-Western religious beliefs and practices and REL 518 Holy Spirit in Christian Life 3 credits various religious perspectives regarding world brotherhood/ The Spirit's power and activity in Old and New Testament, in sisterhood. Includes an introduction to the religions of the world. the life of the Christian, and in the world today. REL 540 Contemporary Ecclesiology 3 credits REL 520 Bible as Literature 3 credits Contemporary trends in the post-Vatican II Church; critical The Old Testament with special emphasis on its literary qual­ issues assessed in light of Church teaching, conciliar directions, ities. and contemporary life. REL 521 Old Testament: Pentateuch and Histories 3 credits REL 541 Christian Churches of North America An historical-critical and theological study of the documents and Ecumenism 3 credits which constituted Israel's understanding of her covenant with The many religious bodies of North America with a view God. (Fall) toward ecumenism envisioned by Vatican Council II. REL 522 Old Testament: Prophets of Israel 3 credits REL 542 History of Spirituality 3 credits The history of prophecy in Israel from the beginnings to the The history of spirituality in the 13th century, and, selectively, Second Temple Period. The relationship of the prophets to cult, up to the modern times. (Fall) society, and history of ancient Israel, examined through the REL 543 Understanding the Christian Mystics 3 credits historical writings of the former prophets (Joshua - II Kings) and the prophetic writings of the latter prophets. (Spring) The lives of Teresa of Avila and John of the Cross; their works and relevancy for today. REL 523 Old Testament: Psalms and Wisdom Literature 3 credits REL 544 Introduction to Christotherapy/ The literary, theological, and historical dimensions of the book Christointegration 3 credits of Psalms and the place of Wisdom Literature in the The basic theory and methods of Christotherapy/ development of Hebrew thought. Christointegration as a holistic approach to spiritual direction REL 527-528 Old Testament: Special Topics 3 credits and pastoral counseling. (Fall) REL 530 New Testament: Gospel of Matthew 3 credits REL 544A Advanced Christotherapy/ The most important Gospel in the early Church: its structure, Christointegration 3 credits its theology, and its challenge to the Christian community then Intensive study of Christotherapy/Christointegration in terms and now. of its origins, stages of development, relationship to cognate 26 RELIGIOUS STUIDES spiritual/psychological syntheses, and concrete applications. REL 553 Religious Experience, Culture, Prerequisite: REL 544 (Spring) and Theology 3 credits REL 545 Spiritual Direction 3 credits A systematic presentation of theology, both as it speaks to Nature, methods, and content of spiritual direction. the world and as it speaks to the Church in the development of doctrine. (Spring) REL 546 New Testament Spirituality 3 credits The nature of biblical spirituality and a consideration of REL 554 Political Theology 3 credits spiritual teachings of gospel writers. (Fall) The relationship of religious and political values as foundational: memory, narrative, solidarity, and praxis as REL 547-548 Spirituality: Special Topics 3 credits theological categories. Figures include Johann B. Metz, Matthew REL 547A Ignatian Spirituality 3 credits L. Lamb, Elizabeth Schussler-Fiorenza. (Spring) The personal spirituality and legacy of St. Ignatius of Loyola. REL 555 Feminism and Christianity 3 credits REL 548A Prayer and Discernment 3 credits An investigation and critique of the dialogue between feminist Practical spiritual and personal development: contemplative theory and Christian Theology. Specific issues and persons are prayer, discernment, spiritual direction, healing ministry. selected for consideration. REL 549 Sacraments 3 credits REL 556 Theology, Spirituality, and Theological study of the scriptural, doctrinal, and systematic Ministry of the Laity 3 credits presentation of sacramental life and worship. An assessment of developments since Vatican II for laity; REL 549A Liturgical and Sacramental Spirituality 3 credits current theology for laity, lay roles in the Church, appropriate The interrelation of liturgical celebration, personal spirituality, spirituality for today. and Christian living. (Fall) REL 557 Theology of Peace 3 credits REL 549B Sacraments of Initiation 3 credits Biblical and historical background and the contemporary Christians are made, not born; a study of how this has been implications of the U.S. Bishops' Pastoral on peace; a study of and is done sacramentally through baptism-confirmation and the dual tradition of pacifism and just war theory: war, peace the Eucharist. and justice. REL 549C Sacraments of Reconciliation and Healing 3 credits REL 558 (SOC 384) Religion and Sociology 3 credits The reunion of sinners with the community of salvation: Social aspects of religions, as viewed by classical and historical development and theological analysis of the contemporary theorists. Religion's role in social change. sacrament of penance/reconciliation; ministry to sick and dying. REL 549D Eucharist 3 credits REL 560 Theology of Religious Life 3 credits Historical perspectives of religious life: focus on religious vows, A study of its Jewish origins. New Testament foundations, community living, and ministry. and Catholic theology including real presence, sacrifice and ministry. The Eucharist as prayer; the Eucharist in ecumenical REL 561 The Vows 3 credits perspectives. A theology of the "counsels" of poverty, chastity, and obedi­ REL 550 Religion and Psychology 3 credits ence. The relationship between religion and psychology. (Fall) REL 562 Religious Life: Special Topics 3 credits REL 550A Pastoral Counseling 3 credits REL 563 Trinity, Creation, and Eschatology 3 credits The skills, issues, theory, theology, and practica crucial to The manifestation of God's purposes for human existence pastoral counseling; the pastoral person who counsels, the and the Christian's relationship with the Triune God. effects of his/her theology upon counseling, the uniqueness of REL 564 (HIS 313) Church History to 1000 A.D. 3 credits the pastoral context, and the development of reflective and The historical origins of the Church and its development in evaluative techniques. the first millenium. REL 551 Theological Ethics 3 credits A broad overview of the Roman Catholic tradition of REL 566 (HIS 314) Church History 1000 theological ethics and a thorough study of contemporary to 1962 A.D. 3 credits theories of Christian moral theologians and ethicists. (Spring) Major historical events of the Church in the second millenium REL 552 (PHI 551) God and Philosophy 3 credits up to the threshold of the Second Vatican Council. Philosophical views about God and our knowledge of him. REL 567 North American Church History 3 credits Prerequisite: permission (Spring) The historical development of the Church in North America. RELIGIOUS STUDIES 27

REL 568 (HIS 335) The Reformation 3 credits REL 575 Religious Education Today 3 credits The figures, ideas, and events that produced the religious Recent developments in religious education: theory and upheaval and disruption of medieval Christendom in the methods, adolescent catechetics. religious education for adults, Sixteenth century. the Church in religious education. REL 569 Church History: Special Topics 3 credits REL 576 Youth Ministry 3 credits The essential areas in youth work: principles of adolescent REL 570 Theology of Ministry 3 credits psychology and catechesis. Theological foundations and framework for ministries within REL 577 Ministry: Special Topics 3 credits the Church. REL 577A Women in Ministry 3 credits REL 571 Christian Leadership 3 credits Women's participation in the Church's mission as expressed The scriptural foundations for religious leadership. Contem­ in scripture, history, tradition, and the contemporary life of the porary leadership theories, the role and the development of Church. Special emphasis on the development of skills which Christian leaders in the Church today. will enable a positive contribution to the issues. REL 572 Program Development in Ministry 3 credits REL 579 Systematic Theology: Special Topics 3 credits Development of skills for planning, arranging, organizing, REL 580-589 Seminars 3 credits implementing, evaluating, and following up ministry programs REL 600 Canon Law: General Introduction 3 credits of various sorts. A history of Canon Law using the development of certain REL 573 Administrative Skills in Ministry 3 credits church structures to highlight the values at the heart of legal Basic skills in budget management, marketing and public growth. Principles of interpretation. relations, business operations, and techniques for teamwork. REL 601 Canon Law: Special Topics 3 credits REL 574A Homiletics 2 credits A study of Church law with special emphasis on applications The basic elements of speech communication, both theory of selected areas for the Church in America. and practice, regarding reading and speaking in public and REL 602 Canon Law: Liturgy and Sacrament 3 credits Church situations: the theology of communication for the The legal aspects and implications of the sacramental practice Church speaker. and liturgical celebration of the Church with special emphasis on marriage preparation, marriage, separation, divorce, and an­ REL 574B Homiletics II 3 credits nulment. The development of preaching skills: the translation of REL 690 Directed Reading 3 credits theological language into the language of the hearers; the theological content of homilies; practice homilies; the theology REL 696 Practicum 3 credits of preaching. REL 697 Internship 3-6 credits A field-based experience involving demonstrated com­ REL 574C Homiletics III 3 credits petence in ministry. The relating of the scriptural readings —Sunday, weekday, baptism, marriage, funeral —to the experiences of the hearers; REL 698 Research 3 credits the theology of the "breaking" of the Word of God. REL 699 Thesis 6 credits

V

1887

THE SCHOOL OF BUSINESS ADMINISTRATION

BUSINESS ADMINISTRATION 31

those candidates who demonstrate the greatest potential SCHOOL OF for academic and management success. The admissions decision is based on evaluation of BUSINESS the following factors: undergraduate GPA, Graduate Management Admission Test (GMAT) score, recommen­ ADMINISTRATION dations, and relevant work experience. Each candidate Dean: Clarence H. Barnes for admission must submit: Assistant Dean: G. Eddy Birrer (1) A completed application form, provided by the Graduate Office; Erwin Graue Professor of Economics: E. Graue (2) Official transcripts of all college work (Emeritus) (international students must submit foreign transcripts Kinsey M. Robinson Professor of Business in the original language and an English copy); Administration: J. Monks (3) Official GMAT scores (must be less than five Professors: E. Birrer, J. Carrica, C. Carroll, SJ. (Emeritus) years old); Associate Professors: C. Barnes, R. Flynn, L. Lewis, (4) Two letters of recommendation; M. McDonnell, W. Terpening, C. Wiseman (5) A $25.00 application fee; Assistant Professors: K. Anderson, K. Carnes. J. Chen. (6) An international applicant who has graduated D. Elloy, J. Helgeson, J. Kohls, M. Ursic from a foreign college or university and whose native language is not English must submit an official TOEFL score of at least 550; Degree: Master of Business (7) An international applicant must submit a Administration financial statement form, provided by the Graduate Of­ fice; The Gonzaga M.B.A. is a broad-based course of study concerned with managing organizations in a (8) Any other information as required by the dynamic and complex international environment. The graduate director. curriculum is designed to provide students with the ability Students may be required to take preparatory to apply concepts and techniques of economic and courses in the common body of business knowledge quantitative analysis (including use of computers), before enrolling in 600-level courses. Prerequisite knowledge of theory and practice in the functional requirements can be satisfied by taking courses offered disciplines of organizational management, and an at the Foundation level as listed below. Foundation course appreciation of human behavior in organizations and of credits are not applicable toward the M.B.A. degree. the legal, ethical, and social responsibilities of managerial Applicants are encouraged to consult with the Graduate decision makers. Director of the School of Business Administration for specific programs of study. The program is organized to serve the needs of employed men and women and other individuals who want to prepare for advancement in their personal and General Academic Information professional lives. Classes are offered on evenings and Time Requirements for the Degree: All work weekends, including summer sessions, and are ideally accepted toward the M.B.A. is to be completed within a suited for students who want to complete degree five-year period from the date of acceptance into the requirements on either a part-time or full-time basis. program, or from the date of the earliest course accepted in transfer, whichever occurs first. Admission Requirements Admission to Candidacy: After master's students The program is open to any qualified holder of a have successfully completed 12 credit hours of approved baccalaureate degree from an accredited college or graduate work, they will be admitted to candidacy. university regardless of undergraduate major field of Candidacy will be denied, and the student dropped from study. The goal of the admissions policy is selection of the program, if the GPA is less than 3.00 or if performance 32 BUSINESS ADMINISTRATION is otherwise unsatisfactory. The Graduate School will Extension and Correspondence Courses: Courses inform students by letter if they have not been admitted taken in extension or by correspondence are not allowed to candidacy. as credit toward graduate degrees. In exceptional cases the Graduate School may waive this regulation if Transfer Credit: Although it is presumed that all recommended by the major school or department prior work for the master's degree will be completed at to the completion of the course. Gonzaga University, the Graduate School may accept up to one fifth of the total number of credits required for a Petition to Graduate: Degrees are granted three degree from another college or university. Normally, the times each year, at the end of the fall semester acceptance of graduate credits in transfer follows the (December), at the end of the spring semester (May), recommendation of the major department or school. and at the end of Summer School (August). Students The subject matter of courses transferred must be are expected to apply for graduation through the relevant to the degree in question and the dates must Graduate School Office, preferably at the time of be consistent with the five-year time requirement for registration for their last semester but no later than the completion of the degree. No course for which a grade dates published in the University Calendar. Formal less than "B" has been awarded may be accepted in commencement ceremonies are held in May each year, transfer, and transfer credits are used in the calculation and master's students who graduate at the above times of the graduate grade point average. Transferred credits are welcome to participate in these ceremonies. are not entered on a student's transcript until the student is admitted to candidacy for a degree. Foundation Courses Challenge of Courses: Applicants to Graduate MBA 500 Economic Analysis 3 credits School may remove undergraduate deficiencies by MBA 510 Marketing Analysis 3 credits following the established University challenge procedure. MBA 520 Financial Analysis 3 credits Graduate-level courses may not be challenged. MBA 531 Statistical Methods 2 credits MBA 532 Quantitative Methods 2 credits Individualized Study: Students may undertake indi­ MBA 541 Operations Analysis 2 credits vidual study if it is considered necessary to complete MBA 542 Information Systems 2 credits their programs. Application for individualized study must MBA 552 Administrative Theory and Behavior 3 credits be made on a form available from the Registrar. It is the MBA 560 Accounting Analysis 3 credits responsibility of the student to demonstrate the relevancy of the proposed study and the ability to complete it on Degree Requirements an agreed-upon time line. The student is allowed a maximum of two Thirty-one (31) hours of 600-level graduate business individualized study courses (6 credits) for degree com­ administration courses are required to complete the pletion. M.B.A. program. Students must maintain a grade point average of 3.0 or better. Full-Time Status: In general, to be certified as full- time, graduate students must be registered for a Required Courses (25 credits) minimum of 8 credits per semester. MBA 611 Marketing Problems 3 credits Advanced Credit: Credit for graduate-level courses MBA 621 Problems in Financial Management 3 credits completed at Gonzaga University prior to admission of MBA 631 Statistical Decision Making 3 credits a student to regular status may be accepted by the MBA 641 Operations Planning and Control 3 credits Graduate School upon recommendation of the major MBA 651 Organizational Behavior 3 credits school or department as credits toward a degree. Such MBA 661 Managerial Accounting 3 credits credits are termed "advanced credit" and are normally MBA 671 Business, Government, and Society 4 credits limited to 12 in number. MBA 680 Policy and Administration 3 credits BUSINESS ADMINISTRATION 33

Elective Courses (6 credits) introduction to motivation, leadership, power, group dynamics and conflict. The six credits of electives are to be chosen from MBA 560 Accounting Analysis 3 credits the 600-level course offerings. Students may choose to An introduction to accounting concepts and techniques with complete more than six credits of elective coursework. emphasis on preparation and use of general purpose financial reports, including the balance sheet, earnings statement, and Business Administration Courses (MBA) statement of changes in financial position. MBA 500 Economic Analysis 3 credits MBA 611 Marketing Problems 3 credits Key micro- and macroeconomic models which are critical to An intensive study of the marketing process from producer the development of modern economics are explored. Analysis to consumer. Designed for graduate students who have had a includes theories of supply and demand, theory of the firm, minimum of formal exposure to the marketing field; provides pricing, employment, and monetary and fiscal theory and policy. the essential knowledge of marketing procedures needed by MBA 510 Marketing Analysis 3 credits the modern executive. An analytical survey of the institutions, functions, and MBA 615 Consumer Behavior 3 credits strategies involved in the exchange of goods and services Buying behavior as it affects marketing decisions; why people between producer and consumer. buy a given product or shop at a certain store. An interdisciplinary MBA 520 Financial Analysis 3 credits approach, including an analysis of the contribution of a number An introduction to managerial finance and valuation of the of the social sciences. The results of up-to-date research in firm. Topics include working capital management, financial human behavior are emphasized. structure and cost of capital, capital acquisitions, and long-term MBA 621 Problems in Financial Management 3 credits financing, including risk analysis and use of the capital asset A course designed to acquaint the student with some of the pricing model. major financial decisions which business firms must make. MBA 531 Statistical Methods 2 credits Included are such topics as cost of capital, mergers, acquisitions, An introduction to statistical methodology including as well as long- and short-term capital requirements, recapitali­ descriptive statistics, index numbers, probability, probability zation. distributions, sampling, and the basic concepts of inference. MBA 622 Investments Analysis 3 credits Students will be introduced to topics of estimation and tests of Analysis of security markets, instruments evaluation, portfolio hypotheses. management for both individuals and institutions with emphasis MBA 532 Quantitative Methods 2 credits on current problems and prospects. Quantitative methodology for managerial decision processes, MBA 623 Entrepreneurial Planning and Operations 3 credits including modeling techniques, mathematical programming, The course focuses on business design and startup. Issues decision theory and simulation. covered include the business plan, venture and growth capital, MBA 541 Operations Analysis 2 credits small fast-growth business problems, financial and operations Overview of the operations management function as applied problems. to the production of goods or services, and to project MBA 630 Statistical Decision Theory 3 credits management. Topics include facility location and layout, product and process planning, work methods, materials management, Construction and analysis of an analytical framework for sequential decision-making under uncertainty, with an emphasis scheduling, and quality assurance. on Bayesian methods and simulation. MBA 542 Information Systems 2 credits Information systems of an organization, including relation­ MBA 631 Statistical Decision Making 3 credits ships between management information needs and organiza­ Advanced probability concepts, multivariate analysis, and tional structure. Objectives, planning, execution, control of nonparametric statistical methods. Topics include Bayesian information, and use of decision support systems are addressed. analysis, two sample tests of hypothesis, Chi-square, ANOVA, Course requires use of computers. regression, and time series analysis. Requires the use of MBA 552 Administrative Theory and Behavior 3 credits computer software packages. A study of organizational theory and organizational behavior MBA 635 Operations Research 3 credits and their applications to the field of management. Includes Mathematical models for decision-making, including linear topics of strategy and planning, organization design, systems and dynamic, transportation and goal programming applica­ theory and contingency theories of organization, and an tions to current business problems. 34 BUSINESS ADMINISTRATION

MBA 641 Operations Planning and Control 3 credits MBA 671 Business. Government, and Society 4 credits In-depth analysis of production planning and control activities Examines the relationships between organizations and other including forecasting, aggregate planning, material and capacity segments of society, including the legal, ethical, and social management, and production activity control. Students may be responsibilities of managerial decision-makers and assigned problems or cases requiring use of computer pro­ organizations. Topics include laws and regulations affecting grams. business and other organizations, perceived threats to the free enterprise system, and changes in the social and political MBA 650 Manpower Management 3 credits environments within which organizations operate. Intensive study of the management of human resource in MBA 680 Policy and Administration 3 credits organizations with emphasis on current developments occasioned by changing awareness of individual needs and A capstone course designed to use all the resources the organizational goals. student has developed in his study of various business areas. Case analysis provides experience in integrating the diverse MBA 651 Organizational Behavior 3 credits elements of the business enterprise in the development of policy. An examination of behavior of individuals in organizations, Special focus on strategic planning. including topics of motivation, leadership, and power. Lectures, MBA 689 Special Topic Seminar (credit by arrangement) group discussions, and case analyses are used to facilitate study MBA 690 Directed Reading (credit by arrangement) of the understanding, prediction, and control of human behavior Guidelines are available in the School of Business office. in organizational settings. Requirements must be met before registration. (Fall or Spring MBA 653 Group Theory 3 credits or Summer) A study of group behavior in organizational settings; informal MBA 698 Research Project 3 credits leadership —its nature and uses. Research guidelines are available in the School of Business office. MBA 655 Labor-Management Relations 3 credits An investigation and discussion of such areas as unionization, the strike, unemployment, productivity, collective bargaining, the disadvantaged, automation, arbitration and mediation and others. Degree: Master of Business

MBA 657 Organization Development 3 credits Administration/Juris Doctor An in-depth study of new strategies, designed to change the The Graduate School of Gonzaga University in internal culture climate of organizations —beliefs, attitudes, conjunction with the School of Law and the School of values, and structure—to make them more compatible with Business Administration offers a program leading to the new technologies, markets and challenges. The prime emphasis combined Master of Business Administration/Juris is on the assumption that organizations can be changed and Doctor degrees. The program is designed to meet a thereby effect a reduction in the conflict or incongruencies two-fold need. On the one hand, there is need for lawyers between human needs and organization goals. May include who are trained in business. A legal education may demonstrations of team development, management of conflict, leadership styles, laboratory training, job enlargement and sufficiently equip a person for general law practice, or enrichment, reinforcement techniques and others. even for certain legal specializations, but the role of the lawyer in relation to business and other institutional MBA 658 Labor History 3 credits needs demands preparation beyond the scope of a legal The history of American labor and the labor movement from education. On the other hand, a successful business earliest attempts at organization to the present. Designed to executive, skilled in the practical decision-making improve the student's understanding of the unionization pro­ process, must have either a solid knowledge of the law cess. or a legal staff for support. MBA 661 Managerial Accounting 3 credits The use of accounting information for the planning and Admission Requirements control of an organization's operations. Application of cost accounting techniques for budgeting and decision-making, The applicant for this combined program must meet cost-volume relationships, contribution analysis, relevant costs, the admissions requirements of both the School of Law and responsibility accounting. and the School of Business Administration. These BUSINESS ADMINISTRATION 35 requirements and the application procedures are required if the student were to take both degrees contained in the catalogues of each school. separately. No more than six of these nine may be omitted from either school. The possible combinations, therefore, are 25 credits in business administration and 87 in law, Degree Requirements or 28 credits in business administration and 84 in law. Normally the student should complete one year of law With the exception of the reduction in the total number before beginning business administration courses. The of credits described, all requirements of both Schools total combined credits must be 112. This represents a must be satisfied. Courses which are taught in both reduction of 9 credits from the 121 which would be Schools, e.g., federal taxation, should be taken only once.

1887

THE SCHOOL OF EDUCATION

SCHOOL OF EDUCATION 39

(3) The official score from the GRE general aptitude SCHOOL OF test or Miller Analogies Test (must be less than five years old). This requirement will be waived if the applicant has EDUCATION an advanced degree; Dean: Jeanne Wardian (4) Two letters of recommendation; Assistant Dean: Janet Brougher (5) A written statement of purpose; (6) A $25.00 application fee; The School of Education at Gonzaga University (7) An international applicant who graduated from bases its philosophy and practice on two concepts: the a foreign college or university and whose native language inherent value of every person and the essential contribu­ is not English must submit an official TOEFL score of tion of education in the enabling of individual and social at least 550; development. (8) International students must submit a financial Students are encouraged to explore and strengthen statement form provided by the Graduate Office. their own unique qualities, to envision what could be, to search beyond what is known, and to seek and accept Prerequisite the challenges and responsibilities that education offers A bachelor's degree from an accredited college or to today's citizens. Based on the premise that educators possess the university is required. capabilities to influence, shape and enrich lives around the world, the School of Education acknowledges its Academic Information for Master's Programs in responsibility to provide the opportunity for its students Education to develop both personal and professional excellence. Grade Point Average: A 3.0 cumulative grade point The School of Education offers a comprehensive average in course work approved for the degree or di­ professional education which includes a teacher certifica­ ploma is required. Students who fail to maintain a 3.0 tion program; bachelor's degree programs in special ed­ grade point average may be dropped from the program. ucation and physical education; principal certification Time Requirements for the Degree: All work ac­ program; master's degree programs in the areas of coun­ cepted toward a master's degree is to be completed seling, administration, teaching, special education, and within a five-year period from the date of acceptance anesthesiology education; superintendency's certifica­ into the program, or from the date of the earliest course tion program; a doctoral program in educational leader­ accepted in transfer, whichever occurs first. ship; and diploma programs with options in administra­ tion and curriculum, computer education, counseling, Admission to Candidacy: After master's students and special education. have successfully completed 12 credit hours of approved graduate work, they will be admitted to candidacy. Can­ didacy will be denied, and the student dropped from the program, if the GPA is less than 3.00 or if performance is otherwise unsatisfactory. The Graduate School will in­ GENERAL INFORMATION form students by letter if they have not been admitted to candidacy. Students who have not been admitted to Admission to Master's Programs in Education a degree program may not earn beyond 12 credits with­ Each applicant must submit the following materials out such admission. to the Graduate School: Transfer Credit: Although it is presumed that all work (1)A completed application form provided by the for the master's degree will be completed at Gonzaga Graduate Office; University, the Graduate School may accept up to one (2) Two official degree-bearing transcripts (interna­ fifth of the total number of credits required for a degree tional applicants must submit foreign transcripts in the from another college or university. Normally, the accep­ original language and an English copy); tance of graduate credits in transfer follows the recom- 40 ADMINISTRATION. CURRICULUM, AND INSTRUCTION mendation of the major department or school. The sub­ the Graduate School may waive this regulation if recom­ ject matter of courses transferred must be relevant to mended by the major school or department prior to the the degree in question and the dates must be consistent completion of the course. with the five-year time requirement for the completion Petition to Graduate: Degrees are granted three of the degree. No course for which a grade less than times each year, at the end of the fall semester (De­ "B" has been awarded may be accepted in transfer, and cember), at the end of the spring semester (May), and transfer credits are used in the calculation of the graduate at the end of Summer School (August). Students are grade point average. Transferred credits are not entered expected to apply for graduation through the Graduate on a student's transcript until the student is admitted to School Office, preferably at the time of registration for candidacy for a degree. their last semester but no later than the dates published Experiential Learning: Graduate credit will be in the University Calendar. Formal commencement cere­ granted for experiential learning only when the graduate monies are held in May each year and master's students faculty and the dean of a school have had the opportunity who graduate at the above times are welcome to partici­ to plan the experience, to establish its goals, and to pate in these ceremonies. monitor the time, effort, and learning that has taken place. Challenge of Courses: Applicants to the Graduate DEPARTMENT OF School may remove undergraduate deficiencies by fol­ ADMINISTRATION, lowing the established University challenge procedure. Graduate-level courses may not be challenged. CURRICULUM, AND INSTRUCTION Individualized Study: Students may undertake indi­ Department Head: Robert Bialozor vidualized study if it is considered necessary to complete their program. Application for individualized study must Professors: K. Moll, J. Wardian be made on a form available from the Registrar. It is the Associate Professors: R. Bialozor, R Hastings responsibility of the student to demonstrate the relevancy Assistant Professors: J. Brougher, J. Dixon, S.N.J.M., of the proposed study and the ability to complete it on R. Skok an agreed-upon time line. For master's programs in ed­ Adjunct Associate Professor: L. Isherwood ucation, the student is allowed a maximum of two indi­ Adjunct Assistant Professors: L. Bettesworth, vidualized study courses (6 credits) for degree comple­ J. Mannino, R Manuel, M. Meyers, D. O'Hare, S.J., tion. E. Regan, D. Sherwood, M. Stanton, C. Stacker Full-Time Status: In general, to be certified as full- The Department is involved in the graduate educa­ time, graduate students must be registered for a tion of school administrators, teachers, health care pro­ minimum of 8 credits per semester. Canadian students viders, and the certification of school principals. enrolled in off-campus programs shall be considered full-time if they are registered for the maximum number of credits available (normally not less than 6). Degrees and Programs Offered Advanced Credit: Credit for graduate-level courses completed at Gonzaga University prior to admission of Degrees a student to regular status may be accepted by the M.A.: Administration and Curriculum Graduate School upon recommendation of the major MAT: Teaching/Liberal Arts school or department as credits toward a degree. Such M.Ed.: Graduate Teacher Education credits are termed "advanced credits'' and are normally M.A.E.: Anesthesiology Education limited in number to 12. Extension and Correspondence Courses: Courses Programs taken in extension or by correspondence are not allowed In addition to the degrees listed above, the depart as credit toward graduate degrees. In exceptional cases ment also provides programs leading to both initial and ADMINISTRATION, CURRICULUM, AND INSTRUCTION 41

continuing level school principal certification. Moreover, COMPUTER CONCENTRATION the EDUCOMP Center provides graduate-level instruc­ Director: Richard Skok tion in the use of computers in the schools. Masters-level degree concentrations in computers in the schools are This concentration may be applied toward either the available as part of both the M.A. degree in Administration Master of Arts in Administration and Curriculum or to­ and Curriculum and the M.Ed, degree. ward the Master of Education degree.

Concentration Outline MASTER OF ARTS IN ADMINISTRATION AND CURRICULUM Required Course (3 credits) EDCP 560 Computers in the School Director: Robert Bialozor Curriculum 3 credits This program offers preparation for professional ad­ Concentration Requirements (12 credits) ministrators within schools and other agencies. Students EDCP 556 Computers and Educational attain core competencies and then specialize in one of Software 3 credits three areas: administration, curriculum, or computers in EDCP 565 Educational Programming 4 credits the schools. Individual field experiences are available. EDCP 570 Integrated Data Base Systems Design 3 credits Program Outline (33 credits) EDCP 581 Administrative Computer Required Courses (8) Application Design and Implementation 2 credits EDCP 560 Computers in Curriculum 3 credits Electives EDAC 633 Administrative Theory 3 credits EDCP 554 Altering Educational Programs EDAC 635 The Principalship 3 credits Through Basic 3 credits or EDCP 575 Computers in Counseling 1 credit EDAC 637 Higher Educational Administration 3 credits EDCP 580 Statistical Analysis Computer EDAC 651 Supervision of Instruction 3 credits Software for Research 1 credit EDAC 653 Curriculum Development 3 credits EDCP 590 Computers in Physical Education 1 credit EDAC 689 Professional Seminar 3 credits EDCP 690 Special Projects in Educational EDAC 698 Research and Statistics 3-4 credits Computers -3 credits EDAC 699 Comprehensive Oral Examination 0 credits

Administration Electives (2 to be selected) MASTER OF ARTS IN TEACHING EDAC 638 Personnel Administration 2-3 credits Director: Joan Dixon, S.N.J.M. EDAC 641 Community Relations 1-3 credits EDAC 697A Administrative Internship 3 credits The Master of Arts in Teaching program at Gonzaga EDAC 697B Administrative Internship 3 credits University is a personalized and qualitative graduate pro­ gram designed for teachers who desire advanced study Program Electives (2 to be selected) in both professional education and their academic spe­ EDAC 546 Teaching Strategies 3 credits cialties. Upon entry into the program the candidate des­ EDAC 548 Program Evaluation 3 credits ignates the department from which the academic spe­ EDAC 553 Teaching Thinking Skills 3 credits cialty will be developed. The candidate will then be as­ EDAC 564 Human Development & Learning 3 credits signed two M.A.T. advisors, one from the chosen depart­ EDAC 565 Educational Evaluation & ment and one from the Department of Teacher Educa­ Measurement 3 credits tion. These advisors will work with the candidate in de­ EDAC 575 Classroom Management 3 credits signing the most appropriate MAT. program for that EDAC 657 Curriculum Seminar 3 credits individual, within the parameters outlined. 42 ADMINISTRATION, CURRICULUM, AND INSTRUCTION

Program Outline (34 credits) EDAC 698 Research and Statistics 4 credits EDCP 560 Computers in the School Education (19 credits of graduate study in Education) Curriculum 3 credits EDAC 564 Human Development & Learning 3 credits EDAC 699 Comprehensive Oral Examination 0 credit EDAC 565 Education Evaluation & Electives: 12 credits selected in consultation with edu­ Measurement 3 credits cation advisor. EDAC 653 Curriculum Development 3 credits EDAC 689 Professional Seminar 3 credits EDCP 560 Computers in School Curriculum 3 credits MASTER OF ANESTHESIOLOGY EDUCATION EDAC 698 Educational Research and Gonzaga University Program Director: Janet Brougher Statistics 4 credits Sacred Heart Medical Center Program Director: EDAC 699 Comprehensive Oral Examination 0 credit Margaret Meyers Arts and Sciences or Education specialty (15 credits of graduate study designated by the selected depart­ This program is designed for registered nurses with ment) a baccalaureate degree who wish to become nurse anes­ thetist educators. Courses from Sacred Heart Medical Center and the School of Education are integrated in such a way that students experience nurse anesthesia MASTER OF EDUCATION IN TEACHING as a practitioner and educator. Director: Joan Dixon, S.N.J.M. Program Outline (45 credits) The Master of Education in Teaching degree em­ phasizes professional education. The purpose of the Mas­ EDAC 500A Principles of Clinical Anesthesia I 3 credits ter of Education program is to accommodate students EDAC 500B Principles of Clinical Anesthesia II 2 credits in elementary education, students with education special­ EDAC 530 Medical Ethics 3 credits ties, and fifth-year certification candidates. All course ex­ EDAC 552A Chemistry and Pharmacology 2 credits periences are designed to aid students obtain and de­ EDAC 552B Chemistry and Pharmacology 2 credits monstrate specific competencies. EDCP 570 Integrated Data Base Systems The program of study consists of not fewer than 34 Design 3 credits credits, to include: a core of studies encompassing 22 EDAC 583A Adult Learning and Instruction 3 credits credits of preparation in the areas of research and evalu­ EDAC 583B Adult Learning and Instruction 3 credits ation, advanced educational psychology and computer EDAC 607 Law and Medicine 2 credits competency, and a minimum of 12 credits in elective courses from the School of Education, selected by the EDAC 609A Anatomy and Physiology 2 credits student in consultation with the graduate advisor. A fif­ EDAC 609B Anatomy and Physiology 2 credits teen-credit concentration in school computers is avail­ EDAC 634 Administrative Leadership 3 credits able through the EDUCOMP Center. EDAC 640A Principles of Anesthesia 111 2 credits EDAC 640B Principles of Anesthesia IV 2 credits Program Outline (34 credits) EDAC 689A Professional Seminar 1 credit Required Core Courses EDAC 689B Professional Seminar 1 credit EDAC 696D Clinical Practicum IV 1 credit EDAC 546 Teaching Strategies 3 credits EDAC 564 Human Development & Learning 3 credits EDAC 696E Clinical Practicum V 2 credits EDAC 565 Education Evaluation & EDAC 698 Research and Statistics 4 credits Measurement 3 credits EDAC 698C Research Seminar 1 credit EDAC 653 Curriculum Development 3 credits EDAC 698D Research Seminar 1 credit EDAC 689 Professional Seminar 3 credits EDAC 699 Comprehensive Oral Examination 0 credit COUNSELOR EDUCATION 43

PRINCIPAL CERTIFICATION ing the internship the candidate will work with a field Certification as a school principal can be attained supervisor and a faculty advisor. through this program at both the Initial and the Continu­ ing Levels. Continuing Level: Co-ordinator: Robert Bialozor Initial Level: The Continuing Level Principal Certification Pro­ Co-ordinator: Le Isherwood gram, based on fulfillment of state generic standards, is The Initial Level Principal Certification Program em­ designed to allow considerable individualization, taking phasizes growth in areas that help develop a caring pro­ into account that the practicing principal brings a variety fessional with the technical skills necessary to monitor of unique experiences and talents into the program. a system of complex regulations. For entrance into this program, the applicant must To enter the program a prospective student must hold a valid teaching credential and an initial level prin­ be a certified teacher with at least two years professional cipal credential, show scholarly potential from previous experience and have a 2.75 or above grade point in all graduate work and provide letters of reference concern­ upper division coursework. Applicants must also give ing leadership, experience and continued potential. evidence of entry level competencies in leadership skills, After admittance to the program, the candidate, Uni­ relationship skills, and communication skills. versity advisor and field supervisor confer and plan Each student's program, involving both course work course selection and other professional activities. and field based activities, is planned by the student and A minimum of eight credits of course study is man­ an assigned faculty advisor. Gonzaga's philosophy and datory. Five credits can be selected from various one small size fosters an individualized program in which unit workshops or from graduate courses offered students' unique abilities and skills as well as past experi­ throughout the year. A three credit Continuing Principals ences are taken into consideration in planning each pro­ Seminar is required. A field based project and a variety gram. of field based non-course activities will be arranged in Students may attain competencies based on order to complete the demonstration of attainment of generic standards for initial certification by: 1) completing state generic standards. the coursework, 2) undertaking other approved activities, or by 3) providing evidence of competence in lieu of some course(s). The courses available to the principal candidate at DEPARTMENT OF Gonzaga help build on the individual's prior knowledge in areas of importance to the future school administrator. COUNSELOR EDUCATION Presently course titles include: Supervision of Instruction, Department Head: Paul Hastings Administrative Theory, The Principalship, Curriculum De­ velopment, Personnel Administration, Community Rela­ Associate Professors: J. D'Aboy, R Hastings tions, and Professional Seminar. Adjunct Faculty: B. Powell, D. Palmer A total of 30 semester hours is required in the pro­ gram with six spent in a field based experience (In­ MASTER OF ARTS IN ternship). At this time, the prospective principal will COUNSELING PSYCHOLOGY bridge the gap from theory to practice by working in a This program offers preparation for professional school setting approximately one day per week, for a full counselors within community agencies, schools and principal's year. The principal intern is encouraged not clinics. A core of competencies is attained by all coun­ only to seek experience in schools but in other areas selor candidates, with individualization taking place that will provide a valuable breadth of perspective on through supervised internship settings. Certification as support services for students (i.e., law offices, social and a school counselor within the State of Washington can court related agencies, civic service organizations). Dur­ be obtained through this program. 44 PHYSICAL EDUCATION

Program Outline (43 credits) ministrative policies and procedures. Working in the areas of physical education, athletics and educational Core Required Courses administration, students will complete a 34 credit pro­ EDCE 560A Critical Issues in Counseling 2 credits gram. The emphasis of this program will be to train EDCE 560B Psychological Appraisal 3 credits candidates to administer physical education and athletic EDCE 586 Organization and Administration programs in accordance with new trends toward sexual of Counseling Services 2 credits equity. An integral part of the program will be a practicum - EDCE 588 Personality Theories 2 credits in which the candidate acquires field training and experi­ EDCP 575 Computers in Counseling 1 credit ence under the supervision of an advisor and a field —EDCE 605 Psychology of Occupational administrator. Choice and Career Development 3 credits EDCE 616 Psychopathology 2 credits Program Outline (34 credits) EDCE 639 Counseling Theories 3 credits EDCE 650 Group Process 3 credits Required EDPE Graduate Courses (22 credits) EDCE 664 Group Counseling 3 credits EDPE 525 History and Philosophy of PE EDCE 665 Counseling Special Populations 2 credits & Athletics 3 credits EDCE 689 Professional Seminar 3 credits EDPE 565 Measurement, Evaluation, and EDCE 696 Counseling Practicum 3 credits Research in PE/Athletics 3 credits EDCE 697A Counseling Internship 5 credits EDCP 590 Computers in Physical Education 1 credit EDCE697B Counseling Internship 2 credits EDPE 591 Directed Studies in PE/Athletics 3 credits EDCE 698 Research and Statistics 4 credits EDPE 613 Administration of PE/Athletics 3 credits EDCE 699 Comprehensive Oral Examination 0 credits EDPE 621 Facilities in PE/Athletics 3 credits EDPE 689 Professional Seminar 3 credits Elective Courses (not required for the degree) EDPE 696 Practicum in PE/Athletics 3 credits EDCE 587 Child and Adolescent Counseling 3 credits EDPE 699 Comprehensive Oral Examination 0 credits EDCE 589 Marriage and Family Counseling 3 credits EDCE 690 Directed Readings variable credits Required Administration Courses (12 credits) EDCE 691 Directed Study variable credits EDAC 633 Administrative Theory 3 credits EDCE 692 Independent Study variable credits EDAC 638 Personnel Administration 3 credits EDCE 694 Special Project variable credits EDAC 651 Supervision of Instruction 3 credits EDAC 653 Curriculum Development 3 credits

DEPARTMENT OF DEPARTMENT OF PHYSICAL EDUCATION SPECIAL EDUCATION Department Head: Jon Sunderland Department Head: Thomas F Tim" McLaughlin Associate Professor: J. Sunderland Professors: T. McLaughlin, J. Wardian Adjunct Assistant Professors: N. Holmes, J. Reed Associate Professors: R. Bialozor. R. Williams Assistant Professor: B. Williams MASTER OF ARTS IN THE ADMINISTRATION Adjunct Assistant Professors: S. Bell, R. Cole. M. Dolliver, OF PHYSICAL EDUCATION AND ATHLETICS L. Haymond, R Lipton Director: Jon Sunderland MASTER OF EDUCATION This graduate program is designed to prepare pro­ IN SPECIAL EDUCATION fessional physical education and athletic personnel in ad- Director: Thomas McLaughlin TEACHER EDUCATION 45

This program offers preparation for special fifty (150) contact hours of appropriate instruction are educators within schools and other agencies. Students necessary every 5 years to keep the certificate valid. This gain core competencies and then specialize in behavioral may be attained by satisfying the following requirements; disorders and learning disabilities. Individual field experi­ ences are available as well as independent studies to meet special needs. Requirements Program Outline (33 credits) Teaching Experience EDSE551 Direct Instruction Reading 3 credits The candidate must serve successfully at least three EDCP 560 Computers in the Schools 3 credits (3) years as a certified teacher, at least two of which must be within K-12 grades. EDAC 564 Human Development & Learning 4 credits EDSE575 Advanced Seminar in Classroom Coursework Management 3 credits The candidate must complete a minimum of 30 EDSE577 Advanced Examination of Hyperac­ semester credits of coursework after receiving a tive & Socially/Emotionally Disturbed Youth 3 credits bachelor's degree, within the following criteria: EDSE580 Seminar and Procedures of 1. Washington State Generic Standards —EDTE 501 Treating the Learning Disabled 3 credits or Master's degree option. EDSE604 Assessment of Special Education 3 credits 2. Electives as needed to fulfill competencies iden­ EDAC 653 Curriculum Development 3 credits tified by district or Program Unit and to attain minimum of 30 semester credits total. or 3. Completion of a minimum of two endorsement EDSE523 Theory of Instruction 3 credits areas. EDSE689 Professional Seminar 3 credits 4. Twenty semester credits must be earned after at EDSE698 Research in Special Education 5 credits least 180 days of successul teaching (ten semester cred­ EDSE699 Comprehensive Oral Examination 0 credit its if a master's degree is completed). 5. A minimum of 15 semester credits must be earned at Gonzaga University. 6. All coursework must be upper division or graduate level (300 or above). 7. A minimum of grade "C" is required in each DEPARTMENT OF course applied to the certificate program ("Pass" grades TEACHER EDUCATION are also accepted). Department Head: Ken Moll Application 1. Admission—To apply for admission to the Con­ Professors: K. Moll, J. Wardian tinuing Certification Program, the candidate should con­ tact the Department of Teacher Education office. CONTINUING TEACHER CERTIFICATION 2. Completion—Upon completion of the Continu­ Director: Kenneth L. Moll ing Certification Program, the candidate must complete the State of Washington Institutional Application for a This is the post baccalaureate program that leads Teacher's Certificate, have it notarized, pay the application to continuing certification for both elementary and sec­ fee to the Educational Service District, and have the ondary school teachers under the direction of the School completed form with verification of fee payment sent to of Education and the Certification Officer. the School of Education, Department of Teacher Educa­ The Continuing Certificate is valid (after August 31, tion. Copies of all previous official transcripts must be 1987) as endorsed for a period of five years. One hundred on file in the Certification Office. 46 EDUCOMP CENTER

EDUCOMP CENTER DIPLOMA STUDENTS Director: Richard Skok Students entering a diploma program must have There is a growing need for leadership in the area successfully completed a master's degree from an ac­ of computer education at both the district and school credited university or must complete requirements for sites. The EDUCOMP Center provides the individual admission into a related master's degree program at educator the opportunity either to select discrete courses Gonzaga University. for personal knowledge and enrichment and/or to enter The following documentation must be submitted to into advanced studies at the master's degree level with the Graduate School by all students applying for a a concentration in Computer Education. The computer diploma program: concentration is available either as part of the Master of (1)A completed admission form provided by the Arts degree in Administration and Curriculum or as a Graduate School Office; component of the Master of Education in Teaching de­ (2) Two (2) official degree-bearing transcripts. These gree. The student should have a basic knowledge of at must come directly to the Graduate School Office from least one (1) programming language and the availability the Registrar of the institution in which the master's de­ of a micro-computer. Fifteen (15) credits may be taken gree was granted. (Not necessary if the institution was from the following program outline. Eighteen (18) credits Gonzaga University.); may be taken from the Master of Arts in Administration, (3) A $25.00 application fee; Curriculum, and Instruction program outline, and nine­ Diploma programs are non-degree postgraduate teen (19) from the Master of Education in Teaching out­ programs which provide a 15-18 credit hour concentra­ line. tion in a variety of education specialties. Courses are selected in co-operation with the director of the specific diploma program. All students completing a diploma program are re­ Program Outline (15 credits) quired satisfactorily to complete an exit review confer­ ence. Requirements for the exit conference are deter­ Required Course (3 credits) mined by the department and may vary from program EDCP 560 Computers in the School 3 credits to program. Concentration Requirements (12 credits) EDCP 556 Computers and Education COURSE DESCRIPTIONS Software 3 credits EDCP 565 Educational Programming Department of Administration, Curriculum, 4 credits EDCP 570 Integrated Data Base Systems and Instruction Design EDCP 581 Administrative Computer 3 credits EDAC 453/EDAC 553 Teaching Thinking Skills 3 credits An analysis of strategies which develop critical and creative Application Design and Implementation 2 credits thinking skills in language arts, social studies, and science. Electives Strategies will include questioning approaches, precise proces­ sing, simulations, creative writing, design strategies, logic de­ EDCP 554 Altering Educational Programs velopment, and computer games. Through Basic credits EDAC 500A Principles of Clinical Anesthesia I 3 credits EDCP 575 Computers in Counseling credit EDCP 580 Statistical Analysis Computer The methods, techniques, and agents in general anesthesia. Specific types of anesthetic machines are demonstrated. Pre- Software for Research credit and post-anesthetic assessment of the patient; drugs which EDCP 590 Computers in Physical Education credit augment anesthesia; common complications related to anes­ EDCP 690 Special Projects in Educational thesia: the importance of initiating and maintaining the patient's Computers 1-3 credits anesthesia record. Throughout the course the student has a EDUCATION COURSES 47

variety of experiences administering anesthesia under the super­ EDAC 535 Reading and Writing Across vision of a qualified anesthestist. Prerequisite: M.A.E. students. the Curriculum 3 credits Processes for integrating reading and writing instruction in EDAC 500B Principles of Clinical Anesthesia II 2 credits the content areas from K-12. Specific resources for teachers are Continuation of EDAC 500A. made available and students develop lessons and materials EDAC 501 Professional Development 1-5 credits according to their individual classroom needs. Emphasis on Continuing certification standards of competencies that are systematic analysis and modification of materials in the reading deemed essential for experienced teachers. The course involves area with a focus on motivating creativity in writing. Examples both in-class and field-based learning. Alternative course work of classroom techniques are shared and students experiment can satisfy the generic standards. with their own methods. Prerequisite: postgraduate standing. EDAC 536 Reading-Learning Centers Development/ EDAC 501A Staff Development and Supervision 1 credit Psycholinguistic Application 3 credits Continuation of EDAC 501. The theoretical basis for teaching reading as a psycholinguis­ EDAC 501B Professional Development and tic process. Application of psycholinguistic principles to the cre­ Scholarship 1 credit ation of learning centers for the classroom with emphasis on Continuation of EDAC 501. reading as a language. Prerequisite: postgraduate standing or permission of instructor. EDAC 501C Research and Evaluation 1 credit Continuation of EDAC 501. EDAC 546 Teaching Strategies 3 credits Designing a program to facilitate the learning process within EDAC 501D Referral Agencies 1 credit the regular classroom, and attaining skills needed to direct these Continuation of EDAC 501. experiences. Prerequisite: postgraduate standing or permission. EDAC 501E Knowledge of Alternative Grade Level 1 credit EDAC 548 Program Evaluation 3 credits Continuation of EDAC 501. Study and development of strategies for determining the qual­ ity of instructional programs. Topics include specifying and au­ EDAC 518 Mathematics for Elementary Teachers 3 credits diting program inputs, process, and outcomes, and evaluating Practical experience of the manipulative materials and ac­ the quality of measures, and conducting actual program evalu­ tivities that help children think and act mathematically. Includes ations, both formatively and summatively. Prerequisite: post­ geoboard. cuisenaire rods, attribute blocks, tangrams, math graduate standing or permission. beam, line design and patterns, probability, graphing, topology, EDAC 550 TESA (Teacher Expectation and etc. Major emphasis, based on Piaget's research, is on how children learn mathematics as well as on how to teach mathe­ Student Achievement) 3 credits matics. Prerequisite: graduate standing or permission. The equitable use of the fifteen behaviors, and observation sessions to monitor how equitably the behaviors are being im­ EDAC 520 (See EDCP 560) plemented. Participants will use behaviors equitably among per­ EDAC 529 Philosophy of Education 3 credits ceived high and low achievers. Prerequisite: postgraduate stand­ Philosophies responsible for the American school system. ing. Study of the fundamental principles, problems of education, EDAC 552A Chemistry and Pharmacology I 2 credits and philosophies of education on which the aims and objectives Basic fundamentals of blood, respiratory, and pharmaceutical of education in a democratic society are predicated. Prerequisite: chemistries; principles of general anesthesia and antonomic postgraduate standing or permission pharmacology including all pharmaceutical agents used for EDAC 530/PHI 546 Medical Ethics 3 credits these purposes, and their application in diseased state. Prereq­ Duties and obligations of persons in the medical field. Issues uisite: M.A.L. students. include co-operation, abortion, mutilation, sterilization, trans­ EDAC 552B Chemistry and Pharmacology II 2 credits plants, genetic engineering. Prerequisite: postgraduate standing Continuation of EDAC 552A. or permission of instructor. EDAC 564 Human Development and Learning 3-4 credits EDAC 531 Comprehensive Reading Instruction 3 credits Research and theories of human development and learning, Basic reading instruction in grades K-8. content area reading with a focus on establishing theories of teaching. Prerequisite: skills identification 6-12, methods and materials for teaching postgraduate standing or permission. reading, grouping and lesson planning, assessment technique. EDAC 565 Educational Evaluation and Measurement 3 credits Prerequisite: postgraduate standing or permission of instructor. The role of evaluation in education and the necessity of validity 48 EDUCATION COURSES in measurement; development of valid tools for measurement issues which affect Catholic schools, their personnel and stu­ in education and assessment of the quality of those tools as dents; direction for policy and action statements: basic legal well as standardized instruments. Prerequisite: postgraduate precautionary measures: legal challenges of the day. Prerequi­ standing or permission. site: postgraduate standing or permission. EDAC 566 Effective Teacher-Student Interaction 3 credits EDAC 614 Foundations of Religious Education 2 credits Various approaches to classroom management and teacher- An in-depth investigation of the fundamental church docu­ student interaction: major assumptions, goals, and characteris­ ments on education; methodologies for integrating the mes­ tics of nine classroom management systems; psychological and sage, witness, service, and worship dimensions into the lives of philosophical foundations underlying each system. Prerequisite: students. Prerequisite: postgraduate standing or permission. postgraduate standing. EDAC 615 Teaching Models for Moral EDAC 583A Adult Learning and Instruction 3 credits Development 1-3 credits Adult developmental stages, individual learning styles, inde­ Professional knowledge and teaching methods for the facilita­ pendent learning skills, comparisons of andragogy and pedog- tion of moral growth in the young. Intended for Catholic school ogy. Designed for those who work with adults in most educa­ principals and teachers. Prerequisite: postgraduate standing or tional settings; serves as a basis for EDAC 583. Prerequisite: permission. MA.E. program or permission. EDAC 617 Liturgy and Prayer 1 credit EDAC 583B Adult Learning and Instruction 3 credits An introductory course in the celebration of the Word in the An extension of EDAC 583A. Focus on instruction, curriculum ecclesial community, including an historical and theological development, course planning, instructional strategies, and investigation of symbol, the forms of Christian prayer, and the evaluation models for adult learners. Prerequisite: EDAC 583A. liturgy. Prerequisite: postgraduate standing or permission. EDAC 597A Instruction Practicum 3 credits EDAC 633 Administrative Theory 3 credits A two-semester field-based experience for practicing teachers. A competency-oriented course focusing upon administration Development and documentation of fifteen growth standards issues such as describing management and decision-making from a personnel instrument such as ventures. Teachers will theories, understanding social issues, identifying goals and ac­ use peer coaching, effective schools research, climate expecta­ tion steps, and promoting a positive climate. Prerequisite: post­ tions, and goal setting strategies. Some application of TESA, graduate standing or permission. IT1R ASCP models, social styles, and positive growth strategies will be involved. Prerequisite: postgraduate standing. EDAC 634 Administrative Leadership 3 credits A critical analysis of components inherent in administrative EDAC 597B Instruction Practicum 3 credits leadership. Through an exploration of literature and situational Continuation of EDAC 597A. analysis, a modified seminar approach is employed. Prerequisite: EDAC 607 Law and Medicine 2 credits MAE. student or permission. Critical issues pertaining to liability and legal responsibilities EDAC 635 The Principalship 3 credits as related to the practice of medicine. Current cases will be A competency-oriented course investigating the role of the reviewed. Prerequisite: postgraduate standing or permission. principal in professional leadership, community service, shared EDAC 609A Anatomy and Physiology 2 credits decision-making, personnel development, and the meeting of An intensive study of the structure, functions, and functional student needs. Prerequisite: postgraduate standing or permis­ processes of the human body. Topics include the respiratory sion. system, central nervous system, peripheral nervous system, au­ EDAC 637 Seminar in Higher Educational tonomic nervous system, endocrine glands, smooth muscle, Administration 3 credits skeletal muscle, review of intermediate metabolism, liver and An investigation of topics involving finance, academic affairs, gall bladder. Review of year's work via "clinical cases" to integrate admissions, student life, and participative faculty involvement. all systems. Intended primarily for nurse anesthetists. Prerequi­ Prerequisite: postgraduate standing or permission. site: MAE. student. EDAC 638 Personnel Administration 2-3 credits EDAC 609B Anatomy and Physiology 2 credits The basic principles of personnel planning, the steps in recruit­ Continuation of EDAC 609A. ment procedures, the identification of personnel needs, and the EDAC 613 Catholic School and the Law 2 credits effective utilization of existing personnel. Related issues of fi­ A basic course intended to raise consciousness of the law nance and law are also considered. Prerequisite: postgraduate and its implications for Catholic school administrators. Legal standing or permission. EDUCATION COURSES 49

EDAC 640A Principles of Anesthesia III: EDAC 689A Professional Seminar 1 credit Current Concepts 2 credits An opportunity to synthesize the knowledge and skills in anes­ The use of regional anesthesia; spinal, epidural, caudal, and thesia and education within the context of professional leader­ axillary block; bier block; pharmacological agents frequently ship. Prerequisite: senior MA.E. student. used as pre-medicants. inhalation anesthetic agents, intraven­ EDAC 689B Professional Seminar ous and rectal anesthetic agents, current information about 1 credit drugs of choice. Seminar on current concepts of anesthetic A continuation of EDAC 689A. practice are conducted weekly for a total of 24 weeks. Prerequi­ EDAC 690 Directed Readings variable credit site: MA.E. student. Individualized study based on readings approved by professor. EDAC 640B Principles of Anesthesia IV: Student will develop a selected bibliography. Appropriate appli­ Current Concepts 2 credits cation form required. Continuation of EDAC 640A. EDAC 692 Independent Study variable credit EDAC 641 Community Relations 1-3 credits Individualized study designed by the student in consultation with the professor. Self-directed learning in a selected area of Skills of promoting effective co-operation between commu­ interest; professor serves as resource. Appropriate application nity and school. Focus on communication strategies, team build­ form required. ing, and meeting patron need. Prerequisite: postgraduate stand­ ing or permission. EDAC 694 Special Project variable credit EDAC 651 Supervision of Instruction 3-6 credits Individualized and project-based study which results in a prac­ tical application of educational theory. The project or written Principles and procedures of supervision of instruction in report of project will be submitted to the professor for evaluation. schools. Also included: communication skills, facilitating group Appropriate application form required. processes and constructive interaction. Designed for principals, supervisors, and those involved in analyzing teacher perform­ EDAC 695 Professional Experience 1-3 credits ance. Prerequisite: postgraduate standing or permission. A planned series of field experiences in settings related to education; junior colleges, court services, social agencies, etc. EDAC 653 Curriculum Development 3 credits Prerequisite: faculty permission. Basic approaches to planning and modifying school learning activities. Topics include diagnosis of needs, selection and or­ EDAC 696D Clinical Anesthesia Practicum IV 1 credit ganization of learning experiences, evaluating curricular sys­ Actual administration of anesthesia under supervision of cer­ tems. Prerequisite: postgraduate standing or permission. tified registered nurse anesthetists and physician anes­ thesiologists. Pre-operative and post-operative assessment of EDAC 657 Curriculum Issues Seminar 3 credits the patient are made by the student, who is also responsible Critical consideration of current issues impacting curriculum for selecting the appropriate anesthetic, administering phar­ development. Issues vary, involving areas such as the politicali- maceutical agents needed, and maintaining hernostasis during zation of curriculum decision-making, influences of high the surgical procedures. Monitoring, positioning, and recovery technology upon curriculum design, and results of recent re­ are stressed. Each student is assigned anesthesia in the open- search on program design. Prerequisite: EDAC 653 or permis­ heart arena. Prerequisite: MA.E. student. sion of instructor. EDAC 696E Clinical Anesthesia Practicum V 2 credits EDAC 680 Issues in School Administration 3 credits Continuation of EDAC 696D. A seminar, intended to provide academic apportunity for con­ tinuing principal certification students to meet state generic EDAC 697A Administrative Internship 3 credits standards. Focus upon a topic from each of the five role specific A field-based experience involving demonstrated competence standards. Students give input into the selection of topics and in the job setting. Prerequisite: regular status in the Graduate research personnel. Prerequisite: postgraduate standing or per­ School and approved program in school administrative creden­ mission. tials; permission of Head of Department. Laboratory fees re­ quired. EDAC 689 Professional Seminar 3 credits A review and integration of all the competencies in the mas­ EDAC 697B Administrative Internship 3 credits ter's program. It is to be taken during the semester in which A field-based experience involving demonstrated competence the student expects to complete the final comprehensive exami­ in the job setting. Prerequisite: EDAC 697A and permission of nation. Prerequisite: permission. Department Head. Laboratory fees required. 50 EDUCATION COURSES

EDAC 698 Research and Statistics 3-4 credits play therapy, art therapy, individual, family, and group counseling, Competencies in research and statistics. Students will be re­ out-patient treatment, in-patient treatment, residential and quired to review and abstract research articles and develop a school treatment. Emphasis on the differentiation of normal research proposal. Statistical theory and techniques are de­ and pathological development. Prerequisite: postgraduate veloped in the areas of distribution, central tendency, variance, standing or permission. inference, tests of hypotheses, regression, and correlation. Pre­ EDCE 588 Personality Theories 2 credits requisite: postgraduate standing. This course will review major theories of personality, learning EDAC 698A Research Project 3 credits and motivation. Particular emphasis will be placed on student Research project for a master's degree. Prerequisite: an ap­ development of psychological constructs as they relate to a proved research proposal, postgraduate standing, and permis­ personal theory of counseling. sion. EDAC 698B Educational Research 3 credits EDCE 589 Marriage and Family Counseling 3 credits This course will acquaint students with an overview of the Basic concepts of internal and external validity; focus on ac­ major theories of Family Systems Therapy. Emphasis will be tion/evaluative research designs: stress on interpretation and placed on integration of theory as it is practiced with actual application of research findings within the classroom. Prerequi­ cases. Video taped counseling sessions will be presented with site: postgraduate standing or permission. opportunities for in-class intervention to be practiced under the EDAC 698C Research Seminar 1 credit supervision of the professor. Prerequisite: postgraduate standing A seminar designed for MA.E. students who are completing or permission. their research projects. Prerequisite: MA.E. student. EDAC 698D Research Seminar 1 credit EDCE 605 Psychology of Occupational Choice and Career Development 3 credits A continuation of EDAC 698C. This competency-based course covers vocational theories EDAC 699 Comprehensive Oral Examination 0 credit and career development from elementary grades through col­ Prerequisite: permission from Program Director. lege level and the nonschool population. It is also intended to afford the individual student an opportunity to design a personal vocational theory. Practical experience in vocational testing, Department of Counselor Education suggested guides to workshops and designing a complete vo­ EDCE 560A Critical Issues in Counseling 2 credits cational/career development center will also be presented. Pre­ This competency area will treat issues critical to the profession requisite: postgraduate standing or permission. (confidentiality, manipulation, etc.) and consultation/referral. EDCE 616 Psychopathology 2 credits Prerequisite: postgraduate standing or permission. An overview of theoretical concepts of normality and abnor­ EDCE 560B Psychological Appraisal 3 credits mality, procedures for diagnosis, familiarization with and use of Exposure to and use of individual psychological evaluation classification systems. Exposure to community treatment methods including both test and non-test approaches. Using facilities will also be available. Prerequisite: postgraduate stand­ the case report method, the student will gain experience in ing or permission. taking tests as well as administering, scoring and interpreting appraisal data. Prerequisite: postgraduate standing or permis­ EDCE 639 Counseling Theories 3 credits sion. Laboratory fee required. The philosophy of counseling will be treated as well as the EDCE 586 Organization and Administration of introduction of several counseling theories. The student will Counseling Services 2 credits develop initial statements of his/her own counseling philosophy An overview course which prepares counselors for administra­ and theory as well as become familiar with the position of others. The course will be presented on a competency basis. Prerequi­ tive role and function. Topics discussed will include budgeting, site: postgraduate standing or permission. personnel practices, organizational structure, organizational de­ velopment, institutional press and leadership style. EDCE 650 Group Process 3 credits EDCE 587 Child and Adolescent Counseling 3 credits The competencies to be attained and demonstrated include: Review of the major theories of childhood and adolescent identifying group process and content, knowledge of group counseling. Emphasis on issues specific to this population, in­ development, and various leadership and group types. Experi­ cluding physical, social, and psychological development, drug ence is also provided for participation in a group with limited and alcohol abuse, depression, suicide, sexuality, family interac­ experience as group leaders. Prerequisite: postgraduate stand­ tion and conflict, and behavioral acting out. Familiarization with ing or permission. EDUCATION COURSES 51

EDCE 664 Group Counseling 3 credits and statistics. Students will be required to review and abstract Experience in developing and refining group leadership research articles and develop a research proposal. Statistical techniques, with emphasis on group simulations and demon­ theory and techniques will also be developed in the following strations. Prerequisite: EDCE 560A, 639, 650, and 696 or per­ areas: distribution, central tendency, variance, inference, tests mission of the Department Head. of hypotheses, regression and correlation. Prerequisite: post­ graduate standing. EDCE 665 Counseling Special Populations 2 credits Presentations by counseling professionals detailing work on EDCE 699 Comprehensive Oral Examination 0 credit topics such as: suicide, gerontology, sex therapy, marriage and Prerequisite: permission from Department Head. family counseling, counseling the culturally different, drug and alcohol abuse, and pastoral counseling. Prerequisite: post­ graduate standing. EDUCOMP Center EDCE 689 Professional Seminar 3 credits This course is designed to provide the student with a review EDCP 554 Altering Educational Programs and integration of all the competencies in the master's program Through Basic 3 credits and is to be taken during the semester in which the student Study of the structure and syntax of the BASIC language as expects to complete the final comprehensive examination. Pre­ used in a variety of educational software programs: modification requisite: permission of Department Head. of programs as needed. Prerequisite: graduate standing. Labo­ EDCE 690 Directed Readings variable credit ratory fee required. EDCP 556 Computers and Educational Software 3 credits Individualized study based on readings approved by the pro­ Analysis of the applicability of a wide variety of educational fessor. Student will develop a selected bibliography. software to the elementary or secondary instruction program. EDCE 691 Directed Study variable credit Emphasis on analysis of software useful for the development Individualized study that is designed by the professor. Students of critical thinking and problem solving skills in children. Design will follow a prescribed course outline. of instructional units to integrate the computer as a tool and EDCE 692 Independent Study variable credit the learning taxonomies. Software for classroom management Individualized study that is designed by the student in consul­ and record keeping will also be available. Prerequisite: graduate tation with the professor. Self-directed learning in a selected standing. Laboratory fee required. area of interest is the process employed. Professor serves as EDCP 560 Computers in the School Curriculum 3 credits resource. The nature of contemporary school curriculum and the need EDCE 694 Special Project variable credit for the professional educator to gain a basic understanding of Individualized study that is project based. The study will result computers and computer technology. Exploration of a variety in a practical application of counseling theory. The project or of computer applications and evaluation of their uses in the written report of project will be submitted to the professor for classroom. Prerequisite: graduate standing. Laboratory fee re­ evaluation. quired. EDCE 696 Counseling Practicum 3 credits EDCP 565 Educational Programming 4 credits A competency-based pre-intemship course in which students Analysis of the LOGO programming language as applied to utilize selected communication techniques, role-playing, critique the development of an elementary or secondary child's critical audio-tapes, use video-tapes and develop counseling skills in thinking and problem solving skills. Technical as well as educa­ a laboratory setting in preparation for on-site internship work. tional aspects of the language are explored. Also includes a Prerequisite: graduate standing or permission of Department study of computer-generated languages. The structure and syn­ Head. Laboratory fee required. tax of an authoring language (such as PILOT) are studied and EDCE 697A Counseling Internship 5 credits used as instruments for applied courseware development. Pre­ requisite: graduate standing. Laboratory fee required. On-site counseling experiences under direct supervision for EDCP 570 Integrated Data Base Systems Design 3 credits advanced students in the Master of Arts program in Counseling Psychology. Prerequisite: permission of Department Head. The integration of three vital computer software programs (Word Processing, Data Base Management, and Spread Sheet EDCE 697B Counseling Internship 2 credits Analysis) as applied to the management of a school or district Continuation of EDCE 697A. office. Students apply the technical knowledge gained to design EDCE 698 Research and Statistics 4 credits an applicable school office management system. Prerequisite: This course is designed to build competencies in research graduate standing. Laboratory fee required. 52 EDUCATION COURSES

EDCP 575 Computers in Counseling 1 credit the United States. The changing role of professional organiza­ An introductory course to familiarize the beginner with a us­ tions which determine and affect physical education and athletic able word processing program for purposes of recording and policies is examined in light of their contributions toward equity retrieving psychological case study information. Career counsel­ in men's and women's programs and opportunities. Prerequisite: ing guidance software programs are made available for evalua­ graduate standing or permission. tion and analysis. Prerequisite: graduate standing. Laboratory EDPE 565 Measurement, Evaluation, and Research fee required. in Physical Education and Athletics 3 credits EDCP 580 Statistical Analysis Computer Software Research methodology and evaluative techniques as they are for Research 1 credit applied specifically to physical education and athletics. The con­ This course assumes the student has knowledge of statistics struction and evaluation of socially, culturally, and sexually un­ and statistical procedures. Topics discussed include: computer biased measurement tools related to physical activity are cov­ software demonstrating the mean and standard deviation, per­ ered. Prerequisite: graduate standing or permission of instructor. cent, frequencies, Pearson correlation coefficient, linear regres­ EDPE 590 Directed Readings variable credit sion, CHI-square test of independence, CHI-square goodness- Individualized study based on readings approved by professor. of-fit, Z-scores, T-scores, T-test, one and two way analysis of Student will develop a selected bibliography. variance, analysis of covariance, Wilcoxon matched pairs, Mann- Whitney U-test, Friedman ANOVA, and Kruskal-Wallis ANOVA. EDPE 591 Directed Study variable credit Prerequisite: graduate standing. Laboratory fee required. Individualized study that is designed by the professor. Students EDCP 581 Administrative Computer Application will follow a prescribed course outline. Design and Implementation 2 credits EDPE 592 Independent Study variable credit Proper use of a computer to handle student management Individualized study that is designed by the student in consul­ problems in the area of demographic accounting, attendance tation with the professor. Self-directed learning in a selected accounting, grade reporting, and scheduling. Students are able area of interest is the process employed. Professor serves as to implement their designs. Also included: the proper use of resource. tally lists, conflict matrixes, student conflict resolution listings, EDCE 594 Special Project variable credit course conflict resolution reports as applied to computer-gener­ ated scheduling. Prerequisite: graduate standing. Laboratory fee Individualized study that is project based. The study will result in a practical application of educational theory. The project or required. written report of the project will be submitted to the professor EDCP 590 Computers in Physical Education 1 credit for evaluation. An introductory course to familiarize the beginner with a us­ able word processing and data base management software sys­ EDPE 613 Administration of Physical Education tem for purposes of recording, managing, and retrieving physical and Athletics 3 credits education program information. Physical education software An investigation of the duties and functions of line and staff programs are made available for evaluation and analysis. Prereq­ personnel in the secondary school program. Areas of concern uisite: graduate standing. Laboratory fee required. will be: personnel, legality, public relations, finance, curriculum EDCP 690 Special Projects in Educational and scheduling as related to the physical education and athletic Computers 1-3 credits programs. These areas will also be related to the expressed need for ethnic, racial and minority group representation on Individualized study emphasizing student direction and moti­ physical education and athletic staffs. Prerequisite: postgraduate vation. Development of the project plan must be requested prior standing or permission. to registration. Prerequisite: graduate standing and permission of the EDUCOMP Director. Laboratory fee required. EDPE 621 Facilities in Physical Education and Athletics 3 credits Functional planning, construction, maintaining and expand­ ing indoor and outdoor facilities relative to equitable programs Department of Physical Education in the elementary and secondary schools as well as those EDPE 525 History and Philosophy of Physical facilities for recreation in the private sector. Prerequisite: post­ Education and Athletics 3 credits graduate standing or permission. An historical and philosophical analysis of physical education EDPE 689 Professional Seminar 3 credits and athletics from their earliest development to present day. Designed as a culminating experience in the MA Program. Special emphasis is given to men's and women's programs in Advanced graduate students will identify and explore in depth EDUCATION COURSES 53 the contemporary trends and issues in physical education and emotionally disturbed child in the classroom. Causal factors as athletics in preparation for their final oral exams. Prerequisite: to the causes of hyperactivity and emotional problems in chil­ permission of Program Director. dren and youth will be discussed. Prerequisite: postgraduate EDPE 696 Practicum in Physical Education and standing or permission of instructor. Athletic Administration 3 credits EDSE 580 Seminar and Procedures of Treating Field based experiences in the administration of physical ed­ the Learning Disabled 3 credits ucation and athletic programs. Practicums are developed by Various techniques and approaches to remediate learning the individual under the direction of an on site coordinator and disabilities in school settings. Emphasis will be placed on suc­ the graduate advisor. Prerequisite: postgraduate standing or per­ cessful treatment and diagnostic procedures. Prerequisite: post­ mission. graduate standing or permission. EDPE 699 Comprehensive Oral Examination 0 credit EDSE 604 Assessment in Special Education 3 credits Prerequisite: permission of Program Director. The various methods of assessing student progress and social behaviors. Actual classroom observations and assessment. Data Department of Special Education gathered in assessment will be used to develop an individualized program for special students. Prerequisite: postgraduate stand­ EDSE 522 Precision Teaching 3 credits ing or permission. The basic procedures of precision teaching (e.g., movement EDSE 689 Professional Seminar 3 credits cycles, pinpointing behaviors, planning curricula development A culminating course where the student presents research or for precision teaching, and methods of remediating learning a review of the literature. A paper written in APA style and format disabilities). Prerequisite: postgraduate standing or permission. ready for submission to a journal outlet will be required. Prereq­ EDSE 523 Theory of Instruction 3 credits uisite: postgraduate standing. A detailed analysis of Direct Instruction principles and their application to curriculum development. Requires an in-depth EDSE 690 Directed Readings variable credit knowledge of and experience with Direct Instruction curriculum Individualized study based on readings approved by the pro­ materials. Prerequisite: postgraduate standing or permission. fessor. Student will develop a selected bibliography. EDSE 545 Mainstreaming 3 credits EDSE 691 Directed Study variable credit The issues involved in mainstreaming including goals, Individualized study that is designed by the professor. Students strategies and legal and ethical implications. Prerequisite: post­ will follow a prescribed course outline. graduate standing or permission. EDSE 692 Independent Study variable credit EDSE 551 Direct Instruction: Reading 3 credits Individualized study that is designed by the student in consul­ Teaching reading directly to students with special needs. Em­ tation with the professor. Self-directed learning in a selected phasis will be placed on procedures with a strong data base of area of interest is the process employed. Professor serves as support. Prerequisite: postgraduate standing or permission. resource. EDSES 552 Direct Instruction: Mathematics 3 credits EDSE 694 Special Project variable credit Ways to teach mathematics directly to students with special Individualized study that is project based. The study will result needs. Emphasis is placed on procedures with a strong data in a practical application of educational theory. The project or base of support. Prerequisite: postgraduate standing or permis­ written report of project will be submitted to the professor for sion. evaluation. EDSE 575 Advanced Seminar in Classroom Management 3 credits EDSE 698 Research in Special Education 5 credits Various strategies from applied behavior analysis to control This course will present the various procedures for carrying various inappropriate behaviors that interfere with the learning out classroom research by the teacher in order to evaluate the process. The emphasis is on practical procedures that can be effectiveness of various classroom intervention strategies. The implemented by a single teacher in a special education or reg­ various ways to collect data, examine data for functional relation­ ular classroom setting. Prerequisite: postgraduate standing or ships, graphing, writing up a research report in APA style, will permission. be presented. Prerequisite: postgraduate standing or permis­ sion. EDSE 577 Advanced Examination of Hyperactive and Socially/Emotionally Disturbed Youth 3 credits EDSE 699 Comprehensive Oral Examination 0 credit Practical strategies to deal with both the hyperactive and Prerequisite: permission from Program Director. 54 DOCTORAL STUDIES

DEPARTMENT OF scores submitted to the Graduate School. It is the appli­ cant's responsibility to make arrangements to take the DOCTORAL STUDIES tests at any official testing center. For information con­ Associate Dean: Richard Wolfe cerning these examinations, applicants may call Gon­ zaga University's Counseling Center at 509-328-4220. Professors: P. Ford, S.J., R. Wolfe The Miller Analogies Test may be taken on campus by Associate Professors: J. Tammivaara, S. Wilson appointment. An application to take the Graduate Record Adjunct Professors: F. Costello, S.J., F Schneider, Examination must be submitted to the Educational Test­ L. Doohan ing Service at least one month prior to the examination Adjunct Associate Professors: C. Green, R. Chisholm, date. Previous scores may be submitted if the examina­ H. Hazel 111, R. Langton, M. Leiserson, J. Richard. S.J., tions have been taken within the last five years. W Pomerleau (4) The applicant must submit to the Graduate Adjunct Assistant Professors: B. Benzel, E. Regan School a resume that includes such items as: formal education, professional experience, academic achieve­ ments and honors, research and/or writing, and non-pro­ Doctor of Education in fessional experience that has provided enrichment. Educational Leadership (5) Two official transcripts, from every college and university attended, must be submitted to the Graduate The Doctor of Education in Educational Leadership School. Official transcripts are those which are sent from is designed for the professionally employed adult. institution to institution. Applicants who have attended Courses are conducted at times convenient to this work­ Gonzaga University within the past ten years may contact ing population (evenings, week-ends, and summers). the University to determine which non-Gonzaga trans­ The course of study contains three components—ad­ cripts are currently on file. ministrative (27 credits), research and dissertation (18 credits), and the related liberal arts (15 credits). (6) A minimum of three recommendations must be submitted to the Graduate School, using the official rec­ ommendation form. References must be selected from Admission Requirements among supervisors, instructors, and colleagues who Each applicant is reviewed on an individual basis have worked with the applicant during the past five years. by a committee of the Department of Doctoral Studies. Two recommendations must come from the area of work Prior to filing one's application materials, it is advisable experience and at least one from academic experience. to secure an appointment for an interview with the As­ It is to be noted that all references are held open to the sociate Dean for Doctoral Studies. During this interview, student unless a waiver is signed (Family Education applicants will be counselled as to their possibilities for Rights and Privacy Act of 1974). acceptance as well as the relationship between their (7) A statement of purpose in applying for the Doc­ career goals and the doctoral program. toral Studies in Educational Leadership Program must The application procedures are as follows: also be included before application is completed. This (1) Applicants must hold a master's degree or its statement should include the reasons why the applicant equivalent, possess a grade point average of 3.5 in all is seeking a doctorate in Educational Leadership as well graduate work, and have two years of professional experi­ as a description of critical issues of concern to the appli­ ence; cant. The statement must be typed and must not exceed (2) The application form must be completed and 500 words. sent to the Graduate School along with a non-refundable (8) Students will be selected on the basis of a total fee of $25.00. All application material should be submit­ profile. In some instances, applicants may be requested ted as soon as possible since the selection and review to submit additional information or participate in a per­ process begins only when an application is complete. sonal interview. Selection will be made by the Doctoral (3) The Graduate Record Examination (aptitude Admissions Committee and students will be notified as only) and the Miller Analogies Test must be taken and soon as possible. DOCTORAL STUDIES 55

General Academic Information the initial conference(s) with a potential graduate student who wishes to transfer credit, a letter will be sent (and a Time Requirements for the Degree: From the date copy placed in the file) informing him or her as to what on which Candidacy is granted, a graduate student will credits will be accepted and what stipulations there are have five years to complete the remaining requirements (if any). for the degree. If an individual does not complete pro­ gram requirements within this period of time. Candidacy Pass/Fail Option: Doctoral students may opt either lapses. At this juncture, the individual has an option to for a letter grade or for a pass/fail option in each course. petition for reactivation of Candidacy. The decision to Students wishing to explore this option should consult extend the Candidacy period will be made by the faculty their advisor. The student is responsible for filing a pass/ and communicated by the Associate Dean. Renewals fail petition with the Registrar prior to the published dead­ (especially if they involve a considerable lapse in time) line. A pass/fail request is considered a private matter may require further course work and/or other require­ between the student and the Registrar. If this request is ments to be stipulated by the faculty. filed, the Registrar will substitute a "P" or an F" in place of the assigned grade. A "P" will be recorded for an Admission to Candidacy: For doctoral students, the assigned grade of B or higher, while an "F" will be re­ decision to award candidacy is based on the following corded for an assigned grade of B - or lower. The deci­ criteria: (1) Successful completion of the initial eighteen sion to put a course on a pass/fail basis is an irrevocable (18) credits of required courses; (2) In-depth review by one, and once made cannot be changed for any reason. the faculty; (3) written examination based on key ques­ tions from the core courses with the use of resource and Individualized Study: Students may undertake indi­ reference materials. It is recommended that the candi­ vidualized study if it is considered necessary to complete dacy process be completed within four (4) months of their programs. Application for individualized study must the completion of the eighteen (18) required credit hours. be made on a form available from the Registrar. It is the The student will receive a written notice of admission or responsibility of the student to demonstrate the relevancy non-admission to Candidacy. of the proposed study and the ability to complete it on an agreed-upon time line. For the Doctorate in Educa­ A detailed description of the candidacy process is tional Leadership Program, the student is allowed a available in the Associate Dean's Office. maximum of 12 credits of individualized study. Transfer Credit: Although it is presumed that all Advanced Credits: Credit for doctoral-level courses work for the doctorate will be completed at Gonzaga completed at Gonzaga University prior to admission of University, the Graduate School may accept up to one a student to regular status may be accepted by the fifth of the total number of credits required for the degree Graduate School upon recommendation of the Associate from another college or university. Normally, the accep­ Dean as credits toward a degree. Such credits are termed tance of credits in transfer follows the recommendation "advanced credits" and are normally limited in number of the Associate Dean. No course for which a grade less to 12. than "B" has been awarded may be accepted in transfer, and transfer credits are not entered on a student's trans­ Residence: Residence is defined as work taken in a cript until the student is admitted to candidacy for a recognized Gonzaga graduate program. In the Doctoral degree. Program the following continuity of matriculation policy The limitations on transfer credit for the Doctoral is adhered to: five (5) semesters of continuous study on Program are as follows: (1) it must clearly be doctoral- campus are required upon being admitted to the Doc­ level coursework as defined by the granting institution; toral Program with at least two (2) semesters of the five (2) it must have been completed while the individual (5) required after admission to Candidacy. For those was accepted in a doctoral program accredited by a students who are admitted to the Doctoral Program with regional accrediting agency; (3) it must have been com­ the intent to matriculate summers only, the continuity pleted within five years from date of acceptance into the of matriculation requirement may be satisfied by attend­ Doctoral Studies Program at Gonzaga University. After ing five (5) consecutive summer sessions upon being 56 DOCTORAL STUDIES admitted to the program with at least two (2) of the five Program Outline (60 credits) (5) summer sessions occurring after candidacy is granted. Administrative Component—27 credits Students enrolled in the Doctoral Program in Edu­ Required (9 credits) cational Leadership in the School of Education will have satisfied all continuity of matriculation requirements for EDLD 700 Leadership Theory 3 credits the doctoral degree when they have completed five (5) EDLD 701 Organizational Theory 3 credits consecutive semesters of graduate study earning a EDLD 703 Policy Analysis 3 credits minimum of five (5) acceptable semester credit hours General Electives (18 credits) per semester. EDLD 710 Planning 3 credits It is the student's responsibility to adhere to the EDLD 711 Personnel 3 credits tenets of the continuity of matriculation policy, with the EDLD 712 Leadership and Finance 3 credits student's temporary and permanent advisor(s)'s monitor­ EDLD 713 Leadership and Law 3 credits ing the compliance process from the date of admission EDLD 714 Collective Bargaining 3 credits to the completion of the doctoral program. EDLD 715 Evaluation 3 credits Any deviation from this policy must be entered as EDLD 716 Supervisory Management in a formal request for a "Leave of Absence." The formal Leadership 3 credits request for a leave of absence must be submitted by the EDLD 717 Instrument Design 3 credits student and approved by the temporary or permanent EDLD 725 Computer Data Analysis 1 credit advisor(s) and the Associate Dean in the semester prior EDLD 741, 742. 743 Specialization 1-6 credits to the semester in which the leave will take effect. EDLD 745 Critical Issues in Community College Education 3 credits EDLD 746 Administration of Community Doctoral Advisors and Committee Members: Tem­ Colleges 3 credits porary advisors are assigned at the time of admission. EDLD 747 Academic and Student Services A dissertation advisor is selected by the student within in Community Colleges 3 credits thirty (30) days of receiving notification of candidacy EDLD 748 Internship in Community College status. This selection is restricted to the doctoral faculty. Administration 3 credits The remaining committee members will be selected by EDLD 760. 761, 762, 763 Readings 1-3 credits the student in co-operation with the head of the disserta­ EDLD 764, 765, 766 Projects 1 -3 credits tion committee. EDLD 767, 768, 769 Research Other than Dissertation 1 -3 credits EDLD 771, 772. 773, 774, 775. 776. 777. Doctoral Dissertation: A scholarly research study 778, 779 Seminar (Special Topics) 1-3 credits must be completed by each student under the guidance of a Dissertation Committee. The student must present a formal defense of the dissertation proposal or a formal Research and Dissertation Component — oral examination on the completed dissertation. The Dis­ 18 credits sertation Committee will review and approve the final Required (18 credits) copy of the dissertation, which then must be filed in the EDLD 720 Research in Leadership 3 credits office of the Graduate Dean for final approval and accep­ EDLD 722 Statistical Data Analysis 3 credits tance by the University. Specific arrangements will be EDLD 723 Research Development: made for microfilming and binding. Qualitative* 3 credits The detailed dissertation procedures are available EDLD 724 Research Development: in the Associate Dean's office. Quantitative* 3 credits DOCTORAL STUDIES 57

EDLD 730 Proposal Seminar 3 credits standards for that program as well as the special criteria EDLD 731 and/or 732 and/ for the Superintendency Certification Program. Comple­ or 733 Dissertation 6 credits tion of the Doctoral Program is not a condition for certifi­ "One must be selected; other may be elected. cation. Students applying for this program must follow the Liberal Arts Component— 15 credits procedures outlined above for doctoral students. In addi­ tion, they must submit the following: (1) validation of Required (3 credits) teacher or ESA certificate; (2) minimum of three years EDLD 750 Leadership and Ethics 3 credits administrative experience in K-12 attested by letter(s) from the superintendent(s); (3) committee review and Electives ( 12 credits) approval of all materials; (4) a $15.00 processing fee for EDLD 751 Leadership and History 3 credits superintendency option; (5) personal interview with SCP EDLD 752 Leadership and Philosophy 3 credits Director. EDLD 753 Leadership and Religious Studies 3 credits EDLD 754 Leadership and Sociology 3 credits EDLD 755 Leadership and Communications 3 credits Scope EDLD 756 Leadership and Psychology 3 credits Initial Certificate: All credit hours generated in the EDLD 757 Leadership and Political Science 3 credits superintendent option will be at the doctoral level and EDLD 758 Leadership and Literature 3 credits may be used to complete the requirements for an Ed.D. EDLD 759 Leadership and Economics 3 credits in Educational Leadership at Gonzaga University al­ though the doctorate is not a requirement for the Initial Superintendent Certificate. The following curricular and field experience are Superintendency Certification requirements for the superintendents option: Program 1) Satisfactory completion of the doctoral courses for the Initial Certification (18 credits). Purpose 2) Completion of a full year internship in a selected The Superintendent Certification Program (SCP) is field location (6 credits). a graduate level, didactic and experiential program lead­ 3) Successful completion of the Superintendent ing to the Initial Superintendent Certification. The pro­ Role Seminar taught concurrently with the internship (3 gram will be based on the generic standards for that credits). credential, the objectives and superintendent's role defi­ 4) Satisfactory exit review by the Program Unit Can­ nitions as stated by Gonzaga University, and an extensive didate Evaluation Committee (PUCEC) for the Initial Cer­ internship with major emphasis on service in rural or tification recommendation. suburban school districts. The SCP is designed to de­ 5) Satisfactory completion of the state generic velop superintendents who are competent to plan, standards and competencies. monitor, and evaluate activities addressing many roles. Continuing Certificate: All credit hours generated will The goal is not that program participants be experts in be at the doctoral level and may be used to complete all areas but rather they be competent enough to provide the requirements for an Ed.D. in Educational Leadership, leadership and to accept accountability for all activities. although the doctorate is not a requirement for complet­ The major thrusts of the program are to meet the needs ing this certificate. of small, rural and private schools. The following curricular experience is required: 1) Successful completion of Superintendent Role Admission Seminar II (3 credits). All students seeking the certificate must be enrolled 2) Selection and completion of 6 credit hours based in the Doctoral Program and must satisfy the admissions on the candidate's professional development plan ap- 58 DOCTORAL STUDIES proved by the Program Unit Candidate Evaluation Com­ EDLD 712 Leadership and Finance 3 credits mittee (PUCEC) from the following courses: The role of leadership through fiscal policy development. Em­ A) All of the courses in the doctoral program includ­ phasis is focused on development of the budget and fiscal ing the liberal arts emphasis. leadership strategies. B) Selected courses from the school of business. EDLD 713 Leadership and Law 3 credits An analysis of selected legal principles affecting leaders in Endorsement: Students who successfully complete the educational institutions. The principles illustrated are derived Initial Superintendent Certification Program require­ from decisions and opinions of the U.S. Supreme Court. Stress ments will request this endorsement through the office is also placed on an analysis of the leadership function exercised of the Associate Dean of Doctoral Studies. Application by the Court in such areas as freedom of speech and press, will be made to the Superintendent of Public Instruction freedom of religion, personal civil rights, and the rights of crim­ inal defendants. for the endorsement when all criteria are met. EDLD 714 Collective Bargaining 3 credits The theories and practices of collective bargaining, with a focus on the fiscal, social, political, legal, and psychological Educational Leadership impacts of collective bargaining upon organizations. EDLD 715 Evaluation 3 credits Course Descriptions The functions and forms of evaluation as distinguished from measurement or research. Students will plan and conduct an EDLD 700 Leadership Theory 3 credits evaluation of an ongoing program or setting of their choice. The historical aspect of leadership theory as well as a per­ Topics include but are not restricted to: gaining entry, developing sonalized model for future leadership. Emphasis on the impor­ a contractual agreement, negotiating evaluation foci, ethical is­ tance of vision and values in the leadership process: a compari­ sues, data sources, analytic procedures, and modes of com­ son of leadership in formal and informal organizations. The municating results. class activities will include case studies, simulations and group EDLD 716 Supervisory Management in Leadership 3 credits discussions. Selected theories and principles of supervisory management EDLD 701 Organizational Theory 3 credits with major emphasis upon leader behavior and the supervisory Emphasis on organizational structure from a sociological functions of the leader within an organizational context. point of view. The categories of learning to be covered include: diversity and common elements of organizational structure; EDLD 717 Instrument Design 3 credits three perspectives on organizational structure: rational, natural, Principles of measurement and procedures for developing a and open systems; environmental and technological determin­ variety of instruments and for determining their validity and ants of structure; applications to business, public bureaucracies, reliability. hospitals, and schools. Competing perspectives for evaluating EDLD 720 Research in Leadership 3 credits and analyzing the structure of organizations will be described A comprehensive perspective on research design, including and discussed. both quantitative methods (experimental and quasi-experimen­ EDLD 703 Policy Analysis 3 credits tal research designs) and qualitative methods (case studies, The policy making and policy analysis process. Emphasis in-depth interviews, participant observation, etc.); these are re­ will be given to educational policies on a local, state and national lated to a variety of theoretical and applied situations. Emphasis level as well as the decision making process inherent in the is on the appropriate use of these various methodologies, en­ policy development. abling students to conceptualize their own research design as EDLD 710 Planning 3 credits well as to be more knowledgeable consumers of extant research The description and implementation of systematic planning; findings. the implementation strategies and analysis procedures for future EDLD 722 Statistical Data Analysis 3 credits planning. Selecting appropriate data analysis techniques for research EDLD 711 Personnel 3 credits and evaluation designs; the practical logic and applications of The philosophy, concepts, and components of human re­ the statistics used for these research designs. Topics include sources management, and supervisory leadership roles in plan­ descriptive and inferential statistics, parametric and non- ning and implementing effective programs. parametric tests, and statistical power analysis. DOCTORAL STUDIES 59

EDLD 723 Research Development: Qualitative continuing education, vocational education, and academic ed­ Design 3 credits ucation. The concepts of attrition, retention, and career planning Introduction to and practical experience in the ethnographic will be included. (Spring) approach to examining society. Students design and execute a EDLD 748 Internship in Community College small research project in a setting of their choice. Topics include Administration 3 credits the assumptions underlying this approach, and the design, con­ A field experience internship for those students who have duct, and reporting of ethnographic studies. completed the nine (9) credit hours of course work, and a EDLD 724 Research Development: Quantitative practicum for the theories and practices taught in those courses. Design 3 credits The internship will be arranged so that students with current Design and measurement issues inherent in quantitative re­ community college administrative experience will broaden their search. Advanced multivariable analysis techniques are explored background while those without experience will be able to in­ relative to quantitative research designs. crease their administrative skills. Prerequisite: EDLD 745. EDLD 746, EDLD 747. (Summer) EDLD 725 Computer Data Analysis 1 credit The use of the SPSS Package available on the VAX mainframe EDLD 750 Leadership and Ethics 3 credits computer, with the option of learning the use of SPSS on an Focus on five (5) ethical models, in connection with which IBM or IBM-compatible computer. hypothetical case studies or moral decisions to be made by EDLD 730 Proposal Seminar 3 credits leaders are critically considered and discussed. Development of a research proposal in educational leadership EDLD 751 Leadership and History 3 credits demonstrating advanced knowledge of design and instrumenta­ Examination of four (4) topics in the history of European tion. Prerequisite: EDLD 723 or EDLD 724. Civilization with the idea of determining what aspect of leader­ EDLD 731-733 Dissertation 6 credits ship, or lack thereof, affected the social, economic, and political changes brought about by each one of the subjects under con­ An integral part of the Doctoral Studies Program rather than sideration. its culminating experience, the dissertation is a scholarly written document which represents the application of the three compo­ EDLD 752 Leadership and Philosophy 3 credits nents of the program (administration, research, and liberal arts). Review of the major schools of philosophical thought as they Credit is granted at the completion and acceptance of the final relate to leadership development and style. copy. EDLD 753 Leadership and Religious Studies 3 credits EDLD 740, 741, 742, 743 Specialization 1-6 credits Approaches to the nature of religion and its resulting impact Students will design special interest projects and/or field ex­ on leadership. Emphasis will be placed on leadership styles in periences related to an area of specialization. Practical applica­ religion. tion in a field setting is emphasized. EDLD 754 Leadership and Sociology 3 credits EDLD 745 Critical Issues in Community College The importance of examining persons and institutions from Education 3 credits a social constructive, cross-cultural perspective; understanding The initial course in the Community College Administration and explaining social phenomena in "native" terms and how sequence: the unique role of the Community College System leadership must take into account alternative social forms as in the USA. Includes a history of the services, and a critical expressed through interaction rituals, non-verbal patterns, analysis of the historical and current problems in Community meanings of spatial arrangements and concepts of time. Colleges, including accreditation, leadership styles, governance, admissions, and community services. (Summer). EDLD 755 Leadership and Communication 3 credits Relation of the theories and techniques of group processes EDLD 746 Administration of Community Colleges 3 credits and persuasion to styles of leadership. The unique administrative practices in Community Colleges and an in-depth study of governance, finances, personnel, evalu­ EDLD 756 Leadership and Psychology 3 credits ation, collective bargaining, law, and planning as they are related Review of the psychological theories and how they can be to Community Colleges. (Fall) used to describe behaviors of members of the formal and infor­ EDLD 747 Academic and Student Services in mal organization. Community Colleges 3 credits EDLD 757 Leadership and Political Science 3 credits The academic and student services in the Community Col­ The importance of political theory to leadership style both in lege: admissions, registration, placement, community services. the world of politics and education. 60 DOCTORAL STUDIES

EDLD 758 Leadership and Literature 3 credits EDLD 764, 765, 766 Projects 1-3 credits The leadership theme in novels and stories by black authors, Curriculum, reading lists, and credit are determined based with special emphasis on leadership styles. Related problems, on an individual proposal. such as censorship in schools, also will be discussed. EDLD 759 Leadership and Economics 3 credits EDLD 767, 768. 769 Research Other than The application of economic principles to the solution of Dissertation 1-3 credits current problems, with emphasis on capitalism and North Amer­ Research and design are based on an individual proposal. ican economies. EDLD 760, 761, 762, 763 Readings 1-3 credits EDLD 770-779 Special Topics 1-3 credits Curriculum, reading lists, and credit are determined based Special topics seminars are designed based on individual on an individual proposal. student and faculty interests. V

1887

THE SCHOOL OF ENGINEERING

ENGINEERING 63

(3) Official GRE score from general aptitude tests SCHOOL OF (must be less than five years old); (4) A $25.00 non-refundable application fee; ENGINEERING (5) A letter of application stating degree objectives; Dean: William P. Ilgen (6) An international applicant who has graduated from a foreign college or university and whose native language is not English must submit an official TOEFL score of at least 550. DEPARTMENT OF As soon as a student's application file is complete, ELECTRICAL ENGINEERING it will be submitted to the Steering Committee for evalu­ Department Head: Raymond A. Birgenheier ation. Applicants are expected to have at least a 3.00 grade point average over the last half of undergraduate Professor: R. A. Birgenheier, Z. A. Yamayee work. Students whose grade point average is below 3.00, Associate Professors: G. H. Allwine, E H. Mitchell but whose overall record indicates a high probability of Assistant Professors: T. J. Dorsett, H. Shimoji successful completion of the program, may be admitted on a provisional rather than a regular basis. MASTER OF SCIENCE IN ELECTRICAL ENGINEERING Prerequisites The Master of Science in Electrical Engineering is An individual wishing to study for the M.S.E.E. de­ offered as a co-operative program between Gonzaga Uni­ gree should have a B.S. in electrical engineering or the versity and Washington State University. Courses are of­ equivalent. Prerequisites may vary according to the area fered by on-site faculty and through the utilization of a of specialization. The titles of the prerequisites are listed two-way audio and video communication link between below; if more detailed information is required, reference the two campuses. The program is designed to fulfill the should be made to the undergraduate catalogue. needs of graduate education in Electrical Engineering in the Spokane area and, as such, is readily accessible Prerequisite Courses to the working individual. Courses usually are offered EE 210 Introduction to Digital Engineering during early morning or late afternoon hours to be com­ EE 265 Microprocessor Fundamentals patible with normal working hours. The time required EE 305 Signals and Systems for completion of the program is 1 year minimum (with EE 311 Electromagnetic Field Theory 5 courses per semester) to 5 years maximum (with 1 EE 318 Introduction to Electrical Power Engineering course per semester). EE 322/326 Electronics II A student may transfer units from a Master of Sci­ PHY 305 Semiconductor Device Physics ence program of another approved university. Accep­ ESC 372 Mathematical Methods in Linear Systems tance of transfer credits must be approved by the steering EE 420 Probabilistic Methods in E-E committee of the M.S.E.E. program after the student EE 431 Introduction to Control Systems has been accepted to graduate school. Requirements Admission Requirements 30 semester hours of approved graduate work. Each An applicant must submit the following to the student is required to complete three out of six core Graduate Office: electrical engineering courses (3 units each at the 500 (1) A completed application form, available from the level) and two approved electives in mathematics, com­ Graduate Office; puter science or physics (3 units each at the 400 level (2) Official transcripts of all college work (interna­ or higher). These five courses are selected to provide a tional applicants must submit foreign transcripts In the breadth of knowledge in electrical engineering and re­ original language and an English copy); lated science. The remaining 15 units of graduate work 64 ENGINEERING must be selected from approved electives to provide a degree from another college or university. Normally, the depth of knowledge in an area of specialization. At least acceptance of graduate credits in transfer follows the 3 of these remaining 15 units must be at the 500 level recommendation of the major department or school. or higher and up to 6 units may be satisfied by a research The subject matter of courses transferred must be rele­ project. vant to the degree in question and the dates must be Gonzaga University and Washington State University consistent with the five-year time requirement for com­ offer a variety of 3 unit advanced senior and graduate pletion of the degree. No course for which a grade less level courses that allow a student to gain a depth of than "B" has been awarded may be accepted in transfer, knowledge in a chosen area of specialization. Areas of and transfer credits are used in the calculation of the specialization at Gonzaga University include: digital sys­ graduate grade point average. Transferred credits are not tems (computer) engineering, communications and sig­ entered on a student's transcript until the student is ad­ nal processing, R-F and microwave electronics, elec­ mitted to candidacy for a degree. tronic materials and hybrid microelectronics, control sys­ Experiential Learning: Graduate credit will be tems and electric power engineering. granted for experiential learning only when the graduate Before a student petitions for graduation he or she faculty and the Dean of a school have had the opportunity must register for and successfully complete the M.S.E.E. to plan the experience, to establish its goals, and to comprehensive examination. The comprehensive exami­ monitor the time, effort, and learning that have taken nation covers material from the three core E-E courses place. and the area of specialization of the M.S.E.E. candidate. Challenge of Courses: Applicants to Graduate School may remove undergraduate deficiencies by fol­ General Academic Information lowing the established University challenge procedure. Graduate-level courses may not be challenged. Grade Point Average: A 3.0 cumulative grade point average in course work approved for the degree is re­ Individualized Study: Students may undertake indi­ quired. Students who fail to maintain a 3.0 grade point vidualized study if it is considered necessary to complete average may be dropped from the program. their programs. Application for individualized study must be made on a form available from the Registrar. It is the Time Requirements for the Degree: All work ac­ responsibility of the student to demonstrate the relevancy cepted toward the Master of Science in Electrical En­ of the proposed study and the ability to complete it in gineering degree is to be completed within a five-year an agreed-upon time line. period from the date of acceptance into the program, The student is allowed a maximum of two indi­ or from the date of the earliest course accepted in trans­ vidualized study courses (6 credits) for degree comple­ fer, whichever occurs first. tion. Admission to Candidacy: After engineering mas­ ter's students have successfully completed 12 credit Full-Time Status: In general, to be certified as full- hours of approved graduate work, they will be admitted time, graduate students must be registered for a to candidacy. Candidacy will be denied, and the student minimum of 8 credits per semester. dropped from the program, if the G.RA. is less than 3.00 Advanced Credit: Credit for graduate-level courses or if performance is otherwise unsatisfactory. The completed at Gonzaga University prior to admission of Graduate School will inform students by letter if they a student to regular status may be accepted by the have not been admitted to candidacy. Students who have Graduate School upon recommendation of the major not been admitted to a degree program may not earn school or department as credits toward a degree. Such beyond 12 credits without such admission. credits are termed "advanced credit" and are normally Transfer Credit: Although it is presumed that all limited in number to 12. work for the master's degree will be completed at Gon­ Extension and Correspondence Courses: Courses zaga University, the Graduate School may accept up to taken in extension or by correspondence are not allowed one fifth of the total number of credits required for a as credit toward graduate degrees. In exceptional cases ENGINEERING 65 the Graduate School may waive this regulation if EE 409 Analysis of Power Systems 3 credits recommended by the major school or department prior EE 410 Fundamentals of Digital Systems 3 credits to the completion of the course. EE 415 Digital System Architecture 3 credits Petition to Graduate: Degrees are granted three EE 423 Introduction to Communication times each year, at the end of the fall semester Systems 3 credits (December), at the end of the spring semester (May), EE 424 Digital Communication Systems 3 credits and at the end of the Summer School (August). Students EE 428 Discrete Signal Processing 3 credits are expected to apply for graduation through the EE 441 Digital Control Systems 3 credits Graduate School Office, preferably at the time of EE 448 Passive Filter Design 3 credits registration for their last semester but no later than the EE 449 Active Filter Design 1 credit dates published in the University Calendar. Formal EE 451 Electromagnetic Waves 3 credits commencement ceremonies are held in May each year EE 454 UHF and Microwave Electronics 4 credits and master's students who graduate at the above times EE 465 Microcomputer Applications 3 credits are welcome to participate in these ceremonies. EE 475 Intro, to Integrated Circuit Engineering 3 credits Program Outline (30 credits) EE 502 Optimal Control Theory 3 credits EE 508 Estimation and Identification Electrical Engineering Core Theory 3 credits Required (9 credits) EE 516 Microwave and Optical EE 501 Linear System Theory 3 credits Communications 3 credits EE 507 Random Processes in Engineering 3 credits EE 519 Advanced Electromagnetic EE 518 Advanced Electromagnetic Field Theory II 3 credits Field Theory 3 credits EE 581 Advanced Topics in Electrical EE 521 Computational Methods for Engineering 1-3 credits Power Systems 3 credits EE 582 Directed Study in Electrical EE 524 Advanced Digital System Engineering 1-3 credits Architecture 3 credits EE 586 Microprocessor System Design 3 credits EE 506 MOS Integrated Circuits 3 credits EE 600 Master's Research Project 2-6 credits Comprehensive Examination Electrical Engineering Course Descriptions EE 599 Master's Comprehensive 0 credit EE 405 Design of Semiconductor Devices 3 credits Mathematics Electives Application of semi-conductor theory to the design of bipolar Required (6 credits) and field-effect devices with emphasis on integrated circuit MAT 413 Advanced Calculus I 3 credits technology. Design strategies for optoelectronic devices. Prerequisite: PHY 305 (Fall) MAT 414 Advanced Calculus II 3 credits MAT 417 Complex Variables 3 credits EE 408 Analysis of Electrical Machines 3 credits MAT 421 Probability Theory 3 credits Unified treatment of the basic theory of electromechanical devices with special emphasis on the applications, control, and MAT 422 Mathematical Statistics 3 credits limitations of rotating electrical machinery. Three hours lecture MAT 437 Abstract Algebra I 3 credits per week. Prerequisite: EE 318 (Fall) MAT 438 Abstract Algebra II 3 credits EE 409 Analysis of Power Systems 3 credits MAT 454 Partial Differential Equations 3 credits Transmission line parameters and voltage/current relation­ Electrical Engineering Electives ship; power system representation including per-unit system; basic system models (transformers, lines, generators, loads): Required (15 credits—at least 3 at 500 level or higher) Y-Bus matrix; power flow problem and solution: symmetrical EE 405 Electronics Device Design 3 credits components, fault analysis, and protective relaying. Prerequisite: EE 408 Analysis of Electrical Machines 3 credits EE 318 (Fall) 66 ENGINEERING

EE 410 Fundamentals of Digital Systems 3 credits ization; sensitivity analysis. Three hours lecture per week. Details of logic design including hazards and noise. Design Prerequisite: EE 305 (Fall) with PLA's, MSI and LSI components. Arithmetic circuits and EE 449 Active Filter Design 1 credit elements of basic digital computers. Three hours lecture per Continuation of EE 448. Basic building blocks for active filters; week. Prerequisite: EE 210, EE 322 (Fall) direct and cascade realization approaches; non-ideal operational EE 415 Digital System Architecture 3 credits amplifier considerations: sensitivity analysis. Design procedure Modern computer architecture: microprogramming, parallel for elliptic filters. One hour lecture per week. Prerequisite: EE structures, pipelining, input/output, high-speed math and spe­ 448 (Spring) cial purpose circuits. Two hours lecture and three hours labora­ EE 451 Electromagnetic Waves 3 credits tory per week. Prerequisite: EE 410 (Spring) Time-varying fields; transient and steady-state response of EE 418/EE 521 Computational Methods for transmission lines; power flow in isotropic and anisotropic Power Systems 3 credits media; normal and oblique reflection of plane waves; Matrix algebra and power system matrices; computer pro­ interference filters; polarization and Fbincare sphere; uniform gramming considerations, power flow solution techniques; cylindrical waveguides; radiation. Two hours lecture and three economic operation of power systems; power system stability; hours lab per week. Prerequisite: EE 311 (Spring) fault analysis. Extra work required for graduate credit. Three EE 454 GHF and Microwave Electronics 4 credits hours lecture per week. Prerequisite: EE 409 (Spring) Review of TEM transmission lines and rectangular waveguide EE 423 Introduction to Communication Systems 3 credits theory; pulses on transmission lines; two-port network theory; Communication system designs. Amplitude, angle, and pulse multiport passive components: microwave network analysis: modulation; effects of noise: power budgets; system compari­ commensurate line filters; coupled element filters; microwave sons. Two hours lecture and three hours laboratory per week. amplifiers: special topics. Three hours lecture and three hours Prerequisite: EE 305 (Fall) laboratory per week. Prerequisite: EE 451 (On Demand) EE 424/EE 514 Digital Communication Systems 3 credits EE 465 Microprocessor Applications 3 credits Analog-to-Digital conversion; pulse code modulation; delta The microprocessor as an engineering system component modulation, differential pulse code modulation and linear pre­ Topics include microcomputer hardware, input/output devices dictive encoders; digital modulation techniques; data transmis­ and interfacing considerations and networking. Overall hardware sion; intersymbol interference and channel equalization; effects and software development utilizing in-circuit emulation. Course of quantization and thermal noise; information theory; block and includes a design project. Three hours lecture per week. convolutional coding. Extra work required for graduate credit. Prerequisite: EE 265. EE 322 (Fall) Three hours lecture per week. Prerequisite: EE 420. EE 423 EE 475 Introduction to Integrated Circuit (Spring) Engineering 3 credits EE 428 Discrete Signal Processing 3 credits Structural design of digital circuits in MOS technology; layout design rules, fabrication techniques, performance estimation. Z-transformers; discrete-time LTI systems; DFT and circular convolution; FFT; filter approximations; design and realization Use of automated design and simulation techniques. Three of 11R and FIR digital filters; effects of finite word size. Three hours lecture per week. Prerequisite: EE322. EE410 (Spring) hours lecture per week. Prerequisite: EE 305, EE 420 (Spring) EE 501 Linear System Theory 3 credits EE 441 Digital Control Systems 3 credits Dynamic systems from the state variable approach; observability, controllability; stability, and sensitivity of differential Classical and modern control system analysis and design and non-differential systems. Three hours lecture per week. techniques. Sampling; Z-transforms; S-domain to Z-domain Prerequisite: EE 441 (Fall) mapping; stability; frequency response; root locus; state vari­ ables in discrete time systems; controllability; observability; state EE 502 Optimal Control Theory 3 credits variable feedback; pole placement and observers. Three hours Optimal linear feedback control, optimal stochastic observers, lecture per week. Prerequisite: EE 431 (Spring) LQQ/LTR design methodology, modem Wiener-Hopf design, robust controllers. Prerequisite: EE 501 (On Demand) EE 448 Passive Filter Design 3 credits Properties of network functions; properties and realizations EE 507 Random Processes in Engineering 3 credits of LC and RC driving point functions: Butterworth. Chebyshev. Signal detection; optimum filter theory and spectral analysis and Bessel filter approximations; design techniques for low-pass, of discrete and continuous processes in physical systems. high-pass, band-pass, and band-elimination filters; phase equal­ Prerequisite: EE 420 (Spring) ENGINEERING 67

EE 508 Estimation and Identification Theory 3 credits EE581 Advanced Topics in Electrical Engineering 1-3 credits Least-squares estimation; Wiener-Hopf equations; innova­ Graduate electrical engineering course in specialized area tions processes; Wiener, Levinson, Kalman filters: stochastic offered on a non-recurring basis. May be repeated for credit. realization theory; recursive least-squares and maximum likeli­ EE 582 Directed Study in Electrical Engineering 1-3 credits hood identification algorithms. Three hours lecture per week. Individualized study at the graduate level of a topic in electrical Prerequisite: EE 507 (On Demand) engineering under the direction of a graduate faculty member. May be repeated for credit. EE 514 Digital Communication Systems 3 credits Counterpart of EE 424. Extra work is required for graduate EE 586 Microprocessor System Design 3 credits credit. Prerequisite: EE 420, EE 423 (Spring) Design with microprocessor and associated MSI and LSI de­ vices in instrumentation, control, and other applications. Three EE 516 Microwave and Optical Communications 3 credits hours lecture per week. Prerequisite: EE 410. EE 465 (On De­ Microwave hardware; atmospheric attenuation and diffraction: mand) fading multipath channels; modes, rays dispersion and attenu­ EE 596 MOS Integrated Circuits 3 credits ation in optic fibers, sources, and detectors. Prerequisite: EE MOSFET device physics; analysis and design of analog and 423, EE 451 (On Demand) digital I.C.'s; OP amps; A/D and D/A converters; ROM; RAM. Three hours lecture per week. Prerequisite: EE 405 (On De­ EE 518 Advanced Electromagnetic Field Theory 3 credits mand) Field theoiy: classical electromagnetism; potential theory; boundary value problems; wave propagation. Three hours lec­ EE 599 Master's Comprehensive Examination 0 credit ture per week. Prerequisite: EE 451 (On Demand) Required of all M.S.E.E. students for graduation. Covers ma­ terial from the three core EE courses and the area of specializa­ EE 519 Advanced Electromagnetic Field Theory II 3 credits tion of the M.S.E.E. candidate. If a student fails the examination, Guided waves: inhomogenous wave equation; radiation; scat­ he or she must wait at least one semester before taking another tering; diffraction. Three hours lecture per week. Prerequisite: examination. Prerequisite: permission (On Demand) EE 518 (On Demand) EE 600 Master's Research Project 2-6 credits Research project under the supervision of a graduate faculty EE 521 Computational Methods for Power Systems 3 credits member. A project proposal and the names of the three commit­ The counterpart of EE 418. Extra work is required for graduate tee members, including the supervising faculty member, must credit. Prerequisite: EE 409 (Spring) be submitted before the end of the semester preceding registra­ tion for this course. The project proposal and committee must EE 524 Advanced Digital System Architecture 3 credits be approved by the Director of the M.S.E.E. program before Parallel and distributed processing; multiprocessors; intercon­ admission to this course. May be repeated for credit up to a nect topology; language directed architecture, special purpose maximum of 6 credits total. The research project culminates in architecture. Prerequisite: EE 415 (On Demand) a formal written report approved by the project committee.

V

1887

THE SCHOOL OF PROFESSIONAL STUDIES

PROFESSIONAL STUDIES 71

arts, and the humanities. The central objective of the SCHOOL OF degree program is to provide an advanced degree which synthesizes knowledge from diverse fields into a focused PROFESSIONAL yet flexible plan of study that is useful to leaders in all forms of social organization. The program is designed STUDIES for the mature student whose professional goal is a Dean: Jerry Tucker generalist leadership position in a corporate, government, non-profit, or community organization. Associate Professors: J. Powers, S.J. (English), The Organizational Leadership master's degree is E. Vacha (Sociology) intended to meet the needs and schedules of working Assistant Professor: R. Volbrecht (Philosophy) adults. Required courses in the degree program are Adjunct Assistant Professors: R. Peterson, J. Ribble, offered exclusively on an evening or weekend basis. The F Rogers program consists of 31 semester credits. A required sequence of 16 credits is supplemented by 6 credits of Gonzaga University's reputation for quality and individualized research projects. Electives totaling 9 prestige attracts today's mature student who is seeking credits are chosen by each student from a list of selected to improve career possibilities while enhancing personal graduate courses offered throughout the University. and professional potentials. Distinctive features of the M.A. in Organizational The School of Professional Studies, addressing the Leadership are: breadth in understanding human challenge to provide programs of a creative, innovative, behavior, development of leadership skills with multiple and practical nature, offers its student body diverse applications, adaptation of models to diverse opportunities ranging from bachelor and graduate organizational settings, maximization of career mobility degrees to short-term, non-credit career training and for holders of the degree, individualized degree plans professional development workshops. and course patterns, electives available in most Gonzaga graduate departments, research projects customized for Programs for working professionals in the School specific organizational problems, a comprehensive of Professional Studies are a contemporary embodiment alternative to narrow specialization, a course load and of the Jesuit tradition. For over four and a half centuries, degree timeline adjusted to personal circumstances, and Jesuit institutions have provided comprehensive evening classes for working professionals. humanistic education and have developed leaders by adapting to persons, times, and circumstances. At the heart of the Jesuit vision and tradition is a love for individuals, a commitment to excellence, and a care for addressing the needs of people everywhere. It is this Admissions Requirements vision and tradition which is embodied within the people Each applicant must submit the following materials and programs of Professional Studies on Gonzaga's to the Graduate School: campus and on Jesuit campuses throughout America. (1)A completed application form provided by the Graduate Office: (2) Two official degree-bearing transcripts (international applicants must submit foreign transcripts Degree: Master of Arts in in the original language and an English copy); Organizational Leadership (3) The official score from the GRE general aptitude test or the Miller Analogies Test (must be less than five The M.A. degree in Organizational Leadership is an years old). This requirement may be waived if the interdisciplinary program which integrates knowledge applicant has an advanced degree; and research from the social sciences, communication (4) A $25.00 application fee; 72 PROFESSIONAL STUDIES

(5) A written statement from the applicant which: acceptance of graduate credits in transfer follows the (a) describes the applicant's own interest in the recommendation of the major department or school. Organizational Leadership degree; The subject matter of the courses transferred must be (b) assesses the applicant's strengths as a leader relevant to the degree in question and the dates must and describes what the applicant hopes to gain from a be consistent with the five-year time requirement for graduate degree; and completion of the degree. No course for which a grade (c) a resume of professional experience; less than "B" has been awarded may be accepted in (6) Two letters of recommendation from an transfer, and transfer credits are used in the calculation employer, professional colleague, or major professor of the graduate grade point average. Transferred credits which evaluate the applicant's leadership ability and are not entered on a student's transcript until the student capacity to complete a graduate degree; is admitted to candidacy for a degree. (7) An international applicant who has graduated Experiential Learning: Graduate credit will be from a foreign college or university and whose native granted for experiential learning only when the graduate language is not English must submit an official TOEFL faculty and the dean of the school have had the score of at least 550. opportunity to plan the experience, to establish its goals, and to monitor the time, effort, and learning that has Prerequisite taken place. A bachelor's degree from an accredited college or Challenge of Courses: Applicants to the Graduate university is required. School may remove undergraduate deficiencies by following the established University challenge procedure. General Academic Information Graduate-level courses may not be challenged. Individualized Study: Students may undertake Grade Point Average: A 3.0 cumulative grade point individualized study if it is considered necessary to average in course work approved for the degree is complete their programs. Application for individualized required. Students who fail to maintain a 3.0 grade point study must be made on a form available from the average may be dropped from the program. Registrar. It is the responsibility of the student to Time Requirements for the Degree: All work demonstrate the relevancy of the proposed study and accepted toward the degree is to be completed within a the ability to complete it on a agreed-upon time line. five-year period from the date of acceptance into the The student is allowed a maximum of two individualized program, or from the date ot the earliest course accepted study courses (6 credits) for degree completion. in transfer, whichever occurs first. Full-Time Status: In general, to be certified as full- Admission to Candidacy: After master's students time, graduate students must be registered for a have successfully completed 12 credit hours of approved minimum of 8 credits per semester. graduate work, they will be admitted to candidacy. Advanced Credit: Credit for graduate-level courses Candidacy will be denied, and the student dropped from completed at Gonzaga University prior to admission of the program, if the GPA is less than 3.00 or if performance a student to regular status may be accepted by the is otherwise unsatisfactory. The Graduate School will Graduate School upon recommendation of the major inform students by letter if they have not been admitted school or department as credits toward a degree. Such to candidacy. Students who have not been admitted to credits are termed "advanced credit" and are normally a degree program may not earn beyond 12 credits limited in number to 12. without such admission. Extension and Correspondence Courses: Courses Transfer Credit: Although it is presumed that all taken in extension or by correspondence are not allowed work for the master's degree will be completed at as credit toward graduate degrees. In exceptional cases Gonzaga University, the Graduate School may accept up the Graduate School may waive this regulation if recom- to one fifth of the total number of credits required for a degree from another college or university. Normally, the PROFESSIONAL STUDIES 73

mended by the major school or department prior to the Organizational Leadership Courses completion of the course. MOL 500 Organizational Leadership 3 credits Petition to Graduate: Degrees are granted three Drawing on material from various social science disciplines, times each year, at the end of the fall semester this integrative course focuses on research and models of (December), at the end of the spring semester (May), leadership relevant to defining and achieving collective goals in and at the end of Summer School (August). Students a variety of organizational settings. are expected to apply for graduation through the MOL 501 Methods of Organizational Research 3 credits Graduate School Office, preferably at the time of their Study of the inquiry process, emphasizing research design registration for their last semester but no later than the and methodologies appropriate to investigation of organiza­ dates published in the University Calendar. Formal tional dynamics and human behavior; both qualitative and commencement ceremonies are held in May each year, quantitative methods are explored. and master's students who graduate at the above times MOL 502 Leadership and Imagination 3 credits are welcome to participate in these ceremonies. An examination of creativity through analysis of leadership themes in literature, drama, biography, and the arts; emphasizes the role of imagination in forming cultural images and perceptions of leaders and their functions. MOL 503 Organizational Ethics 3 credits Program Outline (31 credits) Inquiry into the philosophic foundations of interpersonal relations and values in organizational contexts, with emphasis Required courses (16 credits) on applications of ethical systems to the responsibilities of MOL 500 Organizational Leadership 3 credits people in organizations toward society and individuals. MOL 501 Methods of Organizational Research 3 credits MOL 504 Organizational Communication 3 credits MOL 502 Leadership and Imagination 3 credits Study of research findings, theories, and models of commu­ nication in organizations; examination of the impact of organi­ MOL 503 Organizational Ethics 3 credits zational culture and structure on the communication process, MOL 504 Organizational Communication 3 credits including factors maximizing effective communication and MOL 680 Leadership Seminar I credit overcoming communication barriers. MOL 660 Readings in Social Systems 3 credits Readings and Research (6 credits) Individualized study based on readings in a specific topic MOL 660 Readings in Social Systems 3 credits designed in consultation with the instructor; student discusses MOL 661 Readings in Human Behavior 3 credits the selected readings on a tutorial basis with the instructor and MOL 670 Projects in Organizational prepares an annotated bibliography or bibliographical essay. Leadership 3 credits MOL 661 Readings in Human Behavior 3 credits MOL 671 Projects in Group Behavior 3 credits Individualized study investigating scholarly research findings in an aspect of the behavioral sciences defined by the student Electives (9 credits) and instructor; student prepares a written report of findings on the research problem selected. Graduate electives complete the Organizational MOL 670 Projects in Organizational Leadership 3 credits Leadership degree program. Students may choose A formal research project investigating a problem in applied graduate-level courses from a list of Gonzaga University organizational or social research, conducted under the tutelage offerings approved by the Organizational Leadership of the instructor. program director and the Dean of the Graduate School. MOL 671 Projects in Group Behavior 3 credits Elective courses approved for the Organizational A formal project of original research in a topic of group Leadership degree include courses offered by the School behavior that proceeds from a research design approved and of Business Administration, the College of Arts and monitored by the instructor. Sciences, the Department of Counseling Psychology, and MOL 680 Leadership Seminar 1 credit selected courses in the School of Law (by special permis­ Peer evaluation and discussion of reading and research sion). projects under the direction of the seminar leader. 74 PROFESSIONAL STUDIES

Video Instruction Systems University is linked to the Washington Higher Education Television System (WHETS), which broadcasts Coordinator: John Greydanus engineering and other high-tech courses throughout the Gonzaga Video Instruction Systems, also know as state of Washington, Gonzaga Vision, produces and delivers a variety of telecourses and teleconferences for both academic Gonzaga Vision's technical capacity includes two credit and professional development purposes. Part of microwave technologies, cable, satellite, and videotape the administrative structure of the School of Professional media. Selected courses in engineering, business, Studies, the Video Instruction Systems staff coordinate nursing, religious studies, organizational leadership, and televised instructional offerings throughout the University the liberal arts are made available to distant learners at for numerous campuses, community and religious off-campus sites. Through its satellite downlink facilities, groups. Gonzaga Vision links Spokane with the nation and the In co-operation with the Gonzaga School of Engi­ world in a wide range of teleconferences and educational neering and Washington State University. Gonzaga programming. FACULTY 75

GEORGE M. CARNIE, 1985, Adjunct Associate Professor of Education — BA.„ University of Idaho, 1959; M.A., University of GRADUATE FACULTY Idaho, 1959; Ed.D., Utah State University, 1966. The following is a list of faculty members who teach JEAN L. CARRICA. 1984, Professor of Finance-B.A., Creighton University, 1961; J.D., Creighton University, 1961; graduate and postgraduate courses. M.B.A.. Indiana University, 1963; Ph.D., University of Nebraska. A single date following the name indicates the begin­ 1967. ning of service in the University. When two dates are given, the second, in parentheses, is the date of promo­ CHOU-HONG JASON CHEN, 1985, Assistant Professor of Business — B.S.. The National Taiwan Normal University, 1975; tion to present academic rank. M.S., Eastern Washington University. 1981; Ph.D., University of Texas at Austin, 1985. GAIL ALLWINE, 1975 (1981), Associate Professor of Electrical ROBERT CHISOLM, 1985. Adjunct Associate Professor of Ed­ Engineering— B.S.. University of Washington. 1961; M.S., Uni­ ucation— B.A., Washington State University, 1940; B.E., Wash­ versity of Washington, 1965; Ph.D., University of Washington. ington State University, 1940; M.Ed., Stanford University, 1949; 1974. Ed.D., Columbia University. 1966. KENNETH ANDERSON. 1986, Assistant Professor of Busi­ BRIAN CLAYTON, 1986, Instructor of Philosophy-BA., Trinity ness—B.A., Gonzaga University. 1981; M.B.A., Gonzaga Univer­ sity, 1982. College. 1978; M.A., University of Notre Dame, 1980. CLARENCE H. BARNES, 1973 (1979). Associate Professor of RICHARD D. COLE. 1981, Adjunct Assistant Professor of Ed­ Economics and Dean. School of Business Administration — ucation— B.A.,Gonzaga University, 1975; M.S.. Eastern Wash­ B.B.A., Ohio University, 1963; M.B.A.. Xavier University. 1967; ington University. 1978. Ph.D., University of Tennessee, 1973. FRANK B. COSTELLO, SJ., 1969, Professor of Political Sci­ SHEILA C. BELL, 1981, Adjunct Assistant Professor of Special ence— A.B., Gonzaga University, 1945; M.A., Gonzaga Univer­ Education — B.S., University of Idaho, 1969: M.Ed, in Special sity, 1946; M.A., Fordham University, 1949; Ph.D., Georgetown Education. Gonzaga University, 1979. University, 1959. LARRY BETTESWORTH, 1977. Adjunct Assistant Professor of JOHN E. D'ABOY. 1972 (1979),AssociateProfessorofEduca­ Anesthesiology Education — B.S., Washington State University. tion— B.A., Ottawa University, 1958; B.D., American Baptist 1971. Seminary of the West. 1962; M.A., Fresno State College, 1969; VINCENT J. BEUZER. S.J.. 1964 (1973). Associate Professor Ph.D.. Arizona State University, 1972. of Religious Studies — A.B.. Gonzaga University. 1951; M.A., JAMES DALLEN, 1982 (1984), Assistant Professor of Religi­ Gonzaga University. 1952; S.T.L., Alma College. 1959. ous Studies - A.B., St. Mary's College, 1965; S.T.B., Catholic ROBERT C. BIALOZOR, 1975. Associate Professor of Educa­ University of America, 1968; M.A., Catholic University of tion — B.S.. University of Wisconsin, 1964: M.S. Ed., North Illinois America. 1969: S.T.D., Catholic University of America, 1976. University. 1966; Ed.D.. North Illinois Univesity, 1970. JOAN DIXON, S.N.J.M., 1982 (1985). Assistant Professor of RAYMOND A. BIRGENHEIER, \980.Professorof Electrical En­ Education-B.S., Marylhurst College, 1958; M.Ed., Portland gineering—B.S., Montana State University, 1963; M.S., Univer­ State University, 1967; Ed.D. Cand., Gonzaga University. sity of Southern California. 1965; Ph.D., University of California at Los Angeles, 1972. MARY DOLLIVER. 1986, Adjunct Assistant Professor of Educa­ tion— B.S., Cornell University, 1956; M.Ed., Gonzaga University. EDDY BIRRER, 1984, Professor of Accounting and Assistant 1981. Dean of the School of Business Administration — B.A., Carroll College. 1966; M.B.A., Gonzaga University, 1969; Ph.D., Univer­ HELEN DOOHAN, 1976 (1984), Assistant Professorof Religi­ sity of North Dakota, 1981. ous Studies—B.S.N.,Adelphi University. 1971;M.R.S„ Gonzaga University, 1976; Ed.D.. Gonzaga University, 1983. JANET Z. BROUGHER. 1978 (1985), Assistant Professor of Education and Assistant Dean of the School of Education — LEONARD DOOHAN. 1975 (1984), Professor of Religious B.A., Linfield College, 1964; M.A., Gonzaga University, 1978; Studies — B.A.. International Theological Institute, 1968; S.T.L., Ed.D.. Gonzaga University. 1984. Teresianum, Rome, 1970; S.T.D., Teresianum. Rome, 1971. JANET BURCALOW. 1986, Associate Professor of Educa­ THOMAS JAY DORSETT, 1980, Assistant Professor of Electri­ tion -B.S., Winona State University. 1969; M.S.. Winona State cal Engineering — B.S., Loyola University, Los Angeles, 1959; University. 1977; Ph.D.. University of Minnesota, 1982. M.S., University of Southern California, 1962. 76 FACULTY

JOHN K. DOWNEY. 1982, Assistant Professor of Religious NANCY HOLMES, 1983, Adjunct Assistant Professor of Phys­ Studies—A.B., Marquette University, 1971; MA, Marquette Uni­ ical Education — B.S. in P.E., San Jose State. 1972; MA in versity, 1975; Ph.D., Marquette University, 1981. P.E.. Gonzaga University, 1982; Ed.D., Gonzaga University, ROBERT EGAN, SJ., 1984, Instructor of Religious Studies — 1984. B.S., Loyola University/Chicago, 1964; M.A., Loyola University/ WILLIAM P. ILGEN, 1968 (1976), Professorof Civil Engineering Chicago, 1967; M.Div., Jesuit School of Theology, 1976. and Dean of the School of Engineering — B.S.. University of Nebraska, 1954; M.S.. University of Nebraska, 1965; Ph.D.Uni- DAVID F. ELLOY, 1985, Assistant Professor of Management— versity of Nebraska. 1968. B.A., University of Calcutta, 1967; M.B.A. University of Oregon, 1976; Ph.D., University of South Carolina, 1984. LEROY E. ISHERWOOD, 1981, Adjunct Associate Professor of Education — B A., Central Washington State University. 1950; PETER B. ELY, SJ., 1973 (1979), Academic Vice President M.Ed., University of Oregon, 1954. and Associate Professor of Religious Studies —B A.. Gonzaga THOMAS M. JEANNOT, 1986, Instructor of Philosophy-BA. University. 1962; MA, Gonzaga University, 1963; B.D., Regis Saint Louis University. 1978. College, Ontario, 1969; Ph.D., Fordham University, 1974. LEO KAUFMANN, SJ., 1981, Visiting Professor of JOHN FIRKINS, 1961 (1977). Professor of Mathematics and Philosophy—A.B.. Gonzaga University, 1944; M.A., Gonzaga Education: Arnold Professor of the Humanities — B A, St. Mar­ University, 1945; S.T.L.. Alma College, 1952; Ph.D.. St. Louis tin's College. 1957; M.S., University of Miami, 1959; M.Ed., Gon­ University, 1957. zaga University. 1970. GERALD V. KOHLS. SJ., 1969 (1976), Associate Professorof W. RANDOLPH FLYNN. 1982, Associate Professor of Manage­ Philosophy—A.B., Gonzaga University, 1958: M.S., Seattle Uni­ ment—B.S., California State University in Los Angeles. 1964; versity, 1962; MA.. University of Santa Clara, 1966; PhD, M.S., California State University in Los Angeles, 1969; D.BA, Fribourg University, 1969. University of Colorado, 1973. JOHN J. KOHLS, 1980, Associate Professor of Management- PATRICK J. FORD. SJ„ 1974 (1982), Professor of Education B.A.. Gonzaga University, 1969; MA, Gonzaga University, 1974; and Dean of the Graduate School — BA., Gonzaga University. M.Ad, Willamette University. 1978; Ph.D. University of Washing­ ton, 1984. 1966; M.A., Gonzaga University. 1967: Ph.D.. Stanford Univer­ sity, 1972; M.Div., Jesuit School of Theology, Berkeley, 1974. CLIFFORD G. KOSSEL, S.J., 1950 (1962), Professor of Philosophy — A.B., Gonzaga University, 1940: MA. Gonzaga P. TERRY GIEBER, 1983. Assistant Professor of Art — B.S.. Fort University, 1941: Ph.D., University of Toronto, 1945; S.T.L, Akna Hays State University. 1970: M.A., Fort Hays State University, College, 1949. 1971; M.A., University of Iowa, 1982; M.F.A., University of Iowa. 1983. STEPHEN R. KUDER. S.J., 1977 (1983), Associate Professor of Religious Studies and Adjunct Assistant Professor of Eng­ ROBERT D. GILMORE, 1968 (1973), Associate Professor of lish— A.B., Gonzaga University, 1966; M.A., Boston College, Art—B.F.A., Boston University, 1964. 1970; Ph.D., Graduate Theological Union, Berkeley, 1975. PAUL B. HASTINGS, 1979 (1984), Associate Professor of Ed­ RICHARD C. LANGTON. 1986. Adjunct Associate Professor of ucation—BA., Western Washington University, 1973; M.Ed., Education — BA., Pacific Lutheran University, 1947; M.A., Clr»- Western Washington University, 1974: Ph.D., Washington State versity of Washington. 1949: Ph.D.. University of Washington, University, 1978. 1950. LOUIS D. HAYMOND. 1985, Adjunct Assistant Professor of MICHAEL A. LEISERSON, 1977. Associate Professor of Polit­ Education — B.S., University of Idaho, 1972: M.Ed., University ical Science — B.A., Princeton University, 1961; MA, Yale Uni­ of Idaho, 1978; Ph.D., University of Idaho, 1982. versity, 1963; Ph.D.. Yale University. 1966. LAWRENCE D. LEWIS, 1981, Associate Professorof Account­ HARRY C. HAZEL. III. 1971(1976). Associate Professor of Com­ ing— B.B.A., University of Missouri, 1967; M.A., University of munication Arts—A.B., Gonzaga University, I960; Ph.L., Gon­ Missouri, 1972; Ph.D., University of Nebraska, 1984. zaga University, 1961; M.A.. University of Washington, 1966: Ph.D., Washington State University, 1972. PETER LOSIN, 1986, Assistant Professorof Philosophy -BA University of Wisconsin at Madison, 1978; M.A.. University of JAMES HELGESON. 1983, Assistant Professor ofMarketing — Wisconsin at Madison. 1981; Ph.D.. University of Wisconsin at BA, Eastern Washington University, 1969; M.B.A., Eastern Madison. 1985. Washington University, 1980: Ph.D.. University of Oregon, 1984. MARY JEANETTE MANNINO. 1981. Adjunct Assistant Profes­ MICHAEL B. HERZOG. 1970 (1976), Associate Professor of sor of Education — C.R.N.A.. St. Francis School of Anesthesia, English —BA.. Gonzaga University, 1966; M.A., University of 1961; B.S., George Washington University, 1977: J.D.. Irvine Washington, 1967; Ph.D.. University of Washington, 1971. University, 1981. FACULTY 77

PHILIP R. MANUEL. 1982, Adjunct Assistant Professor of Anes­ J. SCOTT PATNODE. 1970 (1984), Professor of Art and Direc­ thesiology Education — B.S., University of Kansas, 1970; tor of the Ad Gallery—A.B., Gonzaga University, 1968; M.FA.. *VA.E.. Gonzaga University, 1980. Pratt Institute, 1970. MLLIAM McCOY. 1986, Visiting Assistant Professor of En­ FRAN J. POLEK, 1966 (1978), Professor of English-AB.. gineering— B.S.E.E., Seattle University. 1971: M.S.E.E., Univer­ University of Missouri, 1954; M.A., University of Missouri. 1955: sity of Washington, 1974. Ph.D., University of Southern California. 1968. THOMAS F. MCLAUGHLIN, 1976 (1982), Professor of Educa­ WAYNE P. POMERLEAU. 1977 (1982), Associate Professor of tion — B.A., Eastern Washington State College, 1966: M.S., East­ Philosophy—AB.. Georgetown University, 1968; M.A., North­ ern Washington State College, 1972; Ph.D., University of Kansas. western University, 1972; Ph.D., Northwestern University, 1977. 1975. JAMES G. POWERS, S.J.. 1985, Associate Professor of Eng­ MARGARET MEYERS. 1982, Adjunct Assistant Professor of lish— BA, Gonzaga University, 1952: M.A. (English), Gonzaga Anesthesiology Education — B.G.S., Gonzaga University, 1980; University. 1956: MA (Philosophy). Gonzaga University. 1960: MA.E., Gonzaga University, 1981. M.S.T.. University of Santa Clara, 1963; Ph.D., University of Col­ FERD H. MITCHELL, 1983. Associate Professor of Electrical orado, 1966. Engineering — B.S.. University of Florida, 1959: M.S.. University ROBERT D. PRUSCH, 1981 (1983). Professor of Biology- of California, 1962; Ph.D.. University of Alabama, 1965; M.PA, B.Sc. University of Portland, 1964: Ph.D.. Syracuse University, University of Southern California, 1982; D.P.A., University of 1969. Southern California, 1983. EUGENE E. REGAN, 1982, Adjunct Assistant Professor of KENNETH L. MOLL, 1966 (1972), Professor of Education- Education — B A, Western Washington University, 1949; M.Ed., B.S., Momingside College, 1951; MA.. Colorado State College. Western Washington University. 1967. 1957: Ed.D.. Colorado State College. 1965. MICHAEL RENDE, 1984, Assistant Professor of Religious JOSEPH G. MONKS, 1977, Kinsey Robinson Professor of Op­ Studies — B.A.. University of San Francisco, 1968; M.A., Califor­ erations Management — B.S., Gonzaga University, 1955: nia State University at San Francisco, 1969; M.A., University of M.B.A., University of Washington, 1965; B.S./Ph.D., University San Francisco. 1973; Ph.D.. Marquette University. 1983. of Washington. 1967. JAMES RICHARD, SJ.. 1982, Adjunct Associate Professor of BARTHOLOMEW MURPHY, SJ.. 1985, Assistant Professorof Education — A.B.. University of St. Louis, 1962; M.A., University Religious Studies —BA.. Gonzaga University, 1965; M.A., Gon­ of St. Louis, 1967; Ph.D., University of Texas, 1978. zaga University. 1966: S.T.M., Jesuit School of Theology at THOMAS F. RUKAVINA, 1958 (1970), Professor of Berkeley. 1972; Ph.D., Ludwig Maximillians Universitat at Philosophy — Ph.L., Gregorian University, 1944; MA, Indiana Munich, 1985. University, 1957; Ph.D., Indiana University, 1959. ANN MARIE NELSON, 1974 (1976), Assistant Professor of WILLIAM F. RYAN, SJ., 1971, Visiting Associate Professor of Education — B.M.Ed., Rosary College, 1962; M.Ed., Gonzaga Philosophy — BA, Gonzaga University, 1955; M.A., Gonzaga University. 1974; Ph.D., Washington State University. 1982. University. 1961: MA., St. Mary's University, Halifax, 1963;S.T.L, ARMAND M. NIGRO. SJ., 1965 (1978), Professor of Religious Regis College, 1963; Ph.D., University of Louvain, 1971. Studies—A.B., Gonzaga University, 1950; MA.. Gonzaga Univer­ sity, 1951; STL, Alma College, 1957; Ph.D., Gregorian Univer­ WILLIAM SAFRANEK, 1961 (1966), Associate Professor of sity, Rome, 1963. English— A.B.. Marquette University, 1951; M.A.. University of Wisconsin. 1955; Ph.D., University of Wisconsin, 1961. DANIEL O'HARE. SJ., 1980, Adjunct Assistant Professor of Education— A.B., Fordham University. 1968: MA., Fordham CHARLES V. SALINA, 1985, Adjunct Assistant Professor of University, 1972; M.Div., Jesuit School of Theology of Loyola Education — BA., University of Washington, 1976: M.A., Gon­ University, 1979. zaga University, 1985. MARTIN D. O'KEEFE. SJ.. 1981, Associate Professor of MICHAEL J. SAVELESKY. 1975, Adjunct Assistant Professor Philosophy— A.B., St. Louis University, 1959; AM., St. Louis of Religious Studies —BA.. Gonzaga University, 1969; Ph.D.. University, 1960; Ph.L, St. Louis University, 1960; S.T.B.. Katholieke Universiteit te Leuven, 1973. Woodstock College, 1965; S.T.L., Woodstock College, 1967; FRANZ K. SCHNEIDER, 1957 (1967), Professor of English- Ph D., Michigan State University, 1969. A.B., Washington State University, 1952; MA., University of DANETTE L. PALMER, 1985, Adjunct Assistant Professor of Washington, 1954; Ph.D., University of Washington, 1959. Education — BA., Eastern Washington University, 1980; M.A., DONALD B. SHARP, SJ.. 1975 (1981). Associate Professorof Gonzaga University, 1981; Ph.D., Washington State University, Religious Studies—A.B., Gonzaga University, 1964; Ph.L., Pon­ 1984. tifical Faculty of Philosophy of Mount St. Michael's, 1965; S.T.B., 78 FACULTY

College de llmmaculee Conception, Montreal, 1971; M.Div., St. RICHARD E. TWOHY. S.J., 1951(1976), University Professor- Mary's University. Halifax, 1971; Dr. Theol, University of Inns­ B.A., Gonzaga University, 1936: M.A., Gonzaga University, 1937: bruck, 1975. S.T.L.. West Baden College. 1943; LL.D.. Gonzaga University, RICHARD SHERWOOD, 1977, Adjunct Assistant Professor of 1974. Anesthesiology Education — B.A., Washington State University, MICHAEL URSIC 1985, Assistant Professor of Marketing- 1964. B.A., Pacific Lutheran University. 1975; M.B.A., Washington MICHAEL T. S1CONOLFI, S J., 1977 (1982), Assistant Professor State University, 1977; Ph.D., University of Oregon, 1981. of English — BA.. Fordham University, 1966: M.A., Columbia EDWARD F. VACHA, 1981 (1984), Associate Professorof University. 1967: M.Div, Woodstock College, 1972; Ph.D., Syra­ Sociology — BA., University of California at Santa Cruz, 1968; cuse University, 1982. MA, University of California at Santa Barbara. 1970; PhD, JOHN P. SISK, 1939 (1962), Arnold Professor of the University of California at Santa Barbara, 1975. Humanities Emeritus—A.B.. Gonzaga University, 1936; M.A.. ROSE MARY VOLBRECHT, 1981, Assistant Professorof Gonzaga University. 1939; Litt.D., Gonzaga University, 1961. Philosophy — BA., Houghton College, 1974; M.A., Trinity CHARLES D. SKOK. 1979 (1984), Associate Professor of Evangelical Divinity School, 1977; Ph.D., University of Notre Religious Studies —BA., St. Edward's Seminary, 1948; M.Div.. Dame, 1983. St. Edward's Seminary, 1952; B.Ed., Gonzaga University, 1956: ANTHONY T. WADDEN, 1970 (1975), Associate Professor of S.T.L., University of St. Thomas Aquinas, Rome, 1961; S.T.D., English — BA, University of Iowa, 1961;MA., University of Iowa, University of St. Thomas Aquinas. Rome, 1962. 1963; Ph.D.. University of Iowa. 1970. RICHARD SKOK, 1984, Assistant Professor of Education - JOHN V. WAGNER, 1981. Assistant Professor ofPhilosophy- BA. Gonzaga University, 1958; M.A., Eastern Washington State B.A.. The Catholic University of America, 1970; MA, The University. 1963. Catholic University of America. 1971; Ph.D., The Catholic KORNEL SKOVAJSA, 1961 (1971), Associate Professor of University of America. 1979. English — BA, St. Thomas College, 1959; Ph.D.. University of JEANNE F. WARDIAN, 1948 (1973). Professor of Education Oregon, 1971. and Music and Dean of the School of Education — BA, CHARLES G. STOCKER. 1981, Adjunct Assistant Professorof Gonzaga University, 1952; M.A.. Columbia University. 1956; Education — BA.. Washington State University, 1967 Ed.D.. Washington State University, 1962. JON D. SUNDERLAND, 1979 (1984), Associate Professor of BETTY F. WILLIAMS, 1979. Assistant Professor of Education Physical Education — BA., California Polytechnic State and Special Education — BA., Western Michigan University, University. 1968; MA., California Polytechnic State University, 1971; M.A.. Western Michigan University, 1973; Ph.D., University 1971: Ph.D., University of Oregon, 1981. of Kansas. 1979. JULIE S. TAMMIVAARA. 1985, Associate Professor of RANDY L. WILLIAMS. 1979 (1983), Professor of Special Education — BA., Northwestern University. 1966; MA., Stanford Education —BA., Pomona College, 1970; M.A.. Western University, 1970: Ph.D., Stanford University, 1975. Michigan University. 1973; Ph.D.. University of Kansas, 1976. WILLBANN D. TERPENING, 1985, Associate Professor of SANDRA M. WILSON, 1982 (1986), Associate Professorof Management Science —BA., University of Montana, 1970; Education — B.S., Michigan State University. 1966; M.Ed.. MA., Southern Illinois University at Carbondale, 1974; Ph.D.. Michigan State University, 1973; Ph.D.. Michigan State Southern Illinois University at Carbondale. 1976. University. 1980. M. CAROLYN THOMAS. S.C.N., 1986, Assistant Professor of A. CLARK WISEMAN, 1981, Associate Professorof Religious Studies —BA., Brescia College, 1965; M.A., Loyola Economics — BA, Washington State University, 1960; MA, University at Chicago, 1976: Ph.D., Fordham University. 1985. Washington State University, 1964; Ph.D., University of JERRY L. TUCKER. 1986. Associate Professor of Political Washington. 1968. Science and Dean of the School of Professional Studies — RICHARD O WOLFE, 1980, Professor of Education and BA. Adams State College. 1962: M.A., American University, Associate Dean, School of Education — B.S.. Bloomsburg 1964: Ph.D., American University, 1973. State College, 1960; M.Ed.. Rutgers State University, 1964; BERNARD J. TYRRELL, S.J., 1971 (1982), Professor of Ed.D.. University of Pennsylvania. 1972. Philosophy and Religious Studies—A.B.. Gonzaga University, ZIA YAMAYEE, 1985, Professor of Engineering-B.S.E.E. 1957; MA, Gonzaga University, 1958; M.A., University of Santa Kabul University. 1972; M.S.E.E, Purdue University. 1976; Ph.D., Clara, 1966; Ph.D.. Fordham University, 1972. Purdue University. 1978.

80 CALENDAR GRADUATE SCHOOL ACADEMIC CALENDAR 1987-88

Fall Semester, 1987 Spring Semester, 1988

Residence Halls Open August 29 Residence Halls Open January 10 Registration January 11, 12 Registration September 1, 2 Application Deadline for Doctoral Application Deadline for Doctoral Degree January 11 Degree September 1 Classes Begin January 13 Classes Begin September 3 Last Day for Adding a Course January 22 Last Day for Financial Aid Application Last Day for Adding a Course September 11 for Fall January 29 Mass of the Holy Spirit September 16 (11:15) President's Holiday February 15 Last Day for Removal of Incompletes October 5 Last Day for Removal of Incompletes .... February 16 Deadline for Presentation of Doctoral Application Deadline for Master's Degree February 16 Dissertations to Graduate School October 20 Spring Vacation begins After Classes March 4 Founder's Day Observance —Holiday October 26 Classes Resume March 14 Admissions Deadline for Spring Last Day for Dropping a Course March 21 Last Day for Requesting Pass-Fail Semester November 2 Option March 21 Last Day for Dropping a Course November 9 Deadline for Presentation of Doctoral Dissertation to Graduate School March 21 Last Day for Requesting Pass-Fail Easter Holiday April 1 (noon)-April 4 Option November 9 Application Deadline for Master's Admissions Deadline for Summer Session ... April 15 Degree November 13 Academic Honors Convocation April 26 Last Day of Classes April 29 Thanksgiving Holiday November 25, 26, 27 Deadline for Presentation of Master's Last Day of Classes December 14 Thesis to Graduate School April 29 Semester Examinations May 3, 4, 5, 6 Deadline for Presentation of Master's Baccalaureate May 7 Thesis to Graduate School December 14 Commencement May 7 Semester Examinations December 15, 16, 17, 18 Grades Due in Registrar's Office May 13 (12:00 noon) Christmas Interval Holidays Begin After Application Deadline for Doctoral Degree Examinations December 18 (August) May 13 Grades Due in Registrar's Office December 23 (12:00 noon) CALENDAR 81 GRADUATE SCHOOL ACADEMIC CALENDAR 1988-89

Fall Semester, 1988 Spring Semester, 1989

Residence Halls Open August 27 Residence Halls Open January 15 Registration January 16, 17 Registration August 30-31 Application Deadline for Doctoral Application Deadline for Doctoral Degree January 16 Degree August 30 Classes Begin January 18 Classes Begin September 1 Last Day for Adding a Course January 27 Last Day for Financial Aid Application Last Day for Adding a Class September 9 for Fall February 3 Mass of Holy Spirit September 14 (11:15) President's Holiday February 20 Last Day for Removal of Incompletes October 3 Last Day for Removal of Incompletes .... February 21

Deadline for Presentation of Doctoral Application Deadline for Master's Degree February 21 Dissertations to Graduate School October 20 Spring Vacation Begins After Classes .... March 17-27 Founder's Day Observance — Holiday October 24 Classes Resume March 28 Admissions Deadline for Spring Deadline for Presentation of Doctoral Semester November 7 Dissertation to Graduate School March 28 Last Day for Dropping a Course November 7 Last Day for Dropping a Course March 30 Last Day for Requesting Pass-Fail Option November 7 Last Day for Requesting Pass-Fail Option March 30 Application Deadline for Master's Admissions Deadline for Summer Session .... April 14 Degree November 11 Academic Honors Convocation May 2 Thanksgiving Holiday November 23, 24, 25 Last Day of Classes May 5 Deadline for Presentation of Master's Last Day of Classes December 12 Thesis to Graduate School May 5 Deadline for Presentation of Master's Thesis to Graduate School December 12 Spring Study Day May 8 Semester Examinations May 9, 10. 11, 12 Semester Examinations December 13, 14. 15, 16 Baccalaureate May 13 Christmas Interval Holidays Begin after Commencement May 13 Examinations December 16 Grades Due in Registrar's Grades Due in Registrar's Office May 19 (12:00 noon) Office December 21 (12:00 noon) Application Deadline for Doctoral Degree (August) May 19

Gonzaga University Campus Map

LEGENDS

Ceramics Building 1 25 Ad Gallery Greenhouse & Grounds Bldg. 2 26 Administration Bldg. Art Building 3 18 Alliance Residence St. Monica Residence 4 3 Art Building St. Catherine Residence 5 36 Bishop White Seminary Madonna Residence 6 19 Campion Residence Chardin Hall (Law Faculty) 7 12 Campus House Religious Studies Annex 8 40 Cardinal Bea House Law School Administration Bldg. 9 34 Cataldo Dining Hall Roncalli Residence 10 1 Ceramics Bldg. Lincoln Residence 11 7 Chardin Hall (Law Faculty) Campus House 12 14 Charlotte Y. Martin Centre, The Student Union (COG) 13 21 Crimont Residence The Charlotte Y. Martin Centre 14 23 Crosby Alumni House Crosby Library 15 15 Crosby Library DeSmet Residence 16 35 Cushing Residence Welch Residence 17 16 DeSmet Residence Alliance Residence 18 37 Dooley Residence Campion Residence 19 2 Greenhouse & Grounds Bldg. Law School Complex 20 30 Hughes Hall & Auditorium Crimont Residence 21 41 Jepson Center (Sch. of Bus. Admin.) Religious Studies Building 22 31 Jesuit House & Chapel Crosby Alumni House 23 24 Johnston Family Mall, The The Johnston Family Mall 24 9 Law School Administration Bldg. Ad Gallery 25 20 Law School Complex Administration Bldg. 26 11 Lincoln Residence Russell Theatre 27 6 Madonna Residence School of Engineering Bldg. 28 44 Maintenance Bldg. Vachon Art Studio 29 45 Museum of Nat. Am. Culture Hughes Hall & Auditorium 30 43 Music Bldg. Jesuit House & Chapel 31 38 Rebmann Residence St. Aloysius Church 32 8 Religious Studies Annex Robinson Hall (Health Center) 33 22 Religious Studies Bldg. Cataldo Dining Hall 34 33 Robinson Hall (Health Center) Cushing Residence 35 10 Roncalli Residence Bishop White Seminary 36 27 Russell Theatre Dooley Residence 37 32 St. Aloysius Church Rebmann Residence 38 39 St. Aloysius Rectory St. Aloysius Rectory 39 5 St. Catherine Residence Cardinal Bea House 40 4 St. Monica Residence Jepson Center (Sch. of Bus. Admin.) 41 28 School of Engineering Bldg. University Services Bldg. 42 13 Student Union (COG) Music Bldg. 43 42 University Services Bldg. Maintenance Bldg. 44 29 Vachon Art Studio Museum of Nat. Am. Culture 45 17 Welch Residence

SION AVENUE ~\ r Acknowledgements Editor: Martin D. OKeefe, SJ. Design and Production: L. Aspenleiter and D. Squires, University Press Cover Logo: D. Highberger, SJ. Map: K. Spiering Catalogue Committee: J.A. Carroll, S.J., J.T. Mansfield, M.D. OKeefe, S.J., J.G. Powers, S.J., N.S. Whitehurst © Copyright Gonzaga University 1987 All Rights Reserved Printed on Nekoosa Ardor Book Paper Jesuit Colleges and Universities in the United States

Alabama: Missouri: Spring Hill College Rockhurst College Mobile, AL 36608 Kansas City, MO 64110 Saint Louis University California: Saint Louis, MO 63103 Loyola Man/mount University Los Angeles, CA 90045 Nebraska: Santa Clara University Creighton University Omaha, NB 68178 Santa Clara, CA 95053 University of San Francisco New Jersey: San Francisco. CA 94117 Saint Peter's College Jersey City, NJ 07306 Colorado: New York: Regis College Canisius College Denver. CO 80221 Buffalo. NY 14208 Connecticut: Fordham University Fairfield University Bronx, NY 10458 Fairfield, CT 06430 LeMoyne College Syracuse, NY 13214 District of Columbia: Georgetown University Ohio: Washington, DC 20007 John Carroll University Cleveland, OH 44118 Illinois: Xavier University Loyola University of Chicago Cincinnati, OH 45207 Chicago, IL 60626 Pennsylvania: Louisiana: Saint Joseph University Loyola University of New Orleans Philadelphia, PA 19131 New Orleans, LA 70118 University of Scranton Scranton, PA 18510 Maryland: Loyola College in Maryland Washington: Baltimore, MD 21210 Gonzaga University Spokane, WA 99258 Massachusetts: Seattle University Boston College Seattle, WA 98122 Chestnut Hill, MA 02167 West Virginia: College of the Holy Cross Wheeling College Worcester, MA 01610 Wheeling, WV 26003 Michigan: Wisconsin: University of Detroit Marquette University Detroit, Ml 48221 Milwaukee, Wl 53233 NON-PROFIT ORG US POSTAGE GONZAGA UNIVERSITY PAID SPOKANE.WA SPOKANE, WASHINGTON W258-O0OI PERMI" '