Catalog 1980/81

University of San Francisco San Francisco's First University / Founded in 1855 2 Contents

1 INTRODUCTION TO THE UNIVERSITY OF SAN FRANCISCO / 6 General Information 7 Communications Directory 9 Academic Calendar 10 History 13 Memorial Buildings 14 Campus Map 17 Mission and Goals 18

2 ADMISSIONS, TUITION AND FEES, AND FINANCIAL AID / 21 Freshman Standing 22 Transfer Students 23 Graduate Students 24 International Students 26 Special Students 28 Tuition and Fees 30 Financial Aid 35

3 GENERAL ACADEMIC REGULATIONS FOR UNDERGRADUATES / 40 Graduation Requirements 41 General Education Curriculum 42 Degrees 44 Student Categories 45 Registration and Withdrawals 46 Leave of Absence 50 Courses Taken at Other Institutions 50 Evaluation and Scholastic Requirements 52 Honors and Awards 56 Academic Probation and Disqualification 56 Student Records 59 4 GENERAL ACADEMIC REGULATIONS FOR GRADUATE STUDENTS / 61 Classification of Students 62 Standards of Scholarship 65 Advancement to Candidacy 65 Thesis Requirements 66 Comprehensive Examination 67 Credit Hours, Units, and Course Numbering 68

5 COLLEGE OF LIBERAL ARTS / 69 Communication Arts 71 Economics 80 English 89 Ethnic Studies 95 Fine Arts 96 Government 98 History 106 Military Science 115 Modern Languages and Classics 120 Philosophy 129 Physical Education and Dance 133 Psychology 143 Religious Education 147 Sociology 152 Theology and Religious Studies 160

6 COLLEGE OF SCIENCE / 174 Applied Science and Business 176 Biology 177 Chemistry 187 Computer Science 196 Engineering Science 200 Mathematics 205 Natural Sciences 209 Physics 211 Research and Support Services 220 MCLAREN COLLEGE OF BUSINESS ADMINISTRATION / 221 Administration 222 Faculty 222 Educational Programs Undergraduate 225 Graduate 229 Major Requirements 225 Courses of Instruction 235 Rehabilitation Administration Program 246

SCHOOL OF NURSING / 251 Administration 252 Faculty 252 Educational Programs 253 Major Requirements 255 Courses of Instruction 258

SCHOOL OF CONTINUING EDUCATION / 261 Administration 262 Educational Programs and Requirements Undergraduate 262 Graduate 269

EVENING COLLEGE / 278 Educational Programs 279

SPECIAL ACADEMIC PROGRAMS / 280 Within Liberal Arts Institute for Asian Pacific Studies 281 Center for Gerontological Studies 283 Honors Program 286 St. Ignatius Institute 286 Urban Studies Certificate Program 289 World English Center 290 Independent of Liberal Arts Fromm Institute for Lifelong Learning 292 Cooperative Aerospace Studies Program 293 College of Our Lady of Mercy 293 Russell College 294 Upward Bound 295 SCHOOL OF EDUCATION / 296 Administration 297 Faculty 297 Educational Programs 298

SCHOOL OF LAW / 301 Educational Programs 302

LIBRARIES AND ACADEMIC SUPPORT SERVICES / 304 Libraries 305 Computer Center 306 Instructional Media 306

CAMPUS LIFE AND STUDENT ACTIVITIES / 307 Student Activities and Governance 308 Student Housing; Residence and Dining Policies 311 Standards of Conduct 313 Student Services 315 Campus Ministry and University Ombudsman 318

UNIVERSITY ADMINISTRATION / 319

FACULTY / 325

INDEX / 365 6

INTRODUCTION TO THE UNIVERSITY OF SAN FRANCISCO

General Information Communications Directory Academic Calendar History Memorial Buildings Campus Map Mission and Goals 7 General Information

The University of San Francisco is a Catholic and Jesuit University. It is a private University, incorporated under the laws of the State of California. Tuition and fees are the basic sources of financial support for operations. Although autonomous, the University forms one of the 28 Jesuit universities and colleges in the United States. The University of San Francisco admits students of any race, religion, sex, color, handicap, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, religion, sex, handicap, national and/or ethnic origin in administration of its educational policies, admissions policies, scholarships and loan programs, and athletic and other school-administered programs. The University of San Francisco has reserved the right to add, amend or repeal any of its regulations, rules, resolutions, policies, and rules of procedures, in whole or in part, at such time as it may choose. None shall be construed, operate as, or have the effect of an abridgement or limitation of any rights, powers, or privileges of the University. Every effort has been made to insure the accuracy of the information in the Catalog. Students are advised, however, that such information is subject to change without notice. Therefore, they should consult the appropriate dean for current information. Information in this Catalog does not constitute a contract between the University of San Francisco and a student or an applicant for admission.

Corporate Title: University of San Francisco Constituent Colleges: School of Law School of Education College of Liberal Arts School of Nursing College of Science School of Continuing Education College of Business Administration Evening College Accredited By: American Association of Collegiate Schools of Business (Undergraduate Program); American Bar Association, American Chemical Society, Association of American Law Schools, State Commission on Teacher Preparation and Licensing, California Board of Nursing Education and Nurse Registration, National League for Nursing, State Bar of California, United States Department of Justice (foreign students), Western Association of Schools and Colleges. 8

Affiliated With: American Association of Collegiate Registrars and Admissions Officers; American Council on Education; Association of American Colleges; Association for Intercol- legiate Athletics for Women; Association of Jesuit Colleges and Universities; Asso- ciation of University Evening Colleges; California Association of Colleges for Teacher Education; College Entrance Examination Board; Conference of Jesuit Law Schools; Conference of Jesuit Student Personnel Administrators; Conference of Western Law Schools; Council for the Advancement of Experiential Learning; Council of Graduate Schools in the United States; National Association of Foreign Student Affairs; National Association of Independent Colleges and Universities; National Association of Student Personnel Administrators; National Catholic Edu- cational Association; National Collegiate Athletic Association; National Commis- sion on Accrediting; National University Extension Association; Western Associa- tion of Graduate Schools; Western College Association.

— 9

COMMUNICATIONS DIRECTORY Communications by mail should be directed to the appropriate University office, University of San Francisco, 2130 Fulton Street, San Francisco, California 94117. The aiea code for all telephone numbers listed below is (415). For other information, please call (415) 666-6886. 666-6762 Office of the President 666-6764 Office of the Chancellor 666-6136 Vice President for Academic Affairs 666-6428 Vice President for Business and Finance 666-6251 Vice President for Student Development 666-6466 Vice President for University Relations 666-6373 Dean of the Colleges of Liberal Arts and Sciences 666-6771 Dean of the McLaren College of Business Administration 666-6254 Dean of the School of Continuing Education 666-6525 Dean of the School of Education 666-6355 Dean of the Evening College 666-6307 Dean of the Law School 666-6681 Dean of the School of Nursing 666-6534 Academic Services Office 666-6563 Admissions Office 666-6431 Alumni Relations Office 666-6342 Bursar's Office 666-6582 Campus Ministry Office 666-6216 Career Planning and Placement Center 666-6813 Development Office 666-6541 Educational Services Center for Minority Students 666-6303 Financial Aid Office 666-0600 Jesuit Community (S.J.) Residence 666-6167 Librarian of the University 666-6449 Plant Services Office 666-6107 Public Affairs Office 666-6115 Registrar's Office 666-6751 Residential Life Office (Housing) 10 Academic Calendar 1980-1981

Unless indicated otherwise dates refer to Colleges of Arts, Science, Business, Nursing, Evening and Education.

1980 Fall Semester August 21 Law School Classes begin 27-28-29 Registration

September 2 Classes begin 2 Late Registration begins 12 Late Registration ends. (Last day to register or add courses) 23 Last day to drop or withdraw with refund of tuition. Courses dropped after this date appear with a "W" on the student's transcript. 23 Last day to change Pass/Fail option or change to Audit option 23 Census date

November 4 Recess day 4 Spring 1981 Reservations begin 14 Spring 1981 Reservations end 26 Thanksgiving recess begins at noon

December 1 Classes resume at 8 a.m. from Thanksgiving recess 5 Last day to drop courses 11 Classes end 12 Final Examinations begin 19 Final Examinations end (includes Law School)

January 5 Final date for submission of grades for Fall Semester 1981 Intersession January 5 Registration 5 Classes begin 6 Last day to register, add, or change Pass/Fail, Audit options 9 Last day to drop or withdraw with refund of tuition 12 Law School Spring Semester begins 30 Classes end

February 17 Final date for submission of grades for Intersession

1981 Spring Semester January 28-29-30 Registration

February 2 Classes begin 2 Late Registration begins 12 Late Registration ends. (Last day to register or add courses) 16 Holiday (Washington's Birthday) 24 Last day to drop or withdraw with refund of tuition. Courses dropped after this date appear with a "W" on the student's transcript. 24 Last day to change Pass/Fail or Audit option 24 Census date March 24 Recess day 24 Fall 1981 Reservations begin

April 3 Fall 1981 Reservations end 16 Easter recess begins at 8 a.m. 20 Classes resume at 5 p.m. from Easter recess

May 8 Last day to drop courses 14 Classes end 15 Final Examinations begin 22 Final Examinations end (includes Law School) 24 122nd Annual Commencement 26 Summer 1981 first MBA session begins

June 8 Final day for submission of Spring Semester grades 12

1981 Summer Session June 1 Law School classes begin 15-16 Registration 17 Classes begin 19 Last day to register, add, or change Pass/Fail, Audit options 23 Last day to drop or withdraw with refund of tuition

July 2 Summer 1981 first MBA session ends 3 Holiday (Independence Day) 6 Summer 1981 second MBA session begins 10 Fall 1981 Orientation for undergraduates 14 Fall 1981 Orientation for undergraduates 17 Fall 1981 Orientation for undergraduates 21 Fall 1981 Orientation for undergraduates 23 Law School classes end 24 1981 Fall Orientation for undergraduates 29 Classes end 30-31 Final Examination

August 13 Summer 1981 second MBA session ends 17 Final day for submission of Summer Session grades 13

HISTORY San Francisco's First University In 1855, when San Francisco was a gold-rush boom town, the Jesuit fathers established San Francisco's first institution of higher education. The original college—a brick building constructed adjacent to the original school- house—is now the site of one of San Francisco's largest department stores. The 1906 earthquake completely destroyed the third college on Van Ness Avenue, the present site of San Francisco's Performing Arts Center. After temporary relocation in a building on Hayes Street, St. Ignatius College moved to its present location in 1927. Three years later the college was asked by the mayor to take the name of the University of San Francisco. The University of San Francisco has grown with the city whose name it bears. Today, USF with 51 acres is San Francisco's largest independent university campus, located on a hilltop near Golden Gate Park, overlooking downtown and the Pacific Ocean. The coeducational student body of more than 7,000 represents various geographic sections of the United States and over 70 different countries. Although USF retains its rich Catholic heritage, symbolized by the majestic presence of St. Ignatius Church, its students are from all religious backgrounds. The Jesuit traditions of scholarship and dedication to the humanities are the foundation for all academic programs at USF. Undergraduate and graduate programs are offered in the arts, sciences, and business. Professional programs are offered by the School of Nursing, School of Law, McLaren College of Business Administration, the School of Continuing Education, and the School of Education, which confers an Ed.D. degree. About 40 percent of the University's enrollment is at the graduate level. The Jesuits continue their commitment to the University they founded and are joined in that commitment by other religious and lay faculty. The University's humanistic tradition views the individual mind and spirit as the most valuable resources. The academic philosophy at USF emphasizes enrichment of personal values, expansion of personal responsibility, and life-long, continuous learning.

Historic Events 1855 St. Ignatius College founded, October 15 1859 State Charter authorizes St. Ignatius College to grant degrees 1862 College moves to new building on Market Street 1863 First bachelor of arts degree awarded 1867 First master's degree awarded 1880 College moves to new buildings on Van Ness Avenue, near present-day Civic Center 1906 Van Ness Facilities totally destroyed by fires after earthquake. College relocates to temporary quarters at Hayes and Shrader Streets 1910 Ignatian Heights property acquired at Fulton and Parker Avenue: ground broken for St. Ignatius Church 14

1912 School of Law established 1914 St. Ignatius Church dedicated 1925 Evening classes in liberal arts and commerce begin 1927 College moves to Ignatian Heights campus 1930 Diamond Jubilee: St. Ignatius College officially becomes the University of San Francisco 1931 Major academic divisions established at University: college of Liberal Arts, College of Science, and College of Business Administration, in addition to School of Law 1932 Summer session begins 1947 Labor-Management School founded 1948 Baccalaureate degree program in Nursing instituted; Department of Education established, offering a postgraduate program leading to state credentials 1949 Graduate Division established 1951 Evening College established 1954 School of Nursing established 1964 University becomes coeducational in all academic divisions 1972 Department of Education becomes School of Education 1974 College of Business Administration's new McLaren Center dedicated 1975 Continuing Education established 1977 KUSF-FM begins broadcasting to the Bay Area 1978 USF acquires Lone Mountain campus 1979 Continuing Education becomes School of Continuing Education 1980 125th Anniversary of establishment of the University of San Francisco

MEMORIAL BUILDINGS Various buildings on the campus commemorate generous benefactors of the University. Gleeson Library 1950, honors the name of Rev. Richard A. Gleeson, S.J., in recognition of his twenty-five years of dedicated service to the University and to the citizens of San Francisco as Prefect of St. Ignatius Church, spiritual counselor, and friend to the poor. Phelan Hall 1955, residence, is established as a memorial to James D. Phelan, alumnus and benefactor of the University, who served as United States Senator from the State of California and as the Mayor of the City of San Francisco. Memorial Gymnasium 1958, stands as a tribute to the alumni of the University who died in the service of their country. 15

Ulrich Field 1958, was named in memory of Max Ulrich who left his estate to the University because he was greatly impressed with the work of Rev. Raymond T. Feely, S.J., in the study of communism, and because he felt that USF embodied the traditions of his beloved San Francisco. Kendrick Hall School of Law, 1962, is a gift of Kathryn and the late Charles Kendrick, distinguished citizens of San Francisco. Mr. Kendrick was the founding Chairman of the Board of Regents of the University. Harney Science Center 1965, commemorates the generosity of Pauline and the late Charles L. Harney to the University and their lifetime friendship with its Jesuit Community. Mr. Harney was a Regent of the University and was responsible for campus improvements over many years. Gillson Hall 1965, student residence, is named in honor of George B. Gillson, former Regent of the University and a Knight of Malta, whose generosity provided needed construction and scholarship funds. Hayes-Healy Hall 1966, was established through the benefaction of John F. and Ramona Hayes Healy as a memorial to their parents, Mr. and Mrs. Joseph P. Hayes and Mr. and Mrs. Richard Healy. It provided the first resident accommodations for women students on the campus. Cowell Hall 1969, School of Nursing building, was named in memory of Samuel H. Cowell, San Francisco businessman and philanthropist. A grant from the Cowell Foundation made the completion of this building possible. McLaren Center 1973, the McLaren Center was completed to serve as faculty offices and administrative headquarters for the College of Business Administration. The grant to remodel the West end of Phelan Hall was made by the Irvine Foundation in honor of N. Loyall McLaren, a trustee of the Irvine Foundation and a regent of the University of San Francisco. San Francisco

Parking Public parking space is severely limited on the University campus and in the surrounding neighborhood. Students who intend to reside on campus are advised to leave their automobiles at home. Commuting students are advised to investigate alternative forms of transportation, i.e., public transportation and carpooling. The Office of Public Safety can advise students regarding these options and offer MUNI Fastpasses for sale. Parking on the USF campus is by permit only. Information regarding the availability of permits may be obtained from the Office of Public Safety. Transportation San Francisco has a large fleet of buses, trolleys and street cars and a virtually endless number of routes to transport visitors and residents. The following bus lines run close to the University and all go to Market Street and downtown: No. 5 Fulton, No. 21 Hayes, No. 31 Balboa and No. 38 Geary. Bus, trolley and streetcar fare is 50 cents, 10 cents for travellers over 65. Transfers are available at no extra charge and can be used while continuing in one direction, not for return trips. An Airporter Bus provides transportation from the San Fran- cisco International Airport to downtown for under $2 for a one- way fare. From the downtown Airport Terminal, the No. 25 Bryant takes visitors to the No. 5 Fulton transfer point at Market Street and from there it's a straight shot out to the University. From the downtown Airporter Terminal, cab fare to the Uni- versity is approximately $5. USF Campus

JAVIER HALL

HALL

DORMITORY

BUS LINES

LONE MOUNTAIN CAMPUS 18

MISSION AND GOALS OF USF

Preamble A University is a community of men and women in search of truth. Because this search moves within a universe of beliefs, the University of San Francisco wishes to express its beliefs clearly so that those who come here to teach and to learn may know what manner of community they join.

As a Catholic University, the University of San Francisco manifests certain convictions. These are: A belief in God, Creator of the universe, and an awareness of the living reality and active presence of God in all human life and history; A belief in Jesus Christ and His message that the entire life of every human being is subject to the rule of God; A belief that all people possess an inviolable dignity and natural rights derived from their relationship to God; A belief that men and women can best realize their dignity within those communities in which peace and justice prevail; A belief in the sanctity of that human love which forms and protects the family, the source and foundation of all human communities. With these convictions and these commitments, the University of San Francisco declares its goals to be: To pursue truth, to strive for excellence in teaching and learning and in scholarly and creative endeavors, and to improve and enrich the community which the University serves and from which it draws its support; To insure that every person at the University of San Francisco, as a member of a community of learners, has a valued and respected share in the educational process as well as a learning, teaching, and working environment that is at once personalized, supportive, and humane; Furthermore, as a Jesuit university, the University of San Francisco is infused with the particular commitment of the Society of Jesus, its spirituality, and its expression of the religious values of the Catholic tradition in education. Seeking God in all things, it shares the vision that all reality possesses an integral meaning and that there exists a solidarity of the human community which imposes an obligation on each of its members to assume a personal responsibility for that community and each of its members.

To enlist and support a distinguished faculty and staff, supportive of the Mission and Goals incorporated in this document, and dedicated to outstanding teaching and service and the development of innovative educational programs. 19

To encourage research and creative achievement with academic freedom; To encourage for admission, without regard to age, sex, physical handicap, religion, or ethnic background, those students with the capacity and motivation to strive for academic excellence; To provide students the opportunity of exploring systematically and critically, their personal values, religious experiences, and philosophical beliefs; and to this end, to examine every discipline from an ethical perspective because each possesses a human dimension; To foster an educational environment dedicated and sensitive to the needs of all students and to provide and maintain those services and facilities which assist students in the achievement of academic, personal, and professional excellence; To promote in all of the University's students an understanding and appreciation of the diverse cultures' of the San Francisco Bay Area and of the world and an awareness of the importance of preserving these cultural heritages; to provide opportunities for American students to learn other world cultures and for international students to understand American culture; To provide instruction and conduct research • in the humanities and the natural and physical sciences, • in the social and behavioral sciences, • in the health sciences and human services, • in the areas of theology and religious studies, and • in undergraduate and graduate professional fields and to develop programs in these disciplines in response to societal needs; To examine critically and continuously the lifelong educational and professional needs of society and to meet these needs as part of the commitment of a Catholic, urban University; To instruct all students in the liberal arts, continuing the Catholic commitment in education to form as well as inform, to educate and develop the entire person, mind and heart, body and soul; To promote a concerned, effective, and prophetic awareness of the oneness of humanity and of the compelling need for the promotion of justice among all people, together with the recognition of the responsibility to share and serve which this entails for all people. This is the proud tradition, these are the goals of the University of San Francisco, its faculty, and staff. 20

ADMISSIONS, TUITION AND FEES, AND FINANCIAL AID

Freshman Standing Transfer Students Graduate Students International Students Special Students Tuition and Fees Financial Aid 2 21

Admissions The University of San Francisco welcomes applications from those who feel qualified to achieve the University's educational goals. In particular, the University seeks students who give promise of distinction in the quality of their personal lives, in service to the community, or in leadership in their chosen field of studies. To this end, the University invites applications from men and women, regardless of race, age, handicap, religious or national origin, to study for baccalaureate and for advanced degrees and to enrich their personal lives by joining a Catholic, Jesuit University Community. Admission is selective; each student's entire application will be individually reviewed. Candidates are expected to present a record of academic achievement that is above average. Evidence of academic preparation and personal achievement, letters of recommendation, and national test scores will all be given careful consideration in the determination of an applicant's eligibility. A personal interview is required of all applicants for admission to the School of Continuing Education and of all Registered Nurses applying to the School of Nursing. The University welcomes, but does not require, a personal interview with applicants for other programs.

RECOMMENDED APPLICATION FILING DATES It is highly recommended that applicants for the Fall Semester submit their materials by the preceding March 15th, and for the Spring Semester by the preceding Decem- ber 15th. Once a student has submitted all necessary materials to the Office of Admissions, he/she will be notified of a decision within approximately 15 working days. Upon admission, the student is expected to submit a $100.00 tuition deposit to the Bursar's Office. (USF also complies with the National College Board May 1st notification deadline for those students seeking admission to other Colleges/Univer- sities.) Students who wish to live on campus must submit an additional $100.00 Housing deposit to insure that space is reserved for them. Students wishing to defer deposits must notify the Admissions Office of their intent. 22

RECOMMENDED SUBJECT PATTERN UPON COMPLETION OF SECONDARY SCHOOL Minimum years of study required for an applicant to be considered for each of the following Colleges: Liberal Business Subject Arts Administration Science Nursing Mathematics* 2 3 3 3 English 3 3 3 3 History 1 1 1 1 Laboratory Science 1 1 2** 2** Foreign Language 2 2 2 2

ADMISSION TO FRESHMAN STANDING (Regular and Part-Time Students) To insure the proper processing of applicants for admission, all candidates applying for freshman standing must follow the following procedures: 1. Secure an application form for admission to undergraduate status. The form may be obtained from the Office of Admissions, University of San Francisco, 2130 Fulton St. (CA-B9), San Francisco, California 94117. 2. Return the completed application form to the Office of Admissions, enclosing the non-refundable application fee of $20.00. 3. Request their college advisor or counselor to complete the Reference form and have the form mailed directly by him or her to the Office of Admissions. 4. Request that their high school and/or college(s) send an official, up-to-date transcript of all previous academic work directly to the Office of Admissions. At the end of the school year a final transcript is required to complete the applicant's file. 5. Arrange for SAT or ACT scores to be sent to the Director of Admissions. Information about SAT may be obtained from the College Entrance Examina- tion Board. Box 1025, Berkeley, California 94701, or Box 592, Princeton, New Jersey 08540. Information about ACT may be obtained from the American College Testing Program, P.O. Box 168, Iowa City, Iowa 52240. Results of the Scholastic Aptitude Test of the College Entrance Examination Board or American College Test Scores are used for counseling and placement

* The sequence for mathematics is Algebra 1, Geometry, Algebra II, and Trigonometry. Trigo- nometry is strongly recommended for Science and Business and is often included in Algebra II courses. ** Science and Nursing requirements: chemistry and either physics or biology. Elective units must be chosen from a foreign language, mathematics, laboratory science, or other subjects that provide a solid preparation for college work. 23

in a specific major. It is recommended that this test be taken no later than January for the Fall semester, no later than November for the Spring semester.

6. Students applying for financial aid must complete a Financial Aid Form (FAF) and mail it directly to the College Scholarship Service, Berkeley, California (forms are available at school guidance offices or may be obtained from the USF Office of Financial Aid, San Francisco, California 94117). In addition to the requirements listed above, applicants who are not residents of the United States must observe the admission standards and procedures for international students.

ADMISSION OF TRANSFER STUDENTS Each semester, the University accepts transfer students provided that they are in good standing with the last school attended and that they meet the University's admission standards. The procedures and application deadlines are substantially the same as those outlined for students applying for freshmen standing. To insure proper processing of applications for admission, candidates applying for advanced standing must comply with the following standards:

1. Transfers From Four- Or Two-Year Institutions Candidates whose record of academic achievement at their secondary school meets current freshman admission standards at this institution must present college work with an academic average of C (2.0) or above for all courses equivalent to those taken at a four-year college. Candidates whose high school academic average does not meet current admission standards at USF must present college work with the following academic averages: (a) 3.0 or higher in 12 to 16 units of equivalent university courses completed in one semester, or (b) 2.5 or higher in 17 to 23 units of equivalent university courses, or (c) 2.3 or higher in 24 to 36 units of equilavent university courses, or (d) 2.0 or higher in 37 or more units of equivalent university courses. Please notes: (a) An applicant cannot disregard his or her college record and apply for entrance to freshman standing. Complete official transcripts must be presented from all preparatory schools and colleges attended. (b) Certain colleges and programs may require higher academic averages than those listed above. (c) For admission purposes only, the University disregards any failing grades applicants may have received ten years or more prior to their application to USF. (d) No more than 70 semester units from a two year college are acceptable towards a degree at USF. 24

2. Graduation Requirements for Transfer Students Graduation requirements for transfer students are the same as for undergraduates entering as freshmen. Exceptions to this general rule are incorporated in this Catalog or will be determined by the student's dean. Prospective students are urged to consult the general academic regulations for undergraduates (particularly those relating to graduation and academic residency requirements) and the section on the student's major field of studies. In addition to the requirements listed above, applicants who are not residents of the United States must observe the admission standards and procedures for international students.

ADMISSION OF TRANSFER STUDENTS AND READMISSION TO THE SCHOOL OF NURSING 1. Admission of Transfer Students Acceptance as a transfer student in the School of Nursing is based on academic achievement, individual advising, and available clinical placement. 2. Admission of Registered Nurses The graduate of an accredited associate degree or diploma program in nursing is eligible to file an application for admission to acquire a Bachelor of Science degree. Before such an application is submitted, the applicant should contact the School of Nursing Office for initial counseling regarding placement. Registered nurse students must complete general admission requirements. All registered nurse students are required to have been employed full time as professional nurses for a minimum of one year before acceptance into the program. In addition, the following documents must accompany the regular application: (1) Evidence of current California registration as a professional nurse; (2) State Board Scores; (3) School of Nursing Transcript. 3. Readmission to the School of Nursing The readmission of a student who has withdrawn from the School of Nursing will depend upon the availability of clinical facilities. Currently enrolled students receive priority over reapplicants or transfer students.

ADMISSION OF GRADUATE STUDENTS The applicant for admission as a graduate student must have a bachelor's degree (and a master's degree for the Ed.D. program) from an accredited institution of higher learning or its equivalent. The student's previous academic record must give evidence of the ability and preparation necessary to pursue graduate work. The minimum requirement for admission to regular graduate status is a record of 3.0 (B) in all upper division major courses and 2.70 (B-) overall average for upper division courses. 25

The applicant whose undergraduate preparation does not include a proper foundation for graduate work in the field of his or her choice may be required to devote some time to specified undergraduate courses.

A formal application is required of all persons seeking admission to graduate student status. Applications are processed by the following offices:

For students applying for graduate status in the College of Liberal Arts, the College of Science, or the School of Continuing Education: Office of Admissions University of San Francisco 2130 Fulton Street (CA-B9) San Francisco, California 94117 For students applying for graduate status in the McLaren College of Business Administration: Coordinator, Graduate Programs College of Business Administration University of San Francisco San Francisco, California 94117 For students applying for graduate status in the School of Education: Dean, School of Education Lone Mountain Campus University of San Francisco San Francisco, California 94117 To insure the proper processing of applications for admissions, applicants must follow the following procedures: 1. Secure an application form from the director of the graduate program to which the student is applying and observe all guidelines and application deadlines for that graduate program. 2. Submit all materials to the appropriate graduate admissions office (one of the three listed above). 3. Return the completed application form, enclosing the non-refundable application fee of $25.00. 4. Request letters of recommendation from two (2) persons who are familiar with the applicant's academic and personal achievements. Those who write the recommendations should be asked to send them directly to the appropriate office listed above. 5. Ask the Registrar of each school attended to send (2) official copies of all transcripts directly to the appropriate office listed above. 6. Submit all other required materials to the appropriate admissions office. In addition to the procedures listed above, applicants who are not residents of the United States must observe the admission standards and procedures for international students. 26

ADMISSION OF INTERNATIONAL STUDENTS Applicants who are not citizens or permanent residents of the United States must submit all documents no later than June 1st for the Fall Semester or January 1st for the Spring Semester. In addition to the general procedures outlined above, international students must:

1. Submit certified copies of official academic records and certified English transla- tions of all academic records from all secondary schools, colleges, or universities attended.

2. Submit proof of financial support for the full length of study at the University. This may be done on the form provided by the Office of Admissions or in a certified letter from a bank, or a sponsorship letter from a government or organization. Applicants who do not submit proof of financial support will be considered for admission to USF only on a provisional basis. The final decision will depend on proof of financial support.

3. If possible, take the Test of English as a Foreign Language (TOEFL) given by the Educational Testing Service and arrange for official scores to be sent to the Office of Admissions. Information about this test may be obtained by writing to: Test of English as a Foreign Language: Princeton, New Jersey 08540, U.S.A.

N.B. Students who submit a TOEFL score of 550 or higher will receive certification from the World English Center and are eligible to register for regular University courses, if they fulfill all other admission and registration requirements.

Students who do not submit a TOEFL score of 550 or higher must report to the World English Center as early as possible after acceptance by the University in order to secure an evaluation of their English ability. The World English Center is located in Loyola Hall, room 115. (For further information see the section on English language proficiency.)

4. Upon acceptance at USF, the international applicant must pay one semester's tuition deposit at: Bursar's Office, Campion Hall University of San Francisco San Francisco, CA 94117 This payment must be made in cash, or by money order or cashier's check. Students sponsored by a government or a recognized sponsoring agency must request the sponsor to send an official letter of certification of financial support to the USF admissions office. Without this payment or without a sponsorship letter, USF will not issue the 1-20 which the student needs to secure a student visa. (See also procedures for securing a student visa.)

5. Health insurance. After the student has been accepted, the University requires that he/she show proof of health insurance coverage or enroll in the insurance plan offered through the University. 27

Procedures for Securing a Student Visa Prospective students at the University of San Francisco who are not citizens or permanent residents of the United States must obtain an I-20 certificate from International House at the University of San Francisco to be able to apply for a student visa. International House will issue I-20 certificates to prospective students who have been accepted by the University, have submitted proof of financial support, and have paid one semester's tuition deposit (See Section on "Admission of International Students"). Students accepted by more than one American school must enter the United States on the I-20 of the school they plan to attend. Those who wish to attend must present the USF I-20 to Immigration officials. It is essential that prospective students declare their intention to be students before they leave their own country and not expect to change their visa status once they have arrived in the United States. International House will not issue an I-20 to prospective students who arrive in the United States on a B-2 visitor's visa. Students transferring from a school within the United States to the University of San Francisco must obtain a transfer form (I-538) from the school they are currently attending and submit it, the USF I-20, and their I-94 to the Immigration Office nearest to the school which they are currently attending. This is to be done before they register for courses at USF.

English Language Proficiency for International Students To begin work at the Bachelors, Masters, or Doctoral level at the University of San Francisco, all international students must have their English language proficiency certified by the World English Center of the University of San Francisco. The World English Center (WEC) will use the following norms in approving a prospective student's English language ability: 1. The official test score on the Test of English as a Foreign Language (TOEFL). The TOEFL test is given by the Educational Testing Service. Information about this test may be obtained by writing to: Test of English as a Foreign Language, Princeton, New Jersey, 08540, U.S.A. Students must have Educa- tional Testing Service send an official certified copy of their TOEFL score to the University's Office of Admissions. Students who submit a TOEFL score of 550 or higher will receive certification from the World English Center and are eligible to register for regular university courses, if they fulfill all other admission and registration requirements. 2. Students who have not submitted an official TOEFL test score or students who have a TOEFL score of less than 550 must report to the World English Center as early as possible after acceptance in the University in order to secure an evaluation of their English ability. The World English Center is located in Loyola Hall, Room 115. The World English Center will: a. Administer the World English Center test. Undergraduate students must obtain a minimum average score of 75 and must score 70 or higher on all individual parts of this test. Graduate students must obtain a minimum average score of 80 28 and must score 75 or higher on each individual part of this test. Normally, these tests include grammar, vocabulary, reading, writing, listening, and speaking abilities. b. Consider all evidence which the student submits as proof of English language proficiency. On the basis of the evidence submitted, the WEC director may waive parts of the WEC-test. A student whose English proves to be insufficient for University studies on the undergraduate or graduate level will be required to take either special English courses or a complete, full-time (5 hours a day, 5 days a week) program in English with the World English Center.

ADMISSION OF SPECIAL STUDENTS A Special Student is one admitted by the University for course work only, i.e., is not admitted to work towards a degree and not required to follow a specific curriculum. Special student status is granted by the Admissions Office and must be renewed each semester by filing a petition with the Admissions Office at least three weeks before the beginning of a new semester. To retain special student status, a student must maintain a grade point average of "B" (3.0) or better. Special status students are not eligible for financial aid and may register for classes only if space is available. A special student who wishes to change to regular status must apply for this status at the Admissions Office, must meet all of the University's regular admission standards, and, if accepted, will be expected to complete all general and particular subject requirements for a degree. Courses taken by students with special status may count towards degree requirements.

ADMISSION OF AUDITORS Students who wish to take courses with the understanding that he/she will receive neither grade nor credit for them may do so as auditors. Applicants who have not been formally admitted to the University as full or part-time students must file an application with the Admissions Office to obtain auditor status. An auditor who wishes to change to regular status must apply for this status through the Admissions Office and must meet all of the University's regular admission standards. Audited courses will not be counted for credit nor will a student be allowed to challenge for credit a previously audited course.

ADMISSION OF VETERANS Qualified veterans may enter any of the schools or colleges of the University of San Francisco to take day or evening work under one of the public laws or G.I. Bills. Information pertaining to the various public laws and the educational opportunities at the University may be obtained from the Registrar's Office.

ADVANCED PLACEMENT PROGRAM USF participates in the College Board's Advanced Placement Program, and awards University credit in biology, chemistry, English, history, French, German, Latin, Spanish, mathematics, and physics, for scores of three (3) or better. 29

COLLEGE LEVEL EXAMINATION PROGRAM (CLEP) The University cooperates with the College Level Examination Program of the College Entrance Examination Board. Students may be granted six (6) units of credit for each of the five (5) sections of the General Examination of CLEP if they score 500 or more. Credit is not granted for Subject Examinations.

HIGH SCHOOL ENRICHMENT PROGRAM This program is for superior high school seniors who want to take selected subjects at the University. Full college credit toward advanced college standing will be given for "C" (2.0) or higher grades. A charge of $125.00 will be made for each course taken in this program plus the cost of required class materials and laboratory fees. For additional information concerning this program, please communicate with the Office of Admissions. 30 Tuition and Fees

STUDENT EXPENSES Initial Application Fee This charge is to be submitted with each application and is non-refundable. Application fee for regular undergraduate status $20.00 Application fee for regular graduate status $25.00 Application fee for special student status $10.00 Undergraduate Day Deposits—Incoming Students Acceptance Deposit $100.00 This deposit is required from all students at the time the student accepts admission, and is non-refundable if the student fails to enter the University. The $100.00 non-refundable acceptance deposit will be credited against future tuition charges. Room Reservation Deposit $100.00 Any student who intends to live on campus should send this deposit, along with the housing application for a room and meal contract. This room reservation deposit, which is non-refundable should the student fail to live in the residence halls, must accompany the acceptance deposit specified above and must be received by May 1, if space is to be assured in University housing. After May 1, deposits will be accepted only if rooms are still available in the residence halls. Tuition and Student Activity Fees 1980-81 Per Unit Per Semester Undergraduate Tuition $140.00 $1,925 EXCEPTIONS Nursing 140.00 2,025 Evening 95.00 N/A Continuing Education 95.00 N/A Graduate Tuition 155.00 N/A EXCEPTIONS: Law School 165.00 2,275 Continuing Education 110.00 N/A Off Campus: Theology 110.00 N/A Religious Education 110.00 N/A School of Education 110.00 N/A 31

On Campus: Theology 155.00 N/A School of Education 155.00 N/A Continuation fee for graduate students on leave of absence (per semester) N/A 50.00 Associated Students, Activity Fee (ASUSF) charged to all undergraduate students: Full-time students (12 or more units) $ 17.50 Part-time students (per unit) 1.00 Continuing Education Assessment Fee for evaluation of the Portfolio of Prior Learning Initial evaluation and one redevelopment evaluation $ 600.00 Subsequent submissions 250.00 Group transfer fee 50.00 Group drop-back fee (per session) 50.00 up to a maximum of $250.00 World English Center Spring and Fall N/A $1,500.00 Summer N/A 840.00 Intersession N/A 310.00 The following fees will be charged by the World English Center: Application $25.00 Audio-Visual 25.00 ($20.00 for Intersession) Materials 25.00 ( 20.00 for Intersession) Enrichment 25.00 ( 15.00 for Intersession)

Room and Board Contracts for housing in University residence halls are made for the academic year, but are paid by the semester. Any registered student who has signed a room and meal contract and does not live in the residence halls will be charged the entire amount of the contract for the fall and spring semesters. This requirement will apply unless the University is able to rent all available beds in the residence halls, or unless the student informs the Director of Housing in writing by registered letter before July 1. Freshmen and sophomores who are subject to the residence requirement, but who live off campus without permission from the Director of Housing, may be charged room and board for the academic year. Combined Room and Board Rates Per Semester Effective Fall Semester, 1980 Double room: 14 meal plan $1,065.00 20 meal plan $1,087.50 32

Single room: Upper Campus 14 meal plan $1,260.00 20 meal plan $1,282.50 Lower campus 14 meal plan $1,330.00 20 meal plan $1,352.50 Room Reservation Deposit (Returning Students Only) $100.00 This non-refundable deposit is required of all returning students who anticipate living in the residence halls. The deposit must be received by May 1 to assure space for the Fall semester in the residence halls. After May 1, deposits will be accepted only as long as rooms remain available.

School of Nursing Additional Fees Clinical Nursing Laboratory Fee Freshman Year $30 Sophomore, Junior, Senior Year Personal Malpractice Liability Insurance $30 each semester (per year—Sophomore, Junior, Senior) Uniforms (third semester) $15 SNAC Annual Membership Fee $80 approx. California State Board Examination $20 Application Fee $35 (Junior or Senior Year) Public Health Nursing Credential Fee $15 (Senior Year) School of Nursing Pin $50-85 approx. (final semester)

Incidental Fees Late Registration Fee $35.00 This fee applies to all day undergraduate and graduate students who register on or after the first day of classes. Change of Registration (Drop/Add) $10.00 This fee applies to each course dropped and each course added. This fee is waived only if a change is required through no fault of the student (e.g., course is cancelled). Health Insurance Charge $150.00 All students living in the residence halls and all international students are required to have adequate health insurance coverage. Unless these students present evidence of such coverage at the time of registration, they will be charged for the University's group health insurance, the approximate cost of which is $150.00 per year. 33

Courses Challenged by Examination (per unit) $50.00 Graduation Fee (Required of all Degree Candidates for their academic evaluation, diploma, ceremonies, etc.) $35.00 Application Fee to Teacher and Advanced Professional Education $20.00 Educational Placement Fee $15.00 Returned Check Fee $ 5.00 Transcript Fee $ 3.00 Damages to residence halls and all other University property will be billed directly to the student upon report of damage or loss. The cost of any book not returned to the library by the end of a semester will be billed to the student who has the book on loan. Students registered in the Graduate Division, the School of Law, the Evening College, Summer Session and Intersession, or the MBA program, or other special courses should refer to the separate catalog or brochure of their college, division, or program, for tuition and fees applicable to these programs.

METHOD OF PAYMENT Students registering in person must come prepared to pay all charges (less the sum of any University of San Francisco administered loans or scholarships) at the time of registration. Those students who pre-register must include their remittance for all charges with their registration forms. Students not adhering to the preceding regulation will jeopardize their continued attendance at the University. Students who have unpaid balances with the University of San Francisco cannot register for subsequent semesters, receive grades or transcripts of academic credit or their diplomas. All checks should be made payable to the UNIVERSITY OF SAN FRANCISCO and be mailed to: Office of the Bursar, University of San Francisco, Campion Hall, 2130 Fulton Street, San Francisco, California, 94117.

REFUNDS Acceptance Deposit ($100.00) The Acceptance Deposit is non-refundable if the student fails to enter the Universi- ty. Allowable exceptions to this policy are: acceptance into a seminary or novitiate prior to regular registration, academic disqualification, or a rescinding of final admission by the Committee on Admissions. Room Reservation Deposit ($100.00) The Room Reservation Deposit, submitted with the Room and Meal Contract will be retained to assure the University that the room will be occupied for the full academic year (fall and spring undergraduate semesters). Students who fail to live in the residence halls in either the Fall or Spring semester will forfeit this deposit unless a written request for refund is submitted to the Director 34 of housing by July 1 for Fall semester and December 1 for Spring semester. Refunds will be made when the student is academically suspended from the University, and may be made in situations of extreme hardship, as determined by the Director of Housing. Tuition and Fees Any tuition refund will depend upon the date of acceptance by the Registrar of either the Change of Registration Form (Drops) or the official Withdrawal Form. Full-time undergraduate students who withdraw from the University during the first three weeks of the semester will receive full refund of tuition, minus an administrative service fee. The service fee is $50—plus $10—for each course. No refunds of tuition will be made to students who withdraw after the first three weeks of the semester. Students of the World English Center who withdraw during the first ten days of the semester will receive full refund of tuition, minus $100.00 to cover administrative costs. No refunds of tuition will be made to students who withdraw after the first ten days of the semester. The $10.00 Change of Registration Fee will be charged for each course added or dropped provided the student is charged tuition for at least one course. Exceptions to the above tuition refund policy will be made in cases of academic disqualification and may be made in cases of extreme hardship upon the recommendation of the student's academic dean with final approval of the Vice President for Business and Finance. Board charges pro-rated from the Monday following the date of official withdrawal are refundable upon written request to the Director of Housing under the following conditions: 1. A student is required to withdraw for academic reasons; 2. A student withdraws involuntarily because of illness or accident; 3. Other special circumstances when mutual agreement is reached between the student and the Director of Housing. No refunds will be made of payments for room charges in the University residence halls. Any deviation from the standard room and meal contract must be by written endorsement to the contract and be mutually agreed upon by the prospective resident and the Director of Housing prior to entry into the University residence halls. If payments made or other credits exceed the amount due the University, a credit balance will be entered on the student's account. Refund of any credit balance will be made if requested in writing. Because of the administrative workload during the registration period, refunds cannot be processed during the first thirty days following the beginning of any semester. The foregoing schedules of deposits, tuition, fees, and refunds are subject to change without notice. 35 Financial Aid

OBJECTIVES As an independent, Catholic, Jesuit institution, the University of San Francisco through its financial aid program provides financial counseling and monetary assistance to students who would be unable to pursue their education at the University without such assistance. Owing to the University's limited funds, the primary responsibility for meeting the student's educational expenses rests with the family, including both the parents and student. Financial assistance is offered only after the determination is made that the resources of the family are insufficient to meet the student's educational expenses as determined by the Financial Aid Form (FAF) processed through the College Schol- arship Service. Loans, scholarships, grants, and federally subsidized employment are available singly or in various combinations to assist students in meeting educational expenses.

APPLICATION PROCEDURES Returning and transfer students may obtain application forms from the Financial Aid Office, Campion Hall, University of San Francisco, San Francisco, CA 94117. Entering freshmen should obtain application forms from their present school or by writing directly to the University of San Francisco. A single application form is used to apply for financial aid at the University of San Francisco. The Financial Aid Form (FAF) must be processed by the College Scholar- ship Service in Berkeley, California, and must be mailed directly to them with the appropriate fee.

APPLICATION FILING DATE Students applying for financial aid at the University of San Francisco should submit their completed application materials by March 1st to receive first consideration. To meet the filing date, Financial Aid Forms should be mailed to the College Scholar- ship Service, P.O. Box 380, Berkeley, CA 94701 by February 1st. Application materials received after March 1st will receive full consideration to the extent of financial aid funds. (All undergraduates must fill out Box 83 of the Financial Aid Form for Basic Educational Opportunity Grant consideration).

USF SCHOLARSHIPS/GRANTS University grants are offered to help meet the cost of tuition only. They are non- refundable and will not be offered to students whose tuition is completely paid by a source other than the University. Fifth year undergraduates may not be eligible. A Financial Aid Form (FAF) is required. 36

NATIONAL DIRECT STUDENT LOAN PROGRAM (NDSL) This is a deferred-payment loan program. Loans are made relative to the borrower's need and the availability of funds. A new application must be submitted each year. To qualify, an applicant must be a citizen of the United States or residing in the United States in a permanent resident status; enrolled or accepted for enrollment in the University; making satisfactory academic progress towards a degree and maintaining the standards of conduct required by the University. An applicant must establish need of the loan to assist in meeting college expenses. The fund is supported by Federal appropriations, a capital contribution made by the University, and repayment by past borrowers. The Financial Aid Form is required. COLLEGE WORK-STUDY PROGRAM College work-study is a program designed to expand part-time employment opportunities for students who are in need of supplementary earnings to pursue a course of study at the University. It provides a wide variety of possible job placements with non-profit (tax exempt status) organizations enabling students to gain work experience related to their major fields or projected professions. The Financial Aid Form (FAF) is required. NURSING STUDENT SCHOLARSHIP Students working toward a degree in Nursing are eligible to receive assistance from this Federally funded program. The Financial Aid Form (FAF) is required. NURSING STUDENT LOAN Students working toward a degree in Nursing are eligible to borrow through this deferred-payment loan program. The fund is supported by Federal appropriations, a capital contribution made by the University, and repayment by past borrowers. A Financial Aid Form (FAF) is required. SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANTS (SEOG) This is a Federal program which enables students with exceptional financial need to pursue their studies at institutions of higher education. Amounts range from $200- $1500 per year. Grants may not exceed one-half the student's financial need. Total grants for a full year may not exceed $4000. A Financial Aid Form (FAF) is required. BASIC EDUCATIONAL OPPORTUNITY GRANT PROGRAM (BEOG) This is a Federal Student aid program designed to provide financial assistance to those who need it to attend post-high school educational institutions. Basic Grants are awarded on a formula which takes into account the amount the student and the family can be expected to contribute toward educational expenses. High school counselors or the University Office of Financial Aid may be contacted for application material. 37

CALIFORNIA STATE SCHOLARSHIPS California State Scholarships are available to full-time undergraduates. Applicants must be legal residents of California. Maximum scholarship is $2900. An official application together with the scores from the Scholastic Aptitude Test must be filed with the California Student Aid Commission. High School students should confer with their school counselors. Currently enrolled students may obtain applications at the Office of Financial Aid. CALIFORNIA STATE GRADUATE FELLOWSHIP PROGRAM The California Student Aid Commission annually awards State Fellowships for graduate and professional work. Residents of California who are entering graduate or professional schools or have completed no more than three semesters of graduate work are eligible to receive a State Graduate Fellowship. State Fellowships are awarded on the basis of academic performance and financial need. An official application must be filed with the California Student Aid Commission. Information may be obtained at the Office of Financial Aid. CALIFORNIA STATE COLLEGE OPPORTUNITY GRANT PROGRAM (COG) The California Student Aid Commission annually awards College Opportunity Grants to residents of California who give evidence of academic promise and exceptional financial need. An official application must be filed with the California Student Aid Commission. High school seniors should confer with their school counselors. NATIONAL MERIT SCHOLARSHIPS National Merit scholarships are awarded to full-time undergraduates competing in the annual National Merit Scholarship competition. Scholarships range from $500 to $1500. High school seniors should contact their school counselors for further information. GUARANTEED STUDENT LOAN PROGRAM This is a deferred-payment loan program. Loans are made by private institutions and are guaranteed by the Federal Government. All applications must be presented to the University's Office of Financial Aid for review and certification. ANNUAL AND ENDOWED SCHOLARSHIPS/GRANTS University of San Francisco Scholarships and Grants are made possible by generous alumni and friends who have entrusted certain funds to the President and the Board of Trustees to provide students with scholarships and grants-in-aid. These funds are administered by Financial Aid and are subject to the approval of the President. To the extent that the donors have left the matter to the discretion of the University, awards are made on the basis of academic achievement or potential, character, and financial need. 38

Among the current scholarships offered by the University are:

Annually Contributed

UNDERGRADUATE Price Waterhouse Foundation Academic Fund (C.O.B.A. Major) Allstate Foundation (Nursing) S.F. Kolo Festival Committee Bank of America Foundation for (International Students) Minority Students School of Theology Sr. Mary BeataBauman, S.M.,Fund Senior Scholarship (Nursing) Summer Session Religious George T. Cameron Educational USF Black Student Foundation r Michael T. Walsh Scholarship for the Chicano Student Handicapped C.O.B.A. Emil J. Werber (College of Science) James W. Coffroth Wilsey Foundations (For Latin John F. X. Connolly Minority American) Student Honore Francois Zabala Fund Foremost-McKesson Foundation Mark L. Golden Memorial Fund Harney Foundation EVENING Hawaiian (From Hawaii or Maui in Life Underwriting Training Council Particular) A.J. Scampini Her Majesty Queen Alya (Jordanian Nicholas G. Schoonbrood Students) Fr. Sugrue Memorial International Student Jesuit Community at USF Contributed LAW Labor Management Balsa Fund Ruth B. Love Fund (School of John Brennan Memorial Education) Eugene S. Clifford Loyola Guild Contributed Morgan J. Doyle Mayr Foundation (Non-Medical) NoelJ.DyerLawFund May Treat Merrison—J. Hart J. W. Ehrlich Foundation Clinton Mr. &Mrs. Sidney J. Ehrman May Treat Merrison—Ellen Hart Farmers Insurance Group Aid to May Treat Merrison—Wm. H. Education McCarthy Richard J. Fenton Memorial Wm. J. Murphy (Y.M.I. Educational Judge Timothy Fitzpatrick Foundation George A. Helmor Law Fund Nursing Student Scholarships, W. Klowpowski H.E.W. Frank D. Madison Memorial Phi Chi Theta (C.O.B.A. Female Florence McAuliffe Freshman) San Francisco Lawyers' Wives Philippine Club of USF (Filipino School of Law I. M. Leo Preso '28 Students) Presidents Fund 39

ATHLETIC Mary P. Hickney Memorial Athletic I.M. Raymond P. Maloney Rev. John Hurley, S.J. Basketball Fund Mrs. Barbara Jostes Nate Bologna Baseball Dr. Martin Luther King Fr. James Duffy George P. Lavinger Peter Peletta Memorial Joseph & Nellie Lawlar Soccer Loyola Guild Rev. Zacheus J. Maher, S.J. Caesar J. Mannelli GRADUATE Marini Memorial Elizabeth Moran Edward W. Mason Memorial Albert J. Zabala Fellowship in John P. McCabe Theology James & Joseph McDevitt Archbishop Mitty Pierre Monteux Ellen R. Mulcahy Memorial Endowed Daniel J. & Josephine Murphy Mary Lee McKnight Orbeliani UNDERGRADUATE Amelia D. Parreria Alumni Memorial Philathea Club Katherine Black Rev. Joseph F. Rock, S.J. Fr. Andrew Boss Labor Management St. Mary's Hospital School of Nursing Dr. Frederick A. Breier Alumnae Constantino & Carmelina Memorial John McKenna Scott Carrie Baum Browning Joseph F. Short Albert Buchner Fr. Lee Simpson Memorial Fr. Lloyd Burns, S.J. Samuel Sonnenberg Fr. Callahan Memorial Dan Strazulo Memorial C.O.B.A. I.M.Virginia A.B. Mary Roche Stroebel Rev. Alexander Cody Perpetual Joseph Tarika T. A. Cody Clement & Charlotte M. Tobin Francis J. Colligen University Bookstore Evelyn Louise Cook USF Salesian Alumni—Angelo Fusco Lucille Byrne Courtney James E. Walsh Stephanie & Michael Dempniak Rev. Edward J. Whelan Louis De Ojeda William B. Turner Mr. & Mrs. Seth C.Drake Michael Walsh Fr. William J. Dunne, S.J. William F. & Elsa Schmidt Adrian J. Falk Rapid Transit Fr. Raymond Feeley, S.J. Memorial Bro. William J. Ferrill, S.J. Fitzsimmons Memorial Anthony Geraldi Memorial A. P. Giannini George B. Gillson Mr. & Mrs. A. J. Glesener Mary Gliebe Roger Purcell Guinee 40

GENERAL ACADEMIC REGULATIONS FOR UNDERGRADUATES

Graduation Requirements General Education Curriculum Degrees Student Categories Registration and Withdrawals Leave of Absence Courses Taken at Other Institutions Evaluation and Scholastic Requirements Honors and Awards Academic Probation and Disqualification Student Records 3 41 General Academic Regulations For Undergraduates

All undergraduates are urged to read carefully these general regulations. Failure to be familiar with this section does not excuse a student from the obligation to comply with all regulations. Although every effort has been made to insure the accuracy of this Catalog, students are advised that the information contained in it is subject to change. They should therefore consult the appropriate dean for current information. The academic deans may grant reasonable exceptions from academic regulations to students within their colleges/schools. Each college or school may have specific requirements over and above those set forth in this section.

GENERAL GRADUATION REQUIREMENTS FOR BACCALAUREATE DEGREES Candidates for the Baccalaureate Degree must meet all of the University's regulations. In particular, they must: 1. Complete all academic requirements in effect at the time of graduation. If program changes occur while a student is progressing towards a degree, the necessary substitutions and equivalencies will either be incorporated into the University Catalog or established by the appropriate dean. 2. Complete a minimum of 128 units of semester credit hours. 3. Fulfill the requirements of the General Education Curriculum. 4. Meet the requirements for a particular major field of emphasis as described in this Catalog. 5. Meet the University's academic residency requirements. 6. Meet the minimum scholastic requirements for the degree and the major field. 7. File a formal application for a degree with the Graduation Center by the announced deadline. 8. Insure that all their financial obligations to the University have been met. 42

THE GENERAL EDUCATION CURRICULUM Liberal education attempts to free students from unexamined assumptions about themselves and their world and from the limitations imposed by ignorance, prej- udice, or the partial perspective of any one class or culture. Liberal education should foster awareness of moral, religious, and humanitarian values, and should encourage responsible autonomy through greater self-understanding, self-control, and self- direction. To promote the integration of disciplines and the formation of a community of learning, liberal education tries to open up dialogue between persons who differ in their experiences, viewpoints, feelings, and intellectual approaches. Liberal education challenges students to think for themselves, but to do so critically and with respect for the opinions and values of others. Thus it lays the foundations and provides the background, motivation, and skills for lifelong learning. To promote the liberal education of its students, to broaden their awareness of the intellectual, social, cultural, scientific, and religious traditions of both Western and other civilizations, and to insure their mastery of the basic general skills essential to research, critical judgment, and communication, the faculty, with the approval of the University Trustees, has established a set of curricular goals for undergraduate colleges and has set down a specific framework of degree requirements through which these goals may be achieved. The Curricular Goals Are to Provide: 1. A mastery of the skills basic to analytical thinking and effective written and oral communication. 2. An ability to make informed responses to fundamental philosophical and religious questions, including those pertaining to moral responsibility and the ultimate meaning of life. 3. An understanding of the history of Western civilization and at least an introductory knowledge of cultures other than that of Europe and the United States. 4. An understanding and appreciation of the political, economic, social, and philosophical foundations of the American experience. 5. An understanding of the methods of inquiry and the questions of value which are characteristic of the natural and social sciences. 6. An understanding of the methods of identifying, interpreting, and evaluating ideas in classic and contemporary literature and the creative arts. The General Education Curriculum Consists of: I. Basic Skills. 9 units. This category is satisfied by taking specified courses in each of the following sub-areas: A. English Composition skills. (3 units) B. Oral Communications skills. (3 units) C. Analytic skills. (3 units) II. Philosophy and Religion. 12 units. The requirement in this category is satisfied by taking six units of specified course work in Philosophy and six units in Theology or Religious Studies. 43

III. World Civilization. 6 units. Three units of this requirement must be met by electing a course in the history and culture of Western Civilization. IV. The American Experience. 6 units. V. Natural and Social Science. 6 units. Students majoring in the natural sciences may fulfill the requirement in this category by credit earned in courses elected in their major program. Other students must take at least three units in the natural sciences. VI. Literature and the Fine Arts. 6 units. The specific courses by which students may satisfy the General Education Curricu- lum requirements are published in the University's Schedule of Classes. A suggested sequence for enrolling in GEC courses, guidance for transfer students, and information on specific areas of emphasis within the GEC may be obtained from the dean of each college or school. All students who entered USF prior to Fall, 1980, must meet the specific lower and upper division requirements of the GEC. Seniors may do so simply by following the provisions of the former Core Curriculum. Juniors and sophomores should consult a faculty advisor and use the published list of substitutions and equivalencies to determine which GEC requirements they have already satisfied through Core Cur- riculum courses. Any requirements still outstanding from this reconciliation process must be fulfilled by successful completion of approved GEC courses. For the convenience of such students, the general description of the Core Curricu- lum, as published in the 1979-80 Catalog, pp. 61-62, is set out below. Specific courses for the fulfillment of these requirements are published in the University's Schedule of Classes. The Core Curriculum consists of 36 units chosen from six specified areas of knowledge, a 12 unit block of basic skills courses and 80 units which are divided between departmental major requirements and electives.

The curriculum is structured as follows: Core Curriculum Area 1 (At least 12 units in this area and at least 3 units in each category) Category A: Human Civilization Category B: American Studies Area II (At least 12 units in this area and at least 3 units in Category A and 6 units in Category B) Category A: Man's Search for Meaning Category B: Religion (these courses must be selected from offerings in the Theology and Religious Studies Department) Area III (At least 12 units in this area and at least 3 units in each category) Category A: Science and Technology Category B: Man and Society 44

Basic Skills Twelve (12) units of basic skills selected from writing courses, oral communications, logic, mathematics, computer science, and/or modern languages specified by individual major departments.

Departmental Majors and Electives Eighty (80) units are divided between departmental major requirements and electives. Please check with individual departments for exact breakdowns.

DEGREES AND FIELDS OF EMPHASIS

i Degrees The University of San Francisco offers programs leading to the following undergraduate degrees: Bachelor of Arts, Bachelor of Science, Bachelor of Science in Business Administration, Bachelor of Science in Nursing, Bachelor of Fine Arts, and Bache- lor of Public Administration. The student's diploma will list the degree; the official transcript will also list the major or majors. Students working for two majors, each of which leads to a different degree, must petition for the degree which will appear on the diploma. Majors A major represents the concentrated area of studies a student has chosen to pursue for a bachelor's degree. Undeclared majors are students who have not chosen a major field of studies. Non-major refers to students outside a specific major or department. Change of Major A student may change from one major to another within the same college with written approval of the appropriate department chairperson and dean for the major to which admission is sought. Forms for this purpose are available in the Office of the University Registrar. Students should normally expect a delay in graduation when a change in major is made. Change of College A student who wants to transfer from one college to another must apply for such a transfer at the Office of Admissions, where forms for this purpose are available. Ordinarily a delay in graduation occurs when a change in college is made. Students may not change college unless they are in good standing. Students desiring a change of college/school are advised that the number of spaces in some programs may be limited. They must therefore seek appropriate counseling. Students desiring to change their major to nursing must consult with, and have the approval of, the Dean of the School of Nursing. Double Majors To determine the feasibility of completing all requirements, a student who wishes a second major must consult with the chairperson of the department and dean of the college/school which offers the second major. Students must petition to enroll in additional majors and must obtain the approval of the dean of the college/school 45

which offers the second major. Petitions for double majors are available at the Office of the Registrar. Students with a second major should normally expect a delay in graduation since they must meet all requirements for each major. If each major leads to a different degree, the student must petition for the degree which will appear on the diploma. Only one degree can be awarded. The official transcript will designate the major or majors. Students should note that two areas of emphasis in the McLaren College of Business Administration do not constitute a double major. A Second Bachelor's Degree The University allows work towards a second bachelor's degree if a student's objectives have significantly changed. A student who plans to earn a second degree must reapply for admission. Students who obtained the first degree at an institution other than USF must meet all the requirements that apply to students working for their first degree at USF. Previous academic work will be evaluated for transfer credit. Students who have completed their first degree at USF must take a minimum of 30 units of credit at USF after obtaining second degree status, must meet the requirements in the major of the second degree, and must complete at USF no fewer than 15 upper division units in the second major. The completion of work for a second degree normally necessitates at least a fifth year of studies for a full-time student. Students may not work towards two degrees concurrently.

SPECIAL PROGRAMS Honors Program This program of seminars concentrating on Western European thought and culture is reserved for a group of superior students selected by the Honors Program Adminis- tration. St. Ignatius Institute The St. Ignatius Institute offers an integrated, Catholic Liberal Arts curriculum combined with a major field of emphasis. Students in certain majors may require more than four years to complete the curriculum of the Institute and the major of their school or college. Certificate Programs The University awards various certificates to students concentrating in specialized fields of interdepartmental studies. Among these are the Certificate in Asian Studies, the Urban Studies Certificate Program, and the Certificate in Gerontological Studies. Special regulations apply to certificate programs; students should consult with the appropriate program administrator. Records and verification of certificate work are maintained by the program offering the certificate.

STUDENT CATEGORIES A Regular Undergraduate Student is a student admitted by the University to work towards a bachelor's degree. The normal course load of an undergraduate student is 15 units per semester. A student is considered to be full-time if enrolled for 12 or more units of credit per semester. Regular undergraduate students are classified 46

according to the number of semester units completed with at least a "C" average: Freshman 0-29, Sophomore 30-59, Junior 60-89, Senior 90 or more. A Part-Time Undergraduate Student is one admitted by the University to work towards a bachelor's degree but enrolled for less than 12 units of credit per semester. Part-time students are eligible for limited financial aid and pay tuition at the unit rate. A Special Student is one admitted by the University for course work only, i.e., is not admitted to work towards a degree and not required to follow a specific curriculum. Special student status is granted by the Admissions Office, in consultation with the appropriate dean, normally only to mature applicants who meet the University's regular admission standards. To renew this status, the student must file a petition with the Admissions Office at least three weeks before the beginning of each subsequent semester. Only students who maintain a grade point average of "B" or better are allowed to retain special status. Special students are ineligible for financial aid and may register for classes only if space is available. A special student who wishes to change to regular status must apply at the Admissions Office, must meet all of the University's regular admission standards, and, if accepted, will be expected to complete all general and particular subject requirements for a degree. Courses taken by students with special status may count towards degree requirements.

A Student on Conditional Status is one whose application to be a regular student in the School of Continuing Education or Evening College is pending but who has obtained the permission of the dean of his/her college to enroll for course work in that college only. A student on conditional status must meet all University academic regulations and any specific conditions set by the dean to be eligible for regular student status. Conditional status can be granted for only one academic term and makes the student to whom it is granted ineligible for financial aid. Only in extremely rare circumstances is this status made available to undergraduates outside Con- tinuing Education and the Evening College.

An Auditor is a student who registers for a course with the understanding that he/she will receive neither grade nor credit for it. Audited courses do not count towards regular full-time student status for purposes of financial aid, visa requirements, or veterans' benefits. An audited course may be changed to credit status or vice versa only if the request is processed prior to the last day for withdrawal with refund. Auditors pay the same tuition as students enrolled for credit. For further information on auditing procedures, students should consult the Registrar's Office.

A Student in Good Standing is one who is making satisfactory academic progress as defined in this Catalog and who has met all financial obligations to the University.

REGISTRATION, ADDITIONS AND WITHDRAWALS Registration is the means by which a person officially becomes a student at the University. Only persons officially admitted to one of the student categories may register. 47

Regular and Late Registration Regular registration takes place before the beginning of classes. Late registration in the regular semester (term) takes place during the first two weeks of classes and requires a late registration service fee. Classes added or dropped up to the final date of late registration do not require additional service fees for each course or approval signatures. The days of registration are listed in the University Calendar. All students must follow the established registration procedures published in the Schedule of Classes for any term. A student is not considered registered until the proper registration forms have been filed with the Registrar and tuition fees have been paid. The official academic program consists of the courses in which the student is enrolled at the close of late registration. Special Registration For programs not following the regular academic calendar, students should consult the program director or dean of the school or college in which the course or program is offered. The School of Continuing Education permits groups of fifteen (15) or more students to register at class sites and at times specified by the school. The University, through the School of Continuing Education, retains the right to suspend or merge groups when student registration at a program site falls below twelve (12). Registration by Proxy Registration (or any change thereof) by Proxy is not normally permitted and, when permitted, requires the written authorization of the person who wishes to be registered and the completion of the Registration by Alternate form available during registration. Registration Certification Students who need enrollment certification from the Registrar's office must be registered and in good standing. Students should allow a minimum of two weeks for certification of registration. Unit Hour Limitations The normal unit course load per semester is 15 units. Any unit over 18 is considered an excess unit load. A petition to take excess units will be considered only when presented by a student whose scholastic ability has been demonstrated to the satisfaction of his/her dean. The usual requirement is a 3.5 grade average in the semester immediately preceding the presentation of the petition. Each excess unit is charged at the same rate as courses taken on a per unit base. It is recommended that undergraduate students who are employed while attending the University follow this schedule: 1-19 hours of employment per week—students may carry a full schedule of academic work; 20-29 hours of employment per week—student should limit his/her schedule to 14 units; 48

30 or more hours of employment per week—student should limit his/her schedule to 12 units. Registration for Directed Study Directed study courses are designed for superior students whose educational needs are not met by the available curriculum. A contract is drawn up by the student and the faculty member containing a description of the course content, basic requirements, unit value, and schedule of meetings. The contract is signed by the student, faculty member, department chairperson, and the dean of the college. All copies are filed at the Registrar's office at the time of registration. The privilege of enrolling in directed study is limited to those students with a 3.0 grade point average or higher. Without the specific approval of the dean, a student may register for no more than one directed study course per semester, nor for more than 12 units of directed study towards the degree. Letter grades are recorded for directed study courses. Adding Courses Courses may be added until the close of late registration without signatures or service fees. After that, the addition of courses can be permitted only in exceptional circumstances and requires service fees and the signatures of the instructor and the dean of the School or College which offers the course. A student who wishes to add a course should have already filed a registration form for a given semester. This student must obtain an "Add" form from the Registrar, obtain the specified signatures, and pay the required service fees. Only when the completed "Add" form has been returned to the Registrar does the addition become official. Dropping Courses A student who wishes to drop a course should carefully observe all the prescribed deadlines for the specific steps required to secure approval, obtain signatures, and pay service fees. The deadlines also affect the student's academic record. The appropriate form for dropping courses can be secured from the Office of the Registrar, and must be returned to the office; the date of record is the date on which the completed form is returned to the Registrar. Only then does the withdrawal from a course become official. Students who simply absent themselves from a class or tell the instructor that they are dropping the course, without filing the required form, will have a failing grade (F) entered in their record for that course. A student who drops all courses is obligated to follow the rules for withdrawal from the University. a. Dropping Courses before the Deadline for Refund For the regular semester, the final date for withdrawal from courses with refund of tuition is during the fourth week of classes and is published in the University Calendar. Withdrawals processed after the close of late registration and before the deadline for refund require service fees for each course dropped, but do not require approval signatures. Courses dropped before the deadline for refund will not appear on the student's transcript. For programs not following the University Calendar, the final date for dropping courses with refund is determined by the dean of the college/school in which the program is offered. Typically, the deadline is based on 20% of elapsed class-time in relation to the total number of class meetings scheduled for the course. 49 b. Dropping Courses after the Deadline for Refund Once the deadline for refund has passed, withdrawals can be made only for compelling reasons, and require the approval of the appropriate faculty member and dean, and the payment of a service fee for each course dropped. Courses dropped after the deadline for refund will be recorded as "W" (Withdrawal) in the student's permanent academic record. A "W" carries no academic penalty and does not affect the student's grade point average. c. Final Date for Dropping Courses The final deadline for dropping courses is always one week before the beginning of the final examination period. d. Group Transfers Students in the school of Continuing Education may transfer to another group only with the permission of their program director. Such transfers are subject to special regulations and fees.

WITHDRAWAL FROM THE UNIVERSITY A student who wishes to withdraw from the University must secure a withdrawal form from the Registrar and must obtain the signatures specified on the withdrawal form. Only when the completed form has been returned to the Registrar does the withdrawal become official. Students who simply absent themselves from class or tell the instructor that they are withdrawing from the University, without filing the required form, will have failing grades (F) entered in their record. Students who withdraw from the University before the deadline for refund will receive full refund of tuition, minus an administrative service charge. No refund of tuition will be made to students who withdraw after that date, nor will any withdrawal fee be assessed. Students who wish to return to the University after an official withdrawal must apply formally for readmission by filing a new application form with the Office of Admissions. Nursing N.B. Students planning to withdraw from the School of Nursing are requested to make an appointment with the Dean of the School of Nursing prior to initiating withdrawal procedures. Withdrawal from Programs in the School of Continuing Education Students planning to withdraw from programs in the School of Continuing Education must observe the deadlines for refund and must follow the special procedures established for that School. In particular, students must submit, in writing, their intention to withdraw to the Office of Student Services. Only when written notification is received by the office does the withdrawal become official. Students mailing their withdrawal notification should address it to the attention of their degree program and send it by certified mail to: 50

Attention: Program Office of Student Services College of Continuing Education University of San Francisco—Lone Mountain Campus Turk Street San Francisco, CA 94117 Students who simply absent themselves from class or tell their instructor that they are withdrawing from the University, without filing written notification of their intention, will receive failing grades (F) and forfeit their refund rights. Leave of Absence from the University Registered students who wish to leave the University temporarily should petition for a leave of absence. The appropriate form may be obtained from the Registrar and must be filed with the Registrar's Office after the student has obtained the specified signatures. The maximum leave of absence which can be granted at any one time is one academic year. Students who intend to return after a leave of absence must notify the Admissions Office and the dean of the college or school to which they are returning at least six weeks before the beginning of official registration. Students who do not return for the semester specified are considered to have withdrawn from the University; they must apply for readmission should they wish to return later. Stu- dents who wish to enroll for course work at other institutions during their leave of absence from the University must obtain their dean's prior approval and must observe the rules for courses taken at other institutions. Courses taken without prior approval will not be counted towards the degree.

ACADEMIC RESIDENCY REQUIREMENT AND COURSES TAKEN AT OTHER INSTITUTIONS Residency Requirement All students who are candidates for the bachelor's degree must satisfactorily complete at least the last 30 upper division units of credit at the University of San Francisco. Transfer students must also satisfactorily complete a minimum of 15 upper division units in their major at USF over and above those units satisfactorily completed in the equivalent major at another institution. These 15 units may be part of the last 30 units required at USF. Double Credit The same course does not fulfill the course requirements in both undergraduate and graduate degree programs at one and the same time. Courses taken at Other Institutions A student who is working towards a degree at the University of San Francisco but who wants to take a course, or courses, at another college or university must obtain the written approval of the dean of his/her college at USF prior to enrolling in such courses. Students are not allowed to take units in excess of the normal work load and 51 are ordinarily not permitted to take at other institutions General Education requirements, departmental requirements, or courses offered concurrently at USF during the regular semester or term. Courses which a student takes as a guest student at other colleges or universities in non-USF affiliated programs will not be counted in the student's cumulative grade point average unless specifically authorized by the dean. Students enrolled at, or on official leave of absence from, USF will not be allowed to count towards their degree course credit obtained at another institution without the prior approval of the appropriate dean at USF. These regulations also apply to University of San Francisco students who attend classes through the Consortium, to Summer Session courses taken at other institutions, or to correspondence courses offered through other colleges or universities. It is always the student's responsibility to have a transcript of the approved work forwarded to the Registrar's Office. The form Petition to Enroll at Another Institution is available at the Registrar's Office.

The San Francisco Consortium Cross Registration University of San Francisco students may take advantage of a cross registration system between the seven member colleges or universities which make up the San Francisco Consortium: i.e., the University of San Francisco, San Francisco State University, University of California at San Francisco, Hastings College of Law, California School of Podiatric Medicine, Golden Gate University, and Cogswell College.

The San Francisco Consortium Cross Registration Policy Any regularly enrolled, full-time, matriculated student of a San Francisco Consor- tium member institution may register for credit in courses offered by other member institutions on the consent of his/her dean and of the host registrar, if space is available in the desired class. This policy applies only to the regular sessions of the academic year, and specifically excludes summer session, intersession, extension courses, and similar programs. In addition: 1. A student may cross-register for no more than one course per quarter/semester and never at more than one other member institution during the same semester, except where special arrangements have been made between participating institutions. 2. Cross registration is not accepted until the first day of late registration at the host institution. 3. If the student fails to maintain full-time status at the home school during the semester of his/her cross registration, that enrollment will be automatically cancelled. 4. A student who drops the course prior to completion must notify both the host and home registrars and fill out appropriate forms to avoid the recording of a "failure." 52

5. Grades are reported by the host institution directly to the student, whose responsibility it is to have such credits incorporated into the official records. The following conditions must be met before a student may register for credit at another member institution and have the credit accepted toward fulfilling graduation requirements at USF. 1. The student must be matriculated and currently enrolled, full-time, in a degree program. 2. The desired course must not be regularly offered at the home institution. 3. The student must have the agreement of the dean, must have satisfied any prerequisites, and must be academically acceptable at the host member institution, presuming that space is available. Further information about cross-registration procedures may be obtained from the Registrar's Office.

EVALUATION OF STUDENTS, SCHOLARSHIP REQUIREMENTS, HONORS, AWARDS, AND RECORDS

Class Attendance Students are expected to attend classroom and laboratory exercises regularly. Faculty members may exclude from the final examination and record an (F) grade for any student whose absences in a course exceed 20 per cent of the scheduled classes. N.B. Students in the Schools of Nursing and Continuing Education who have been absent from course work and/or laboratory experiences in a course required for the major are expected to make arrangements to complete the missing work. The final grade given by the faculty member at the end of the semester will be the grade for the course.

Examinations Students are expected to take all examinations. Dates for final examinations are given in the University Calendar and may not be rescheduled without the approval of the dean of the appropriate school or college. Members of Alpha Sigma Nu, the Jesuit Honor Society, may request to be excused from final examinations at the end of the final semester of their senior year. In such cases, teachers will grade the student on the basis of work done during the semester. 53

Grading System The work of students is evaluated and reported in terms of the following grades: A Outstanding B Superior C Satisfactory D Lowest Passing—work below standard F Failing, course not counted towards degree requirement The grades A, B, C, and D may be modified by Plus ( + ) or Minus (-). In addition, the following notations are used: P— Passing, at least at the lowest passing level; not counted in computing the grade point average. S— "Satisfactory", or U—"Unsatisfactory"—are grades given in certain courses listed under Fine Arts, Communication Arts, and Physical Edu- cation. In such cases, the units will be counted towards the total units required for graduation, but not in computing the grade point average. I— "Incomplete" denotes an examination or required assignment which has been postponed for a serious reason. Students who have not contacted a faculty member regarding completion of course requirements are subject to a failing grade. Students given approval to postpone course requirements must complete them on the date specified by the teacher. If the grade is still incomplete (Inc.) at the close of the following semester, it is converted to a failure (F). IP— Work "In Progress": final grade to be assigned upon completion of the entire course sequence. W— "Withdrawal": student drops a course after deadline for refund but before final deadline for withdrawal. NR— "Grade not Reported" by instructor within 15 days after the examination period. To correct the transcript the teacher must file a change of grade form. "NR" carries no connotation of student performance and no grade point value is given. Audit—"Auditor"; course not taken for credit.

Pass-Fail Option Courses Students are permitted to enroll in specified courses on a "Pass-Fail" option basis. The objective is to encourage students to widen their academic horizons by enrolling in courses of interest which will benefit their general education, without the burden of competing with students in the major, e.g., a student in Liberal Arts might wish to enroll in a course in chemistry or business, or a student in Science might enroll in advanced English, etc. 54

The following general regulations are to be observed: 1. The Pass-Fail option applies to only one course each semester or session. 2. The Pass-Fail option is not allowed for General Education Curriculum courses or for courses required by the major. 3. To exercise the option, the student must have completed at least the first semester of the freshmen year. 4. To qualify for the option, the student must have at least a cumulative C (2.0) average. 5. A student exercising the option after the end of late registration must have the approval and signature of his/her dean. The deadline for any changes to or from Pass-Fail status is the same as the final date for dropping courses with refund. The instructor assigns a standard letter grade which the Registrar's Office trans- lates into a Pass (P) or Fail (F). Semester credit hours are awarded for a "Pass" (P) grade. The student's grade point average will not be affected. "Failure" (F), however, will affect the grade point average. Grade Honor Points Grade honor points per semester unit of credit are assigned as follows: A+ =4.0 grade honor points per units (no extra points) A =4.0 grade honor points per unit. A — =3.7 grade honor points per unit. B+ =3.3 grade honor points per unit. B = 3.0 grade honor points per unit. B - =2.7 grade honor points per unit. C + =2.3 grade honor points per unit. C =2.0 grade honor points per unit. C— =7.7 grade honor points per unit. D + =1.3 grade honor points per unit. D = 1.0 grade honor points per unit. D - =0.7 grade honor points per unit. F =0.0 grade honor points per unit. Grade Point Average The grade point average is determined by adding the grade honor points and by dividing the resultant sum by the total number of semester hours. As a general rule, the ratio is based on the number of attempted units completed, e.g., if a student repeats a course, both courses will be considered in the grade point average. As exceptions to this rule, a Pass (P), a Satisfactory (S), and a Withdrawal (W) will not affect a student's grade point average. A student's cumulative grade point average is based on courses which the student takes at USF or in USF affiliated programs. Courses which a student takes as a guest student or through cross registration at other colleges or universities will not be counted in the cumulative grade point average without special authorization by the dean. 55

Official Grades Official grades are issued by the Registrar at the end of each term to students who have met all financial obligations to the University. Grades cannot be given over the telephone. Changes of Grade Once grades have been submitted to the Registrar's Office, they will not be changed unless there has been an evident injustice, and only after the dean has received the faculty member's request giving the reason for the change. The change will become effective only after the petition has been approved by the dean and filed with the Registrar.

Credit By Challenge Examination Undergraduate students may obtain credit by challenging courses approved for this purpose by a faculty member, the faculty member's dean, and the student's dean. Courses required for the major are not ordinarily approved for challenge by examination; nor may a student challenge any course which he or she has previously attempted, completed, or audited. No more than one course may be challenged in any one term. Courses and credits obtained by these examinations may not be counted toward the fulfillment of the academic residency requirement, nor toward the credit hour load in any term. However, the units for courses successfully challenged will be counted towards graduation and, whether successfully challenged or not, will be computed into the grade point average and thus affect the student's academic standing. Grading for a challenged course is the same as for a regularly taken course, but the student's academic record will indicate that the course was taken "by challenge examination." Information on procedures for challenging courses may be obtained from the Registrar's Office.

Repeated Courses Students may repeat courses, but units completed will be counted only once toward the total needed for graduation, unless otherwise provided for in the Catalog. The student's record will show the initial and the subsequent grades. All grades received will be computed into the student's grade point average.

Minimum Scholastic Requirements at Graduation In order to qualify for graduation, a student must have achieved at least a C (2.0) cumulative grade point average, at least C (2.0) in his/her major, and at least a C (2.0) in the total collegiate record. This applies also to students who present more than 128 semester units for graduation. Colleges and Schools may designate requirements which exceed the minimum requirements stipulated by the University, e.g., students who major in Nursing must attain a C (2.0) in each science and each nursing course. 56

Academic Honors at Commencement To be considered for Commencement Honors, a student must have completed at least 60 units of credit at USF and have a minimum cumulative grade point average of: 3.85 for Summa Cum Laude; 3.75 for Magna Cum Laude; 3.50 for Cum Laude. Computation of grade point averages for the purpose of determining commencement honors is accomplished by extending the decimal to its furthest point rather than rounding off to the nearest significant figure. Dean's Honor Roll The Dean's Honor Roll in each school is a list of students achieving high scholarship each semester. To be eligible a student must be enrolled full-time and achieve a 3.5 grade point average for that semester. In addition the USF cumulative grade point average must be 3.50 or better. Students with a 3.7 or higher grade point average for two consecutive semesters are eligible for the Dean's Honor Roll irrespective of the cumulative grade point average. University Awards Through the generosity of friends, the University of San Francisco is enabled to give awards to students who have distinguished themselves in scholarship, service, and loyalty to the University. Further information on University awards may be obtained from the deans of the schools and colleges. Academic Probation Academic probation constitutes a serious warning that the student's academic record is unsatisfactory and that failure to improve the record will lead to dismissal from the University. The following categories of students will be placed on academic probation: 1. Any student who fails to achieve a C (2.0) average for a semester or whose cumulative grade point average falls below a C (2.0). 2. Any upper division student whose cumulative grade point average in his/her major falls below a C (2.0). A student on probation is not allowed to take more than 15 units of credit per semester; the dean may impose additional requirements and limitations. Academic Disqualification Academic disqualification constitutes termination of a student's relationship with the University for unsatisfactory scholarship. A disqualified student may not register in any of the University's courses and is denied all privileges of student status. The following categories of students are subject to disqualification: 1. Any student who, after being placed on probation, fails to achieve a C (2.0) average for the work undertaken during the probationary semester or who fails to 57

achieve a cumulative grade point average of C (2.0) in the two semesters after being placed on probation. 2. Any upper division student who fails to achieve a C (2.0) average in his/her major during the probationary semester or who fails to achieve in the major a cumulative grade point average of C (2.0) within two semesters after being placed on probation. Any student who receives a notice of disqualification may petition for a hearing. The student's dean will make the final decision on disqualification. Ordinarily students disqualified for unsatisfactory scholarship will not be readmitted to the University. A disqualified student who wishes to return to the University must file a formal application with the Office of Admissions and must follow the guidelines and procedures set for new students. In addition, an applicant for readmission must give reasons for a reapplication approval. A disqualified student who has been readmitted is on probation and has to meet the specific conditions set by his/her dean at the time of readmission. A readmitted student who fails to meet these conditions will be disqualified and may not apply a second time. N.B. In some instances, a student may be required to drop his/her major program for academic reasons and yet not be academically disqualified from the University. N.B. Students in the School of Nursing may be placed on probation or made subject to dismissal by the Dean at the recommendation of the appropriate faculty members), not only under the above provisions but also for deficiencies in other qualifications for their profession.

Transcripts Students who desire a transcript of their academic record must submit a written request to the Registrar's Office. Such a request must be accompanied by a payment of transcript fees and should be made at least two weeks in advance of the date required. Students are advised that, during the registration and examination periods in any given term, transcripts can be issued only in exceptional circumstances. An official transcript will not be released to any student who has failed to meet all financial obligations to the University. Any transcript request with incomplete addresses, insufficient information for processing, or unaccompanied by the transcript fee, will be returned to the sender.

Filing for Graduation and Diplomas Students applying for the conferral of an undergraduate degree should file a "Grad- uation Check" with the Graduation Center upon completion of ninety (90) units. The remaining units for the degree may thus be selected with reference to the Graduation Center's appraisal of the student's progress towards the degree. A graduation check must be filed by students at the beginning of their last semester if they are to be eligible for graduation at the end of that semester. 58

Graduation dates posted on the transcript and on the diploma coincide with the last month of the four terms of instruction: Fall—December; Intersession—January; Spring—May; Summer—August. The graduation ceremony for all graduates of any academic year is held in May. Diplomas for all graduates of any academic year are ordered in May, and distribution of these diplomas begins in August. Uncompleted academic work or missing documentation relevant to graduation requirements at the time diplomas are ordered will delay the receipt of the diploma until the following year. Diplomas will be released only to students who have paid the required Graduation Fee and who have otherwise been cleared by the University Bursar. Release of Information The Family Educational Rights and Privacy Act grants students significant rights of access to their educational records. This Act also protects the privacy of these student records and requires the University to inform students of all their rights and safeguards. The following will explain the various sections of the Act. Students may gain access to any written records directly concerning them by asking the official holding the records. A list of record holders and the contents of their files follows. Where a record contains information on more than one student, students requesting inspection must be informed about the information pertaining to them. The student does not have the right to inspect personally such records as this would violate the privacy of another student. There are some records to which the student has no right of access. These are: 1) financial records of parents; 2) confidential letters and recommendations written prior to January 1, 1975; 3) those confidential letters and recommendations for which a waiver of rights to access has been assigned, provided the student is given the names of those writing letters (there are three areas in which waivers may be signed—admission, employment, and honors); doctors' and psychiatrists' records— which, however, may be reviewed by the students' own physicians. Students have the right to the interpretation and explanation of all reviewable records. Furthermore, the subject matter of the files can be challenged directly with the official holding them. If students are not satisfied with the explanation or reach an impasse with the record holder, they have the right to appeal the case to the University Legal Advisor who has been established as the hearing officer. Students have the right to copies of their records. They may be charged for this service, but the amount cannot exceed the actual cost of producing them. The Act entitles students to the privacy of their records. Only material classified as "directory" information can be released without student consent. Directory information as defined by the University of San Francisco includes: the student's name, address, telephone number, school of enrollment, periods of enrollment, degree awarded, honors, participation in athletic activities, weight and height of athletic participants, major and minor fields, Dean's list, and date and place of birth. (With reasonable notice, students can have any or all of the information withheld.) 59

The Act does, however, allow persons serving in official capacities to have access to student records. These include: 1) University officials who have a legitimate interest, e.g., those performing their official duties; 2) officials of other universities in which the student seeks enrollment, provided the student is given notice and the opportunity to review the records sought; 3) Government officials acting in their legitimate functions; 4) those persons needing them in connection with a student's application for, or receipt of, financial aid; 5) organizations conducting surveys provided that the information will not reveal the student's name and, when the information is no longer necessary, it will be destroyed; 6) accrediting organizations; and 7) those persons named in a judicial order. Students may provide others the consent to review their files. To protect students, a record will be kept of those granted access, other than USF officials. Such records will be maintained for each file reviewed. Below is a list of the University offices which maintain educational records concerning students:

Office On File Academic Affairs Record of students excused from taking classes. (Vice President) Accounting and Bursar refunds and scholarship vouchers; NDSL, Finance NSL; returned checks and stops on checks; delin- quent student accounts; billing master file reports; student charges and locator; housing contracts; student deferment agreement forms; student addresses; copies of Deans' letters.

Admissions SAT, ACT and TOEFL scores; high school and college transcripts.

Annual Giving Current and former students.

Athletics Injury reports; scholarship contracts.

Bookstore Bad check list

Career Planning and Student employment card; career date card; place- Placement ment file; student payroll forms; employers files.

Continuing Education Disciplinary Records; student withdrawals; refund requests.

Counseling and Counseling and Medical records and Health insur- Health Services ance records. 60

Departments and Grades; advising notes; SAT, TOEFL results; letters Colleges of evaluation; employment records; high school transcripts; letters of recommendation; MCAT, LSAT results; scholarship records.

Educational Services Autobiography, contact and admission interview Center for comments; correspondence; applications; high Minority Students school transcripts; recommendations, test results, resumes, grades.

Evening College The Evening College keeps current evening student records.

Financial Aid 1 Records of current and past aid.

International Student Letters of credit, recommendations, grades, letters of Program academic progress, financial statements, Immigra- tion and Naturalization correspondence; demographic and major field information; counseling records.

Intramurals Records of participation.

Law School The Law School maintains its own Registrar, Place- ment and Financial Aid offices and keeps records similar to those listed for the same central University offices.

Library Overdue notices and Borrower's list.

Registrar Records of present and prior academic progress.

Residence Life Housing contract files; locator and dormitory rosters; housing disciplinary records.

Student Development Student schedules and grades; home and local addresses; correspondence and recommendations; disciplinary records. 61

GENERAL ACADEMIC REGULATIONS FOR GRADUATE STUDENTS

Classification of Students Standards of Scholarship Advancement to Candidacy Thesis Requirements Comprehensive Examinations Credit Hours, Units, and Course Numbering 4 62 General Academic Regulations For Graduate Students

GENERAL GUIDELINES The regular University calendar extending over approximately 42 weeks, is divided into Fall Semester, Intersession, Spring Semester, and Summer Session. Although reasonable efforts will be made to expedite students' completion of graduate programs, the University does not obligate itself to offer courses every semester to enable graduate students to complete their program within a minimal specified time limit. The University reserves the right to revise its regulations and programs in accord with sound academic standards and requirements. It is the responsibility of graduate students to familiarize themselves with, and carefully observe, the regulations pertinent to their status and programs. CLASSIFICATION OF STUDENTS 1. A regular graduate student is a student admitted by the University to work towards a graduate degree. 2. A graduate student with provisional status is a student whose prior academic preparation does not include courses which are prerequisite for admission to regular graduate status or a student whose prior academic work is not sufficiently strong to merit full acceptance as a regular graduate student, but who has obtained the permission of the dean of his or her college to enroll for a specific set of courses. A graduate student with provisional status must meet the specific conditions set by the dean of his or her college before he or she will be reclassified to regular graduate student status. Unless specifically approved by the dean, courses taken by a student with provisional status will not count towards the completion of regular graduate degree requirements. 3. A graduate student with special status is one admitted by the University for course work only, i.e., is not admitted to work towards a degree and is not required to follow a specific curriculum. Special student status is approved by the dean on a form provided by the Admission's Office and must be renewed each semester. Conditions for obtaining special graduate status and for the renewal of this status are set by each school or college. Special status students are usually not eligible for financial aid and may register for classes only if space is available and only if they have the approval of their dean. A special graduate student who wishes to change 63 to regular status must apply for this status at the dean's office, must meet all regular graduate admission standards, and, if accepted, will be expected to complete all requirements for the degree. Courses taken by graduate students with special status may count towards graduate degree requirements.

GRADUATE ADVISORS The dean or chairperson of each department which offers graduate work will designate a specific advisor for each student. The advisor will analyze the student's past record and assist him or her in planning a graduate program.

REGISTRATION, ADDING AND DROPPING COURSES, WITHDRAWAL FROM THE UNIVERSITY All prescribed deadlines must be carefully observed since they affect approval signatures, service fees, and the student's academic record. For further information, see the University's calendar and the official class schedule for each academic term.

STUDY LOAD A graduate student must register for at least three (3) units in any one semester. In any semester, students taking upper division courses only are limited to 15 units; those taking graduate courses are limited to 12. The normal full time load is 9 units of credit per semester. Some programs require only six units for regular full-time student status. A candidate for a degree must be registered during the semester in which the degree requirements are completed.

TRANSFER OF CREDIT POLICY In exceptional cases, on the written petition of the student prepared under the guidance of, and signed by, the faculty advisor and the program chairperson, a limited amount of graduate credit obtained at other universities, or obtained at USF after the bachelor's degree has been earned, may be accepted in partial fulfillment of the requirements for the master's or the doctoral degree. The petition, which is to be addressed to the dean must contain reasons justifying the acceptance of this credit. In no case, however, will more than the following units of credit be accepted: 4 units for programs requiring 24 units 6 units for programs requiring 30 units 12 units for programs requiring 60 units To be acceptable for transfer of credit, courses must: a. be graduate level courses; b. be taken at an accredited institution of higher learning within the last ten (10) years; c. not be supervised fieldwork, directed study, or field practice; d. have an earned grade of "B" (or its equivalent) or better. 64

A transcript record of the course work must accompany the transfer petition. Acceptance of transfer units cannot be used to reduce the residence requirement or the minimum requirement of semester units in strictly graduate courses taken in residence at the University of San Francisco.

DOUBLE CREDIT The same course may not fulfill the course requirements in both undergraduate and graduate programs.

TIME LIMITATIONS FOR DEGREE COMPLETION All requirements leading to the Master's degree must be completed within five (5) years from the beginning of a student's graduate program. All requirements leading to the Doctor of Education degree must be completed within seven (7) years from the date of admission and within three (3) years from the date of advancement to candidacy.

RESIDENCE REQUIREMENTS FOR DOCTORAL STUDENTS In order to meet the academic residence requirement for the doctorate, the student must complete the equivalent of six (6) regular semesters. During this time she/he must be in residence for two (2) consecutive semesters with a minimum course load of at least six (6) units per semester. This course work is exclusive of dissertation course units.

LEAVE OF ABSENCE FOR GRADUATE STUDENTS Graduate students who wish to leave the University temporarily must petition for a leave of absence. A petition must be filed for each semester for which the student desires a leave of absence. The appropriate form must be filed with the dean after the student has obtained the specified approval signatures and has paid the required continuation fees. The maximum leave of absence which can be granted to a graduate student is two semesters. Students who leave the University without having obtained final approval for a leave of absence, or students who do not return for the semester specified, are considered to have withdrawn from the University; they must apply for readmission should they wish to return later and must pay continuation fees for the time they were absent. 65

STANDARDS OF SCHOLARSHIP AND GRADE POINTS The work of graduate students is evaluated in terms of the following grades: A. Outstanding performance. B. Satisfactory performance (student meets all major course competencies). C. Student meets minimum standards for obtaining credit. F. Failure: student does not meet minimum standards for obtaining credit. In addition, the following notations are used: I for "Incomplete"; W for "With- drawal"; NR for "Grade not Reported"; and IP for "In Progress" (see undergraduate regulations for further information). The grade honor points are assigned as follows: A = 4.0; A - = 3.7; B + =3.3; B = 3; B - =2.7; C+ =2.3; C = 2.0; F = 0.0

REPEATED COURSES With the permission of the dean, graduate students may repeat courses but units completed will be counted only once toward the total needed for graduation, unless otherwise provided for in this Catalog. The student's record will show the initial and the subsequent grades. All grades received will be computed into the student's grade point average. Students repeating a course must register and pay tuition a second time for that course.

MINIMUM GRADE POINT AVERAGE AT GRADUATION To be eligible for the conferment of a graduate degree, a student must attain at least a B (3.0) grade point average in all courses counted towards that degree.

PROBATION AND DISQUALIFICATION Any graduate student whose cumulative grade point average drops below 3.00 will be placed on academic probation. Students on academic probation who fail to raise their cumulative grade point average to 3.00 by the time they have completed the next six (6) semester hours of graduate work are liable to disqualification from the program. Students whose cumulative average falls below 2.5 in any one semester are also liable to disqualification.

ADVANCEMENT TO CANDIDACY Admission to regular graduate student status does not automatically include advancement to candidacy for the degree. Advancement to candidacy requires a formal, written application distinct from registration. A student may not obtain a graduate degree without being advanced to candidacy. The minimum requirements for advancement to candidacy differ from program to program. For further information, consult the dean or program chairperson or see the specific program sections in this Catalog. Application forms for advancement to candidacy may be obtained from the dean or program chairperson. 66

THESIS All candidates for the Master's Degree in Economics and International Economics, in Biology (Plan A), Business Administration, Chemistry, Government (Plan A), History (Plan A), Theology, Environmental Management, Human Relations and Organizational Behavior, Public Administration, and Toxicological Science must complete a thesis approval form in addition to the application for advancement to candidacy. These forms, which can be obtained from the program director or dean, are to be completed under the guidance of the director of the thesis and at least a second reader, and in some cases, depending on the nature of the topic, a third reader. After 67 the director, the reader(s), and the chairperson of the department have signed the form, the student must forward it to the dean or program director of the degree program. For information concerning dissertation and comprehensive examination requirements in the School of Education, see the School of Education Catalog.

THESIS FORMAT The thesis must be typewritten or printed offset. If typewritten, bond paper 8 1/2 x 11 inches must be used; the pages must be unbound and without perforations; the typing must be double spaced; and a margin of 1 1/2 inches must be allowed on the left; other margins must be 1 1/4 inches. If printed separately, it must conform with norms to be agreed upon by the appropriate dean and the student's major department. If typewritten, the original and one copy of the thesis, when it has been approved and signed by the committee in charge, must be filed with the dean on the final day of examinations in a given semester.

Submission of Thesis to Readers The student must arrange regular interviews with the director and the other readers of the thesis and personally submit the preliminary and final draft to the readers. Failure to present the entire preliminary copy of the thesis to these faculty members well in advance of the deadline for filing the finished product may result in a postponement of graduation.

Submission of Thesis to Dean When the thesis has been approved and signed by the readers, the student must file the original and one copy with the appropriate dean no later than the final day of examinations for a given semester (see University calendar). The student should also submit an abbreviated title for the spine of the thesis.

Deadline Students enrolled in regular sessions must complete the thesis within five years beginning with the first semester of their enrollment in the graduate program. N.B. Students who fail to complete the thesis within the assigned time limit will be disqualified from the Graduate Division.

COMPREHENSIVE EXAMINATIONS Comprehensive examinations are given in Biology (Plan B), Government, History, Theology, and in Religious Education. Please see the individual department requirements. All candidates for the Master's Degree in Religious Education must successfully complete a written and oral comprehensive examination. 68 Credit Hours, Units, and Course Numbering

Credit for courses is given in terms of semester hours, termed units. Numerical semester hours of credit are indicated with each course listing. In strictly lecture courses, the numbers also indicate the number of class hours per week. A class hour is 50 minutes. A credit hour is defined as a subject taken for one semester with one class hour per week. A credit of laboratory work is normally defined as one three- class-hour period in a given subject per week for one semester or an equivalent period of time.

YEAR COURSES A course designated by a double number, e.g., Chemistry la-lb, is continued through two successive semester, ordinarily from September to May. Occasionally, the first part of a year course may begin in the spring semester. Normally the first half of such a course is prerequisite to the second half. However, individual instructors may make exceptions to this policy. In case of doubt, the student should consult the individual instructor concerned. A final report is made by the instructor at the conclusion of each semester with final credit for the first half of the course.

COURSE NUMBERING lto99 or courses indicated by letters, e.g., Mathematics D, are lower division courses. Such courses do not count toward upper division work in any department. 100 to 199 are upper division courses 200 to 299 are graduate courses. Approval of the chairperson of the department concerned and the appropriate dean must be obtained before students will be permitted to enter graduate courses. 300 to 399 are professional teacher-training courses and are intended for teachers or prospective teachers. 400-499 are doctoral courses. 69

COLLEGE OF LIBERAL ARTS

Administration Faculty Educational Programs Major Requirements Courses of Instruction 70 College of Liberal Arts

OBJECTIVES Over and above the University's Educational Aims, the objective of the College of Liberal Arts is to provide the student with a cultural background for life. The College of Liberal Arts does not aim to provide a specific vocational training. By its integration of knowledge, its training in analysis, and its cultural scope, it seeks rather to prepare a student for any field in our complex civilization. Essentially, the College of Liberal Arts offers the preparatory courses for advanced academic work, for professional education, for government service, and for the business world. Above all, the programs attempt to form the well-educated person. The College of Liberal Arts offers majors leading to the degree of Bachelor of Arts in the fields of communication arts (areas of emphasis: communication studies, mass media studies, and theatre arts), economics, English, government, history, modern languages and classics (French, Latin, and Spanish), philosophy, psychology, psychological services, physical education (areas of emphasis: physical education and dance), sociology (areas of emphasis: anthropology, ethnic studies, and sociology), and theology and religious studies. The specific curriculum for each major is detailed under each department. These curricula have been designed to give students both a basic understanding of the major and flexibility in constructing a personal program of study. Students in the College of Liberal Arts are urged to plan their individual programs with departmental faculty advisors in order to fulfill the aims of the College and their individual preferences. The College of Liberal Arts allows students to enter as undeclared liberal arts majors. An advisor has been assigned specifically to assist such students in planning programs which will allow transfer into a specific major during the freshman or sophomore years. In addition to their undergraduate courses, the Departments of Economics, Government, History, and Theology and Religious Studies offer programs leading to the Master of Arts degree. The Department of Religious Education offers a master's and a certificate program, but not an undergraduate degree.

Anthropology (See Sociology)

Art The University of San Francisco does not offer the major in art. Students may complete the major at the Academy of Art College. 71

Communication Arts

Administrative Office: UC 553 (Phone: 666-6680)

EDWARD WHETMORE JOHN F. GRAHAM, S.J. Chairperson and Assistant Professor Associate Professor VONALEE MAZMANIAN JOHN COLLINS Assistant Professor and Program Professor Advisor and Director, Communica- tion Studies PAULA CAMPBELL Associate Professor DOUGLAS AMIS Lecturer and Program Advisor, RICHARD E. DAVIS Mass Media Studies Program Associate Professor STEVEN RUNYON JAMES J. DEMPSEY, S.J. Lecturer and Director of Associate Professor and Director Mass Media Studies Program: of Theatre, Director of Forensics General Manager of KUSF (FM)

The Communication Arts Department encompasses areas of study in communication, mass media, and theatre arts. For requirements in each area, contact the department chairperson concerning area advisors and program directors. The Communication Studies emphasis (36-48 units) within the Communication Arts Department aims at the full integration of theory and application. It provides students an opportunity to create an interdisciplinary program uniquely suited to their needs. Each student participates in the selection of his/her own major course requirements. Course work in the required course group aims at providing a foundation in human communications which serves as a perspective from which to study communications in various areas, including business and media. The basic courses are designed to involve students fully in their own learning through discussion, presentations, and simulations. Upper-division students are encouraged to spend at least one semester in a practical internship in their area of focus. The ever-increasing influence of mass media on our society has created a great demand for qualified persons to fill positions in this field. To meet this demand, the University of San Francisco offers a fully accredited program in Mass Media Studies leading to the Bachelor of Arts degree in communication arts and certification in Mass Media Studies. This program is designed to train men and women for careers in the mass media, especially commercial and educational broadcasting, and to provide a well-rounded liberal arts background while emphasizing criticism of, and participation in, the mass media. The Mass Media Studies Program is designed for students who wish to prepare for careers in the mass media or who will pursue graduate studies in the field. The curriculum is designed to give the student a broad academic background in mass media at the lower division level. At the upper division level, the student is provided with a professional environment which offers practical experience through inde- 72

pendent workshops in mass media production and an occupational orientation through a senior internship program. Students who successfully complete the program receive certification in mass media studies. The Theatre program (emphasis) within the Communication Arts Department is production-oriented without sacrificing solid intellectual and academic competence in the theory and philosophy of theatre studies. Each student is encouraged to develop a personalized program with an advisor, and all students are required to participate in all phases of theatre productions. Participation is not limited to theatre majors, but open to all students of the University. I. Students majoring in Communication Arts are required to complete the following curriculum: A. Fulfillment of the General Education requirement. For further information, consult pp..42-44 of this Catalog and the Dean of the College of Liberal Arts. N.B. Students who entered USF before Fall, 1980, may fulfill the GEC requirement by following the provisions of the former Core Curriculum and the guidelines for equivalencies and substitutions (p. 43). For such students, the Core Curriculum Basic Skills required by the Communication Arts Department are: 1. English 5 (formerly English 1) 2. Three (3) units chosen from Communication Arts 74, 76, 77, or 128 3. Six (6) additional units selected from: modern languages, mathematics, computer science, or Philosophy 2 (Logic) B. Communication Arts departmental requirements— A minimum of thirty-six (36) units in a program approved by the student's faculty advisor and the department chairperson. This program must be filed with the Registrar prior to the end of the junior year. At least twenty-one (21) of these units must be in upper-division Communication Arts courses. For specific requirements in the areas of emphasis of Communication Studies, Mass Media Studies, and Theatre Arts, see the appropriate area below. 1. Communication Studies— a. By the end of the junior year, the student shall have on file with the Department a program which has been approved and signed by the advisor. This program shall include the following twenty-one (21) units: CA 75, CA 124, CA 125, CA 126, CA 127a, CA 149, CA 170 b. The approved program shall consist of the above courses plus units selected in consultation with the advisor. Of these latter a minimum of six (6) units must be in upper-division Communication Arts courses. The rest of the program may be in courses either in or out of the Communication Arts Department. c. Each student's program in Communication Studies is individually tailored to the specific needs of that student. Typical concentrations are: Legal Communications, Business Communications, Therapeutic Com- munications, Communication Theory, and Mass Communication. 2. Mass Media Studies Program CA 75, CA 124, CA 125, CA 170, CA 175, CA 176, CA 180, CA 181, CA 182 or 183, CA 184, CA 194a, CA 196a-b, CA 197a-b. 73

Recommended sequence: First Semester: CA 75 Survey of Communication CA 170 Introduction to Mass Media Second Semester: CA 124 General Semantics CA 175 History of Mass Media CA 182 Speech for Broadcasting OR CA 183 Writing for Radio and Television Third Semester: CA 125 Persuasion and Social Control CA 180 Radio Broadcast Theory Fourth Semester: CA 181 Practicum in Radio Production CA 176 Introduction to Journalism Fifth Semester: CA 196a Broadcast Workshop I Sixth Semester: CA 184 Broadcast Management CA 196b Broadcast Workshop II Seventh Semester: CA 194a Senior Seminar CA 197a Senior Project I Eighth Semester: CA 197b Senior Project II 3. Theatre Arts a. By the end of the junior year, the student must have on file with the Department a program which has been approved and signed by his/her advisor. This program shall include the following twenty-six (26) units: CA 1, CA 2, CA 5, CA 103a or CA 103b, CA 104, CA 105 or CA 106, CA 152 (4 units). b. A total of forty-five (45) units shall consist of the above courses and twenty (21) units which must ordinarily be upper-division Communica- tion Arts courses. With the faculty advisor's approval, however, appropriate alternatives may be included from other disciplines or University-related programs. The student's total program will be adapted to meet his/her specific goals and needs. The successful completion of this program leads to a Bachelor of Arts in Communication Arts with a Theatre emphasis. COURSES IN COMMUNICATION STUDIES 20a-20b. Philhistorians—Forensics (1-1) On campus and intercollegiate forensics activities, including debate, oratory, extem- poraneous speaking, and discussion. May be repeated. 74. Dynamics of Speaking (3) Individual experience in the effective sharing of thoughts, ideas, and beliefs in varying oral communication contexts. 74b. Dynamics of Speaking for International Students (3) A basic skills course offering a variety of experiences for the international student to learn and apply the theories of effective oral communication. 74

75. Survey of Communications (3) Introduction to basic communication theory and an exposure to the various areas and opportunities in the field of communication. 76. Oral Business Communication Skills (3) An advanced course to develop the theoretical and practical skills for effective communication in areas related to business organization and presentation. 77. Dynamics of Human Interaction (3) Analysis of major variables affecting intrapersonal and interpersonal communication in personal, social, and professional settings with specific concentration on interaction skill development. 120a-120b. Philhistorians—Forensics (1-1) On campus and intercollegiate forensics activities, including debate, oratory, extem- poraneous speaking, and discussion. May be repeated. 122. Intercultural Dynamics (3) (Formerly CA 127b) Analysis of major variables affecting the interpersonal communications between persons of different cultural and sub-cultural backgrounds. 123. Oral Interpretation (3) The principles and practice of reading literature aloud in a manner which conveys both the author and interpreter's ideas, feelings, and insights to the audience. 124. General Semantics (3) Symbolic process as it structures perception, attitudinal formation, and behavior. 125. Persuasion and Social Control (3) Study of the techniques of persuasion and behavior and attitude formation and change. 126. Group Dynamics (3) Experience in groups and study of small group theory for the purpose of discovering what constitutes productive group activity, role behavior and goal achievement. 127. Interpersonal Dynamics (3) Examining the motivations and effects of interpersonal interaction. Examines the need for game-playing, defenses, self-disclosure, etc. 128. Argumentation and Debate (3) Methods of analysis and verbal formulations or arguments for and against a position or a point of view. Practical application in debate and public speaking. 129a. Classical Rhetorical Theory (3) Examination and application to the 20th century of the theory, concepts, and practices of rhetoric in classical Greece and Rome. 130. 20th Century Public Address (3) Public address as part of American political, social, and religious history; analysis of issues, ideas, spokesmen, and their influence on society. 131. Workshop in Rhetorical Analysis (3) Prerequisite: Upper division or graduate standing. Examination and application of selected theories of rhetorical analysis. The theories selected may vary from semester to semester. May be repeated once. 75

132. Courtroom Debate (3) Students participate in trial-debates of cases actually tried in the United States. Students serve alternately as defense and prosecution attorneys, and as jurors. 133. Freedom of Speech (3) Examination of issues, philosophies, and consequences of the First and Fourteenth Amendments to the U.S. Constitution. 138. Human Groups (3) Prerequisite: Permission of instructor. Students learn about group structure, their own behavior, and modes of communication through participation in a variety of groups. 139. Communication Workshop (3-4) Workshop conducted as an interdisciplinary approach to group creative thought and communication. May be repeated with permission of chairperson. 145. Communication Theory and Models (3) Prerequisite: Upper division or graduate standing or C. A. 75. A survey of communication theory and the development of the models used to represent the communication processes. 146. Research Methods in Communication (3) Prerequisite: Major in communication or consent of instructor. Study and use of research methods and concepts of research in communications. 149. Senior Seminar in Communication Studies (3) A seminar for Communication Arts majors with an emphasis in Communication Studies. Seniors only. 198a. Independent Project (1-3) A faculty-supervised communication project in Communication Studies which may be repeated. Courses may be repeated for credit. Requires approval of the department chairperson and Dean of the College of Liberal Arts. 199a. Independent Studies (1-3) A faculty-supervised study in communication studies. Courses may be repeated for credit. Requires approval of the department chairperson and Dean of the College of Liberal Arts. COURSES IN MASS MEDIA STUDIES 80. Basic Black and White Photography (3) Theory of cameras, lenses, lighting, metering, filters, and composition. Field and lab: picture taking, developing negatives, darkroom printing, and picture mounting. 81. Basic Color Photography (3) Basic principles of cameras, lenses, lighting, metering, and composition. Special problems of color photography regarding films, filters, processing, and printing. 82. Survey of the Film (3) Introduction to the motion picture as an artistic and cultural force from its origin to current cinema. Viewing, analysis, and discussion of significant films. 76

162. Advanced Black and White Photography (3) Increase visual awareness and technical proficiency by analysis of famous photog- raphers' works (e.g., Ansel Adams, Diane Arbus, Edward Curtis). 168. Science Fiction Cinema (3) Explorations into the future to share the dreams, fantasies, and realities of some of the most imaginative and creative personalities of our times. 169. Special Studies in Film Genres (1-4) Viewing, analysis, and discussion of films from different cultures, historical periods, and specialized areas. 170. Introduction to Mass Media in America (3) A survey of the mass media and introduction to the Mass Media Studies Program. The significance, contributions, and power of mass media. 171. Women and the Media (3) How women's images are presented in the mass media. Sex roles in advertising. Media career opportunities for women. 172. Survey of Broadcasting (3) An introduction for the non-major. The student as consumer. Social, political, and moral ramifications. In-class broadcasting presentations and discussions. 174. Mass Communication and Society (3) The interrelationship of contemporary mass media and society. The rights and responsibilities of the mass media in our environment. 175. History of Mass Media (3) The evolution and development of the mass media with an emphasis on 1950- present. Presentations of historical motion pictures, and radio and television programs. 176. Introduction to Journalism (3) (same as English 110) A survey of the communication of news by newspapers, radio, and television. Emphasis is placed upon understanding how and why the media operate as they do. 180. Radio Broadcast Theory (3) An in-depth look at each area of the modern radio station: management, programming, engineering, sales, etc. Competition among radio stations for various target audiences. 181. Radio Production (3) Prerequisite: CA 180. The creation and production of programs and commercials. Techniques of recording, mixing, editing, record handling, microphone placement, etc. 182. Speech for Broadcasting (3) Development of vocal techniques for radio and television. 183. Writing for Radio and Television (3) An introduction to the preparation of scripts for radio and television programs, commercials, and public service announcements. 184. Broadcast Management (3) Economic and managerial theories of organization and leadership. Class discussion 77 and simulation programming, competition, labor relations, and other aspects of management. 185. Multi-Media Explorations (3) Background and practice with the design and operation of multi-media equipment and techniques to apply the resulting skills to the students' areas of special interest. 186. Television Broadcast Theory (3) The principles, techniques, and theories of television broadcasting. Relationships between television programming and the mass audience. 187. Basic Television Production Techniques (3) A survey of television equipment and production methods. Students produce television programs using both studio and portable remote equipment. 188. Laboratory in Radio Station Operation (1-4) Practical experience in radio station operations through direct participation as an engineer/operator at KUSF (FM). May be repeated for credit. 194a. Senior Seminar in Mass Media (3) Important issues of significance to the mass media professional are explored; career preparation and a senior thesis. 194b. Senior Thesis Writing (1-2) Prerequisite: Ca 194a. For students who desire to extend the research and writing of their senior thesis. 196a. Mass Media Workshop I (3) On-campus experience in the mass media. Development of professional responsibility. Normally taken in the first semester, junior year. 196b. Mass Media Workshop II (3) A continuation of CA 196a. Normally taken the second semester of the junior year. 197a. Senior Project (3) The culminating experience for Mass Media Studies Program seniors—a mass media industry internship. Normally taken the first semester of the senior year. 198b. Independent Project (1-3) A faculty-supervised media project. Course may be repeated for credit. Approval of department chairperson and Dean of Liberal Arts required. 199b. Independent Studies (1-3) A faculty-supervised study in Mass Media. Course may be repeated for credit. Approval of department chairperson and Dean of Liberal Arts required.

COURSES IN THEATRE ARTS 1. Introduction to the Theatre (3) Introduction to the elements of a theatrical production by analysis and discussion of Bay Area productions and by studying theatrical methods. 78

2a-2b. Voice Production (3-3) Development of vocal mechanics for the stage through breathing, relaxation, and breath control exercises. 5. Acting Fundamentals (4) The study of the resources of the actor, physical and psychological, with emphasis on basic techniques. 6. Survey of Technical Theatre (4) An introduction to the basic techniques and tools of the technical theatre. Three hours laboratory required. 8. Art for the Theatre (3) Development of graphic skills in various media in conjunction with an analysis of historical styles. 11a-11b. Laboratory in Theatre Practice (1-1) Practical exercise in production techniques through participation in departmental or College Players' productions. 12a-12b. Laboratory in Acting Techniques (1-1) Practical experience in acting in departmental or College Players' productions. 30. Explorations in the Arts (3) An introduction to the various art forms through demonstration, presentation, or participation. May be repeated. 51. Workshop in Play Production (1-4) Production of a play, selected to suit the talents of the registered students. Course may be repeated for credit. 100. Stagecraft (3) Prerequisite: CA 6. The study of the physical stage, settings, and properties: the theories, techniques, and historical practices of stagecraft, with laboratory application in production. 101. Theatre Management (3) The study of the manager in theatre, including seasonal planning, promotion, publicity techniques, box-office and budgeting. 102. Introduction to Scenic Design (3) Prerequisite: CA 6. A detailed study and practice of the methods used in designing scenic elements for dramatic productions. 103a. History of the Theatre (3) A study of the theatre, including the Greek, Roman, Medieval, and Elizabethan periods. Plays and productions will be examined from both historical and contemporary perspectives. 103b. History of the Theatre (3) A study of the theatre from the Restoration through the early twentieth century. Plays and production will be examined from both historical and contemporary perspectives. 79

104. Play Production (3) Prerequisite: CA 6, CA 8, or consent of instructor. The detailed study of the organization, management, and composition of the theatrical production. 105a. Survey of Modern Theatre (3) A study of the theatre from Ibsen to the beginning of the present decade. Plays and productions will be examined from both historical and contemporary perspectives. 105b. Modern American Theatre (3) A study of modern American theatre. Plays and productions will be examined from both historical and contemporary perspectives. 106. Survey of Contemporary Theatre (3) A study of the theatre of the present decade. 107. Stage Lighting and Sound (3) Prerequisite: CA 6. The Study of the physical principles of light, color, electricity, and sound as applied to the theatre. Two hour laboratory requirement. 108. Stage Lighting Design (3) Study of the aesthetics, principles, and practices of lighting for the stage, including design and execution of at least one production. 109a. Seminar in Dramatic Styles (3) A study of historical styles of acting and production. 109b. Survey of Regional Theatre in the United States (3) An investigation of the history, development and successes of the regional theatre in America from 1945 to the present. 109c. Seminar in Contemporary Theatre Issues (3) An investigation into the multi-faceted aspects of contemporary theatre in areas such as funding, legal issues, the relative roles of professional, educational, and community-based theatre. 110. Principles of Directing (3) Prerequisites: C.A. 5 or consent of the instructor. A study of the director's role in play-selection, audition, casting, script analysis, rehearsal procedures, and fundamentals of compositions, characterization, movement, and general technique. 111a-111b. Laboratory in Theatre Practice (1-1) Practical exercise in production technique through participation as supervisor of a crew. 112a-112b. Laboratory in Acting Techniques (1-1) Practical experience in acting through being cast in College Players' productions. 115. Make-up Techniques (3) A study and practice in the art of theatrical make-up. Two hour laboratory requirement. 116a. Costuming (3) Study and application of the principles of costume construction and use. 116b. Costuming (3) Techniques of design, rendering, pattern making, construction, and fitting. 80

117. Arts Administration (3) Study of the organization and leadership in the development and support of the Arts within the context of the American experience. 150. Theatre Workshop (1-4) Experimentation and application of varied theatrical styles and dramatic forms in rehearsal and performance. May be repeated for credit. 151. Workshop on Play Production (1-4) Production of a play which will be selected to suit the talents of the registered students. Course may be repeated. 152. Production/Performance Practicum (4) Prerequisite: Consent of instructor. Applied study of organization, management, and composition of theatrical production applied through creation of a production and performance of a particular play. 155. Intermediate Acting (3) Prerequisite: CA 5 or consent of the instructor. Basic techniques of the actor applied to practical scene work. 156a-d. Advanced Studies in Theatre (3) Conducted by members of the profession (e.g., ACT teaching staff). Emphasis on (a) acting, (b) directing, (c) stagecraft, or (d) design. (Students must be recommended by a member of the theatre faculty.) May be repeated for credit. 198. Independent Project—Theatre (1-3) A faculty supervised theatre arts project which engages the student in practical production. Written permission of Department chairperson and Dean of Liberal Arts is required. 199. Independent Studies—Theatre (1-3) A faculty supervised study in theatre arts. Written permission of the instructor, Department chairperson, and Dean of Liberal Arts is required.

ECONOMICS

Administrative Office: UC 554 (Phone: 666-6784)

CHAN YOUNG BANG MICHAEL B. LEHMANN Chairperson and Associate Professor Associate Professor THOMAS SEARS ANDREW C. BOSS, S.J. Associate Professor Professor Emeritus BETTY J. GIBSON RICHARD E. MULCAHY, S.J. Assistant Professor Professor VISHAL SABHERWAL YUAN-LI WU Assistant Professor Professor HARTMUT FISCHER Associate Professor 81

UNDERGRADUATE PROGRAM A major in Economics offers students sound training in economic theory and institutions, along with the general education derived from a liberal arts program. It is especially suitable for students interested in careers in business, government service, law, or teaching.

I. Students majoring in Economics are required to complete the following curriculum: A. Fulfillment of the General Education requirement. For further information, consult pp. 42-44 of this Catalog and the Dean of the College of Liberal Arts. N.B. Students who entered USF before Fall, 1980, may fulfill the GEC requirement by following the provisions of the former Core Curriculum and the guidelines for equivalencies and substitutions (p. 43). For such students, the Core Curriculum Basic Skills required by the Economics Department are: 1. English 5 (formerly English 1) and one additional three (3) unit English writing course for a total of six (6) units in English writing. 2. Communication Arts 74 or Communication Arts 128. 3. Math. 8, Math. 9, Math. 12. B. Economics department requirements—Thirty-six (36) units in Economics: 1. Economics 1,2,17,18,101,102, 111. 2. 15 additional upper division Economics units.

II. Recommendations A. Economics 1, 2,17,18 are normally taken in the freshman and sophomore years. B. Junior transfer students must have taken Economics 1 and 2, or their equivalents. They may substitute six (6) units of upper division electives for Economics 17 and 18. C. Economics 1 and 2 are prerequisites for Economics 101-102. Economics 101-102 are prerequisites for most upper division courses in economics and should be taken as early as possible. D. It is recommended that both Mathematics 8 and 9 be taken before, or at least concurrently with, Economics 101-102. Mathematics 8 and 9 are prerequisites for Economics 105 and 123. Economics 123 also requires Mathematics 12. Students who plan to take Economics 123 are advised to take Mathematics 12 in the preceding summer. E. The Department highly recommends Economics 105 and 123 to all of its majors. The two courses are prerequisites for a good departmental recommendation for graduate studies in economic or other related fields. F. Students who intend to enter the business world or government service are advised to take courses in accounting, computer science, and government. 82

G. Majors who intend to pursue a California Teaching Credential program should, by the end of the freshman year: (1) contact the special faculty advisor within the Department who is responsible for teaching credential candidates; (2) contact the Credential Analyst in the School of Education to enroll in the credential program. Ill. Typical curriculum sequence for Economics Majors: Basic Accelerated Transfer Sequence Sequence Sequence Freshman Econ. 17,18 Econ. 17, 18 Econ. 1, 2 Math. 8, 9 Sophomore Econ. 1, 2 Econ. 101,102 Math. 8, 9 Econ. 111 Junior Econ. 101, 102 Math. 12 Math. 8, 9 Econ. Ill Econ. Electives Econ. 101,102 Math. 12 Econ. 111 Econ. Electives Econ. Electives Senior Econ. Electives Econ. Electives Math. 12 Econ. Electives The Masters Programs in International Economics and Economics The Department of Economics offers a graduate program leading to the Master of Arts degree in International Economics and Economics. The major thrust of the International Economics program is to prepare students for jobs in the international departments of government, industry, and financial institutions. This program provides a comprehensive understanding of theoretical international economics, with a strong emphasis on applications, combined with a detailed study of the economic and non-economic conditions existing in countries other than the United States. The Master of Arts degree in Economics is a more general application-oriented graduate program.

Program Prerequisites The program seeks students from a wide variety of backgrounds. Applicants must show personal and intellectual maturity, evidenced by a good undergraduate preparation , and submit two strong letters of recommendation and a statement of purpose outlining the reasons for their application. Whenever possible, a personal interview with a University representative should be arranged. Applicants for the program must have a basic knowledge of both microeconomics and macroeconomics, and are expected to have at least one course in calculus. In addition students should have an adequate knowledge of three of the following subjects: 105 Mathematical Economics; 123 Econometrics; 130 Public Finance; 140 Industrial Organization; 150 Money and Banking; 170a International Economics; 180 Comparative Economic Systems. Students with insufficient preparation for the program may be admitted if they 83 show promise, but only on condition that they subsequently fulfill the requirements listed above. All students must demonstrate proficiency in the English language. Applicants from non-English speaking countries must present evidence of a satisfactory performance in the Test of English as a Foreign Language (TOEFL). The University of San Francisco has an excellent English language center for students who need additional course preparation. General Degree Requirements Students in both M.A. programs must meet the following requirements: A basic program minimum of 30 units credit, of which not fewer than 15 must be in graduate courses. Economics 201, 202, 241, and 292 are mandatory for all graduate students. The satisfactory completion of a M.A. thesis or the completion of a report as a practical research project carried out in conjunction with an internship program, where the student, serving with the international department of a private business, or a research organization, or a governmental agency, carries out a project agreed to by the Economics Department's Graduate Advisor. The resulting project report may then serve as a substitute for the traditional M.A. thesis. Not more than 5 of the basic program minimum 30 units may be devoted to research associated with a thesis or research project. Students may sign up for additional research units over and above basic program requirement. Regardless of the number of units completed, students must take no fewer than three units of credit a semester until all degree requirements are fulfilled, including the writing of the thesis or final project. Graduate students must maintain a B (3.0) average. A student whose record is below a B at the end of any semester, regardless of overall grade point average, will be allowed one probationary term to bring the record up the the required standard. Degree Requirements for M.A. in International Economics In addition to the above General Requirements, all students in the International Economics Program must take Economics 270a and 270b and at least one area study seminar from the Economics 280-289 series of courses. The student's M.A. thesis or internship project should be related to problems in international economics or the economic problems of a particular geographic region. Students are encouraged to take courses in the College of Business Administra- tion. Particularly recommended are: Quantitative Business Methods, Managerial Finance, Investment Market Analysis, International Business, Legal Aspects of International Business, International Financial Management, and International Accounting and Taxation. For further information, consult the USF Catalog, the MBA program brochure, and your graduate advisor. Degree Requirements for M.A. in Economics In addition to the General Requirements and graduate foundation courses, students must take Economics 223. With the consent of the Economics Graduate Advisor, students may also take courses in the College of Business Administration or the departments of Mathematics, Computer Science, Public Administration, or other fields related to the student's degree goals. 84

COURSES IN ECONOMICS Introductory Courses 1. Principles of Economics (3) Introduction to aggregate economics, stressing the determinants of national income fluctuations, money and banking, and international trade. 2. Principles of Economics (3) Introduction to price theory, stressing market structures, distribution, and the organization of economic systems. 17. General Economic History (3) Survey of the development of the world economy generally and European economies in'particular^ with emphasis on the historical and institutional framework of Western Civilization. 18. Foundations of Economic Analysis (3) Introduction to basic concepts and tools of economics structured within the development of economic science from Plato to Keynes, with emphasis on Smith, Ricardo, Marx, Marshall, and Keynes. Foundation Courses 101. Economic Theory: Microeconomics (3) Prerequisite: Economics 1 and 2. Consumer choice; theory of exchange; cost of production, prices, and output; structure of markets; factor pricing. 102. Economic Theory: Macroeconomics (3) Prerequisite: Economics 1 and 2. Analysis of national income determination; function of money and commercial banking; methods and objects of fiscal policy. 105. Mathematical Economics (3) Prerequisite: Math 8 and 9. Applications of linear algebra and calculus to equilibrium, dynamic, and optimizing models of economic theory. 108. Economic Fluctuations (3) Prerequisite: Economics 102. Trade cycles and their causes; forecasting and statistical and qualitative indices; policies and proposals for economic stability. Economic History 111. American Economic History (3) Economic development and growth of the American economy, with emphasis on American dependency on the world economy prior to World War I and the consumer-oriented economy since that time. 113a. European Economic History (3) Growth and development of European and world economics to the end of the eighteenth century. 113. European Economic History (3) Growth and development of European and world economics from the early nineteenth century to present. 85

Quantitative Economics 121. Use of Published Sources in Analyzing Current Economic Events (3) Use of data available in published sources. Frees students from reliance on secondary sources and enables them to conduct their own analyses. 123. Econometrics (3) Prerequisite: Mathematics 8, 9, and 12 or equivalent. Introduction to statistical applications in economics and econometrics. Public Sector Economics 130. Public Finance (3) Prerequisite: Economics 101. Survey of taxation and expenditures, stressing theories of collective choice, tax incidence, fiscal federalism, and the distributive effects of government actions. 131. Economic Analysis of Public Policy (3) Survey of economic concepts and tools used in public policy analysis, including cost-benefit analysis, budgeting systems, and the economic effects of institutional and political constraints. 132. Urban Economics (3) The economics of city growth, urban structural change, and related issues, such as transportation, housing, urban renewal, and metropolitan fiscal problems. Private Sector Economics 140. Industrial Organization (3) Prerequisite: Economics 101. Survey of the market structure, conduct, and performance of American industry and the economics of regulation and anti-trust laws. 141. Managerial Economics Application of microeconomic theory and quantitative analysis to selected managerial problems, with emphasis on investment analysis, project evaluation, and forecasting. Capital Markets 150. Money and Banking (3) Prerequisite: Economics 102. The nature and function of money and commercial banking and their historical development in the United States. 151. Central Banking and Monetary Policy (3) Prerequisite: Economics 150 or consent of the instructor. Survey of central banking and monetary theory; special emphasis on the Federal Reserve System and the contribution of monetary policy to price stability. Labor Economics 161. Labor Economics and Problems (3) Survey of manpower problems in American industry; special emphasis on worker security, employment, and wages, and on the theory and characteristics of labor markets. 86

163. Negotiations, Mediation, and Arbitration of Collective Bargaining Agreements (3) Treatment of the facts and forces involved in collective bargaining. A complete contract is negotiated by students acting as union and management teams. 164. Labor and Social Legislation (3) Past and present government policies on unionization, union activities, union- management disputes, and social insurance and social security. International Economics—Development 170a. International Economics (3) Introduction to the theory of international trade and finance, foreign exchange markets, and balance of payments, including conditions in non-market economies. 170b. International Economics (3) Institutions and policies governing international trade and finance, including commercial policy, exchange and monetary systems, regional and special groupings, international organizations and agreements, and multinationals. 171. Economic Geography and Location (3) Spatial organization of economic activities on a regional and international level, including migration, innovation diffusion, and processes that lead to interregional inequalities in economic development. 172. Economic Development and Industrialization (3) Processes of economic change and industrialization in developing nations and a comparative analysis of underlying social factors; interactions between traditional and modern sectors, and international interrelationships. Comparative Systems—Area Studies 180. Comparative Economics Systems (3) Comparative study of individualistic and centrally planned systems, including market economies of the Western type and centrally administered systems of the Soviet type. 182. The Political Economy of Western Europe (3) Survey of political and economic systems and politics and economic development of the countries of Western Europe. 183. The Political Economy of the Western Pacific (3) Survey of domestic developments and international relations of countries bordering on the Western Pacific in their total economic and political context. Special Courses 197. Field Work Studies (1-6) Supervised field studies in economics. Written proposals must be approved by the department chairperson. 198. Experimental Courses (3) Courses not presently in the Catalog which the department offers on an experimental basis. 87

199. Directed Reading and Research (1-3) The written permission of the instructor, chairperson of the department, and dean is required.

Graduate Courses 201. Markets and Firms (3) Advanced microeconomic theory is presented to analyze behavior of consumers and firms under national and international market conditions. 202. The U.S. Economy Growth and Fluctuations (3) Advanced theory in macroeconomics in the context of an open economy. 205. Mathematical Economics (3) Use of mathematics in formulation and analysis of models in economic theory. 223. Econometrics (3) Basic econometric theory with special emphasis on applied econometric theory. 235. Resource Management, Environment, and Planning (3) Economic policies determining the use and management of natural and environmental resources, with emphasis on the problems of developing countries. 241. Managerial Economics (3) Applications of economic theory models to solve problems in business, industry, and government. 245. The Multinational Corporation The political economic theory of industrial organization and international economics will be used to explain the operation and impact of multinationals. 270a. International Trade and Financial Institutions (3) Advanced international trade theory and its applications, along with extensive treatment of financial markets and institutions. 270b. International Finance and Investment (3) Theoretical and applied aspects of movement of capital, investment analysis, and monetary systems in the international context. 271. Economic Geography and Location (3) The spatial organization of economic activities on a regional and international level is analyzed. 272. Economic Development and Investment Analysis (3) Advanced economic development theory and investment theory in an applied context, with particular emphasis on current issues and problems. 275. Planning and Growth Models (3) Theory of planning and growth models; their applications to economic development and international trade. 280. Comparative Economic Systems (3) A comparative study of economic problems, institutional frameworks, and interactions with non-economic factors of market and centrally planned economies. 88

283. Trade Investment and International Environment: The Western Pacific (3) Analysis of economic and non-economic factors and national policies affecting present and future trade and investment in the Western Pacific. 284. Trade, Investment, and the International Environment: Western Europe (3) Similar to 283 but with reference to the European Community countries. 285. Trade, Investment, and the International Environment: The Middle East (3) Similar to 283 but with reference to the Middle East. 286. Trade, Investment, and the International Environment: The Communist World (3) Similar to 283 but with reference to the Soviet Union, Eastern Europe, and other communist countries. 287. Trade, Investment, and the International Environment: Latin America (3) Similar to 283 but with reference to Latin American countries. 290. Thesis (3-5) Directed research leading to the presentation of a Master's thesis. 292. Graduate Seminar (1) Presentation of methodological current topics by faculty members, guest speakers, and graduate students. 297.Internship (1-5) Project report based on an internship program with the international department of a business, industry, or government. 298. Experimental Courses (3) Courses not presently in the Catalog but offered by the Department on an experimental basis. 299. Directed Reading and Research (1-6) The written permission of the instructor, chairperson of the department, and the dean is required. Requests for further information should be directed to: Dr. Chan Young Bang, Chairperson, Department of Economics, University of San Francisco, San Francis- co, CA 94117. 89

English

Administrative Office: UC 555 (Phone: 666-6426)

PATRICK SMITH ALAN C. HEINEMAN Chairperson and Associate Professor Professor PATRICIA HILL HUGH J. DAWSON Associate Professor Professor FREDERIC AMORY DAVID L. DERUS Assistant Professor Professor RICHARD W. BOLLMAN, S.J. JOHN B. GLEASON Assistant Professor Professor LYNN B. BENNION Associate Professor

I. Students majoring in English are required to complete the following curriculum: A. Fulfillment of the General Education requirement. For further information, consult pp. 42-44 of this Catalog and the Dean of the College of Liberal Arts. N.B. Students who entered USF before Fall, 1980, may fulfill the GEC requirement by following the provisions of the former Core Curriculum and the guidelines for equivalencies and substitutions (p. 43). For such students, the Core Curriculum Basic Skills required by the English Depart- ment are: 1. English 5 (formerly English 1) and one additional three (3) unit English writing course for a total of six (6) units in English writing. 2. Communication Arts 74 or Communication Arts 128. 3. Three (3) units selected from: modern foreign languages, mathematics, computer science, Philosophy 2 (Logic). B. English Department requirements. For students entering prior to Fall semester, 1980: 1. Thirty-six (36) units. At least twenty-four (24) of these must be taken from upper division courses. 2. Nine (9) units in English literature prior to 1800 must be included among the thirty-six (36) units. For students entering after June 30,1980: 1. Thirty-six (36) units exclusive of lower division composition courses. 2. At least nine (9) units in English literature prior to 1800 must be included among the thirty-six (36) units. 90

3. At least twenty-four (24) of the thirty-six (36) units must be chosen from English Major Sequence courses. (English courses designated as Gener- al Education courses are not considered Major Sequence courses.) 4. English 14, Ways Into Criticism, is a prerequisite for all other Major Sequence courses. English 5, or its equivalent, is a prerequisite for English 14. Transfer students may take English 14 concurrently with Sequence courses. C. A maximum of sixty (60) English units is acceptable for graduation.

II. Recommendations A. The English Department recommends courses in psychology, especially those having a historical dimension with emphasis on readings in primary texts; sociology; government; historical anthropology; fine arts; Old and New Testament; speech or drama; science, especially courses in the history of science and/or scientific methodology; courses in the classics in translation. B. Majors who intend to pursue a California Teaching Credential program should by the end of the freshman year: 1) contact the special faculty advisor within the Department who is responsible for teaching credential candidates; 2) contact the Credential Analyst in the School of Education to enroll in the credential program.

COURSES IN ENGLISH Note: Non-majors are eligible to enroll in Major Sequence courses after completion of one General Education Course in literature taught by the English department. For General Education Courses, see Dean of Liberal Arts. la. Introduction to Principles of Language (1) Lectures and tests on grammar, syntax, and writing conventions. Must be taken concurrently with English lb. lb. Workshop in Writing Techniques (2) Individual instruction in all the elements of writing that lead to a final draft manu- script of a college essay. Must be taken concurrently with English la. 5. Intermediate Composition (3) Introduction to essay writing. Students will master grammatical principles, write a variety of sentence structures, express complex ideas, use argument, exposition, description, narrative. Depending upon their SAT score, students may be required to take la and lb before enrolling in English 5. 6. Forms of Public Writing (3) Continued practice in college composition based on critical, analytical reading. 91

10. Business Letters and Reports (3)* How to compose business letters; basic vocabulary for various forms of business communication. 13. Reading Literature (3) Courses organized by author, age, genre, or theme, providing an introduction to the enjoyment and study of literature. Emphasis on accurate reading, effective discussion. 14. Ways Into Criticism (3) Introduction to techniques for critical reading. Emphasis on close reading, study of contexts: historical, biographical, cultural, personal. Required for prospective Eng- lish majors enrolling after June 30,1980. 55. Masterpieces of Literature (3) A selection of famous literary works, historical and modern, in fiction, poetry, and drama. 101. Advanced Composition (2-3) Advanced instruction and intensive practice in techniques of expository prose. The student will write essays in various ways to demonstrate creativity, imagination, flexibility. 106. Creative Writing (3) A workshop with directed writing in some field adapted to the interests and ability of the individual student. Admission only with permission of instructor. This course may be repeated for credit with permission of department chairperson. 110. Introduction to Journalism (3) A survey of the communication of news by newspapers, radio, and television. Emphasis is placed upon understanding how and why media operate. 111. Advanced Studies in Journalism (3) Prerequisite: Grade of "B" in English 110 or permission of instructor. Development of the student's ability to report news. Newspaper stories will be assigned; radio and television news programs will be produced. 117. Analysis and Expression of the Experience of Literature (3) Speculation on nature of language and the creation of fiction; the phenomena of our experience when reading. Students compose public vocabulary for describing reader's consciousness. 118. Literary Criticism (3) Intensive discussions on nature of literature and practice of criticism; explores form and style in literature through student criticism and essays by established critics. 119. Aesthetics: The Nature and Function of Art (3) (Equivalent to Philosophy 188) Prerequisite: Sophomore standing. Interdisciplinary. The work of art and literature in itself and in its contexts.

* Offered in Evening College only. 92

120. The English Literary Tradition I (3) Reading and discussion of some of the greatest English writing from the beginnings of literature to late eighteenth century, with attention to the society that produced it. 121. The English Literary Tradition II (3) Reading and discussion of some of the greatest English writing from the Romantic period to the modern era. 122. The Medieval Period (3) A survey of English literature from its Anglo-Saxon beginnings to Chaucer's day. Some continental literature included for comparison. 123. Renaissance Prose and Poetry (3) Readings of major works from More's Utopia to the Faerie Queene. 124. Prose and Poetry of the Earlier Seventeenth Century (3) Reading of major "lyric poets and important intellectual prose of the later English Renaissance, from Donne to Marvell. 127. Victorian Poetry and Criticism (3) Hopkins, Browning, Tennyson, and other poets. Selected prose on Victorian art and culture. 130. Survey of American Literature to the Civil War (3) Study of the principal American writers and movements from Colonial times to the Civil War. 131. Survey of American Literature after the Civil War (3) Study of the principal American writers and movements from the Civil War to the present. 134. The Western Voice in American Literature (3) Study of the frontier tradition as portrayed in American literature; readings in Puritan writers, Cooper, Thoreau, Twain, Norris, Cather, Steinbeck, and others. 135. Survey of Black Literature in America (3) (Equivalent to Ethnic Studies 120a.) An introductory survey of the writing of American Blacks, from the early eighteenth century beginnings to the present. 136. Afro-American Poetry (3) (Equivalent to Ethnic Studies 120b.) A chronological survey of poetic expression in Black America, with emphasis on the works of Dunbar, Cullen, McKay, Brooks, Jones (Baraka), and Knight. 137a-137b. American Criticism and Culture (3) Study of the developing consciousness of a uniquely American character as revealed in imaginative and critical literature; readings from Emerson, Whitman, Adams, Santayana, Lawrence, Williams. 138. Afro-American Fiction (3) (Equivalent to Ethnic Studies 120c.) A survey of the principal works of Black novelists and short story writers in America, especially those of the twentieth century. 139. The Black Oral Tradition (3) (Equivalent to Ethnic Studies 160.) An exploration of the Black oral tradition in its relation to African and American literature. 93

140. History of the English Language (3) A study of the English language in its historical development from Anglo-Saxon to Early Modern English. 141. The Design of Language (3) An introduction to the systematic study of language, with special reference to English, in the areas of historical linguistics and transformational grammar. 142. Structuralism (3) Brief review of European linguistic methods; their use by Levi-Strauss and other structuralists in literature and mythology. 144. Stylistics: Linguistics and Literature (3) This course attempts to bring together the study of literary style and the study of a language into a unified perspective for the better understanding of English literature. 150. Principles of Poetry (3) An intensive and critical study of the forms and techniques of poetry chosen from the past five hundred years. 151a. Chaucer, Troilus and Criseyde (3) A careful reading of the fourteenth century text in Middle English, with lectures and discussions on its meaning and its relationship to courtly love traditions. 151b. Chaucer: The Canterbury Tales (3) A careful reading of the fourteenth century text in Middle English, with lectures and discussions on Chaucer's life, fourteenth century England, and medieval literary theory. 152. Milton (3) Major emphasis on Milton's early lyrics, Paradise Lost, and his major English poems and prose. 153. Romantic Poets (3) Romanticism in English literature during the eighteenth and nineteenth centuries, with emphasis on the triumph of romanticism between 1800 and 1832. 154. American Poetry Before 1900 (3) A survey of the seventeenth, eighteenth and nineteenth centuries in America, including the works of Bradstreet, Taylor, Bryant, Poe, Emerson, Whitman, Dickin- son, and Dunbar. 156. Modern American Poets (3) Studies in many figures: Frost, Pound, Cummings, Williams, Stevens, Lowell, Plath, Berryman, Sexton, Reed, Snyder. 157. Contemporary American Poetry (3) Readings in recent poetry and poetic theory. 158. Early American Literature (3) A study of the principal works written by the colonists and first American writers. 159. American Autobiography (3) Readings in the varied forms of self-examination employed by such writers as Edwards, Franklin, Thoreau, Dickinson, Mailer, Lowell. 94

161. Eighteenth Century English Novel (3) The early development of the English novel with concentration on Defoe, Richard- son, Fielding, Smollett, and Sterne. 162. Nineteenth Century English Novel (3) Studies in Austen, Dickens, Eliot, Hardy, and other important English novelists of the nineteenth century. 163a. Twentieth Century English Literature, 1900-1945 (3) Major poets, novelists, and dramatists of Great Britain; representative Irish and Commonwealth writers. 163b. Twentieth Century English Literature, 1945 to the Present (3) Contemporary poets, novelists, and dramatists of Great Britain; representative Irish and Commonwealth writers. 164a. The American Novel, Origins to the Civil War (3) The development of the American novel from its beginnings to its first flowering. Readings include novels by Cooper, Poe, Hawthorne, and Melville. 164b. The American Novel, Civil War to World War I (3) Studies in the American novel during the rise of social and psychological realism. Novels by Twain, James, Crane, Cather, Wharton, Dreiser. 164c. The American Novel, World War I to the Present (3) The modern age of the American novel. Readings include novels by such writers as Anderson, Fitzgerald, Hemingway, Faulkner, Steinbeck, West, Salinger, Bellow. 165. Special Topics in the American Novel (3) Thematic, generic, and formal approaches to the American novel and its tradition. 169. Contemporary Literature (3) Readings in recent literature, chiefly fiction. May be repeated for credit with the permission of department chairperson. 170. The Russian Novel (3) Reading and discussion of major Russian novels and short fiction from Pushkin to Solzhenitsyn, with major emphasis on Dostoevsky, Turgenev, and Tolstoy. 171. Renaissance Drama Exclusive of Shakespeare (3) Reading of the masterpieces of Renaissance drama from the time of Marlowe to the closing of the theatres in 1642. 172. Shakespeare: General Education Course (3) A critical reading of at least ten of Shakespeare's most famous plays. Not open to students who are, or have been, enrolled in English 174. 184. Studies in Women's Literature (3) (Equivalent to Ethnic Studies 185c.) An investigation of women writers' unique literary imagination. Works of women will be explored from cultural perspectives. 186. The Bible as Literature (3) A literary reading of those portions of the Bible which have become part of the 95 modern heritage. Psychoanalytical and anthropological approaches are used where appropriate. 189. Special Topics in Comparative Literature (3) 190. Introduction to Film Forms (3) Viewing, analysis of feature films from many countries, periods. Readings introduce students to conventional forms of discussion, evaluation. Recommended first course in film. 191. Film as a Personal Art (3) An introduction to film-making, intended to develop technical and imaginative abilities to serve expressive purposes, through films conceived and financed by the film-maker. 192. History of American Film (3 A survey of the significant filmmakers and films, especially features, from the earliest days to the present. 194. Psychology and Literature (3) An introductory study of the implications of psychology for literary study. Readings in the basic texts of Freud and Jung; employment of their insights in literary analysis. 198. Undergraduate Seminar (3) Concentration on a figure or on a problem selected by the instructor. Open only to juniors and seniors. 199. Directed Reading and Research (1-3) The written permission of the instructor, chairperson of the department, and the dean is required.

Ethnic Studies

Administrative Office: UC 554 (Phone: 666-6784)

PATRICIA HILL Associate Professor AMILCAR J. LOBOS-YONG Assistant Professor TIMOTHY CLOW Instructor

Ethnic Studies provides an interdisciplinary and crosscultural approach to the study of ethnic groups in the United States. The courses are designed to provide a student with the background necessary to assist the development of humanistic values. Ethnic Studies utilizes and enhances the resources of cooperating departments such as Sociology, Communication Arts, English, Government, History, Psychology 96

(urban studies), and the School of Education.* In addition, the San Francisco Bay Area, with its diverse ethnic populations and its various cultural communities, programs, and organizations, provides ample resources for practical research and application. Students majoring in Sociology who wish to concentrate in Ethnic Studies should refer to the requirements under Sociology, pp. 152 and 158-9.

Fine Arts

Administrative Office: UC 558 (Phone: 666-6426)

JEAN Y. AUDIGIER Assistant Professor and Faculty Member in Charge

COURSES IN FINE ARTS 9. Band (1) Practice and performance of standard band literature. Satisfactory completion of the course requires participation in athletic functions during holidays. Satisfactory/ Unsatisfactory grading. 101a. Survey of Music History (3) An historical perspective of music from ancient Greek times through the Middle Ages, Renaissance, and Baroque eras. 101b. Survey of Music History (3) Continuation of Music 101a. Music of the Classical, Romantic, and Modern eras: Impressionism, Expressionism, contemporary trends. 102. Survey of Jazz (3) A course covering the history of American jazz. The varied types of the popular forms are studied, with musical illustrations. 103a. Music Appreciation I (3) Designed for the student interested in developing a deeper enjoyment of the great works of music of the last three centuries. Selected works explained through recordings. 103b. Music Appreciation II (3) A detailed study of the larger forms of vocal music, the oratorio: and the opera.

*A cross-listing approach allows students to take selected Ethnic Studies courses to satisfy the requirements of cooperating departments. See the current class schedule for these cross-listed offerings. 97

104a. Music Appreciation—The Opera (3) A continuation of Fine Arts 103a and 103b endeavoring to give an appreciation of opera music. Selected operas will be explained and performed on recordings. 104b. Music Appreciation—The Symphony (3) A continuation of Fine Arts 104a endeavoring to give an appreciation of symphonic music. Selected symphonies will be explained and performed on recordings. llla-lllb. Principles of Drawing and Painting (3-3) Fundamental principles of drawing and painting in any medium. A theoretical course with extensive practical applications. 116. Music and Culture of San Francisco* (3) An historical survey of musical events and personalities contributing to the development of San Francisco as the artistic and cultural center of the Pacific Coast. 118. History of Mus'ic in America (3) The influence of various forms of music—secular and religious, concert and popular—in the historical development of America. 150. Art Appreciation (3) An illustrated study of the principles of art appreciation together with a study of media, methods, and techniques in painting, sculpture, and architecture. 151. Ancient and Classical Art and Archaeology (3) The understanding and appreciation of the painting, sculpture, and architecture of ancient and classical art. Lectures illustrated with slides. 152. Medieval Art (3) The understanding and appreciation of the Early Christian, Byzantine, Roman- esque, and Gothic art. Lectures illustrated with slides. 153a. Renaissance in Italy (3) An illustrated study of the arts from the end of the Gothic era to the beginning of Baroque. 153b. Renaissance in the European Continent (3) An illustrated study of the arts from the end of the Gothic era to the beginning of Baroque. 157. Modern Art (3) A survey of the art of our age from the romantic era to the present time. Lectures illustrated with slides. 198. Liturgical Choir (2) Attendance at rehearsals (Wednesday evenings and Sunday mornings) and participation in Christmas and Easter Services required. 199. Directed Reading and Research (1-3) The written permission of the instructor, chairperson of the department, and the dean is required.

* Offered in Evening College only. 98

French (See Modern Languages and Classics.)

Geography 1. Elements of Physical Geography (3) An introductory survey of the natural elements of geography such as climate, landforms, soils, vegetation and water and their interrelationships within the geo- sphere and ecosphere, as well as how they function in their global distribution.

German (See Modern Languages and Classics.)

Government

Administrative Office: UC 555 (Phone: 666-6426)

RICHARD J. KOZICKI ALEXANDER SMETANA Chairperson and Professor Associate Professor DONALD W. BRANDON WILLIAM M. LUNCH Professor Assistant Professor TIMOTHY L. McDONNELL, S.J. M. SCOTT McELWAIN Professor Assistant Professor

Undergraduate Program I. Students majoring in Government are required to complete the following curriculum: General Education A. Fulfillment of the General Education requirement. For further information, consult pp. 42-44 of this Catalog and the Dean of the College of Liberal Arts. N.B. Students who entered USF before Fall, 1980, may fulfill the GEC requirement by following the provisions of the former Core Curriculum and the guidelines for equivalencies and substitutions (p. 43). For such students, the Core Curriculum Basic Skills required by the Government Department are: 1. English 5 (formerly English 1). 2. Communication Arts 74 or Communication Arts 128. 99

3. Six (6) units selected from: modern foreign language courses, Philoso- phy 2 (Logic), Computer Science 40, Computer Science 50a, Mathe- matics 12. B. Government department requirements—Thirty-six (36) units in Govern- ment: 1. Government 100,101,102,112a, 112b. 2. One course from Group IV (international relations). 3. One course from Group V (public administration). C. Required Supporting Courses. 1. Three (3) additional units in English taken from courses in English or American literature. However, a literature course other than English or American may be taken with the approval of the faculty advisor. 2. Eight (8) units of foreign language or six (6) units of computer science and mathematics. If a student has successfully passed three or more years of one language in high school, this requirement is waived. If a student elects to fulfill the requirement by courses in computer science and mathematics, the courses required are Computer Science 50a or Computer Science 40 and Mathematics 12 or Business Administration 7. 3. Six (6) units of natural science, a high school science laboratory course taken in the sophomore, junior, or senior year will credit the student with three (3) units, leaving three (3) units to be taken in a non- laboratory science. 4. Fifteen (15) units of economics, history, and sociology. All three areas must be represented in the 15 units. II. Recommendations A. In selecting other government course electives, the student may pursue a field of concentration among Groups I-V in consultation with departmental advisors. B. Majors who intend to pursue a California Teaching Credential program should contact the Credential Analyst in the School of Education. GRADUATE PROGRAM The Department of Government offers a program of graduate study leading to the Master of Arts degree in Government. It provides advanced training and broader knowledge of the several fields of government, encourages critical understanding and original research, and prepares students for further graduate studies, teaching, or government and related professions. Program Prerequisites The preliminary academic background for the degree of Master of Arts in Govern- ment should be substantially the equivalent of that represented by the Bachelor of Arts in Government at the University of San Francisco, including comparable foundation courses. If the applicant's undergraduate preparation does not include a proper foundation for graduate work in the field of Government, it will be necessary to devote time to specified undergraduate courses. 100

Furthermore, applicants should have a B- (2.70) overall average in their upper division courses. They should have a B (3.0) average in the upper division courses taken in their major fields.

Degree Requirements After completing 12 credit hours of the graduate program the student must, in consultation with the Graduate Advisor, select either Plan A or Plan B at the time when application is made for advancement to candidacy (see p. 65).

Plan A: A total of 30 units of course work in government, including a thesis, is required. The courses must be graduate courses or upper division courses approved by the Depart- ment of Government. At least 12 of the required units must be in courses of strictly graduate character (200 series). Government 200 (Bibliography and Research Methods in Government) is required of all graduate students. Students are also required to demonstrate a reading knowledge of a foreign language to be selected in consultation with the Graduate Advisor. Depending on their research interest, however, students may demonstrate competence in statistics in lieu of the language requirement. (This requirement is waived for foreign students.) The following areas of concentration are available for students who choose Plan A: American Government and Politics; Political Theory and Public Law; Compara- tive Government and Politics (Western and non-Western); International Politics and Organization; and Public Administration. Each student will write a thesis under the supervision of one of the Department's members and will receive 6 units of credit (Government 299) for the work. These units are in addition to the twelve (12) required units (200 series) referred to above.

Plan B: A total of 30 units of course work in government, approved by the Department of Government. At least 12 of the required units must be in courses of strictly graduate character (200 series). Government 200 (Bibliography and Research Methods in Government) is required of all students. Students are also required to demonstrate a reading knowledge of a foreign language to be selected in consultation with the Graduate Advisor. Depending on their research interest, however, students may demonstrate competence in statistics in lieu of the language requirement. (This requirement is waived for foreign students.) The student selecting Plan B must select a major and a minor field of study from the following areas of concentration: American Government and Politics; Political Theory and Public Law; Compa- rative Government and Politics (Western and non-Western); International Poli- tics and Organization; and Public Administration. A three-hour, written, comprehensive examination in each chosen field major and minor of study will be taken by the student after appropriate course work and study. 101

Following successful completion of the written examinations, candidates will take a one-hour comprehensive oral examination in the major and minor fields. If the department approves the choice of Plan A, the student must observe the procedures for thesis writing. Under the guidance of the director of the thesis, the student must complete the thesis approval form, which is to be signed by the director, the Chairperson of the Department, and the second and third readers, and presented to the Dean of the Colleges of Liberal Arts and Sciences (see pp. 66-67). If students select Plan B, with the counsel of the Graduate Advisor, a committee drawn from the Department of Government will be assigned to direct the reading, and bibliographies will be made available for guidance in the preparation for the comprehensive examinations, which the student may take either in the fall or spring semester. Re-examination will be allowed only at the discretion of the above- mentioned departmental committee. Graduate Courses In addition to the courses of strictly graduate character (200 series) listed after the undergraduate courses, students may obtain graduate credit for work taken in selected undergraduate government courses following consultation with, and approval by, the Graduate Advisor.

UNDERGRADUATE COURSES IN GOVERNMENT Foundation courses* 100. Introduction to Government (3) An introduction to the discipline, major styles, and concepts of political analysis; an examination of the perennial issues of politics. 101. The American Political System (3) The basic introductory course on American government, including federalism, interest groups, the presidency, Congress, the courts, and related subjects. 102. Introduction to Comparative Government and Politics (3) A study of the three prevalent political systems in today's world as exemplified by democratic Britain, totalitarian Russia, and authoritarian Mexico. 112a. The Political Ideas of the Great Thinkers (3) A study of Plato's Republic, Aristotle's Politics, political writings of Cicero and Augustine, and Thomas Aquinas's De Legibus. 112b. The Idea of Political Authority and the Great Thinkers (3) A survey of the development of the doctrines of the nature of political authority by the great thinkers from 1300 AD to 1900 AD.

*In addition to these courses, students are required to take at least one course from each of Groups IV and V. 102

GROUP ONE American Government and Politics 101. The American Political System (3) See Foundation Courses, above. 119. The American Presidency (3) The recent history of the presidency, presidential elections, and presidential relations with other political and institutional players are investigated. 120. The American Legislative Process (3) The study of the significant principles, forces, techniques, and influences which shape the character and making of law in the United States. 121. The American Judicial Process (3) An introductory study of the nature of law, the judiciary of the United States, and their respective functions in the American system of government. 152. Political Parties, Campaigns and Pressure Groups (3) A study of the American party system: evolution, proposed reforms, voting behavior, campaigns, pressure groups; comparison with European party systems. 158. The Black Man in American Politics (3) (Equivalent to Ethnic Studies 130a.) A survey of the role of Black Americans in U.S. politic; Black problems, political contributions, changing power, leadership styles, and coalition politics. 160. Issues in American Democracy (3) A critical and intensive analysis, by means of the seminar method, of the issues and forces which constitute both challenges and opportunities in American politics. 162. Municipal Government in the United States (3) A study of the legal basis of the city and the development of municipal government in the United States; variations of the structures and processes of city government.

GROUP TWO Political Theory and Public Law 112a-112b. The Political Ideas of the Great Thinkers, The Idea of Political Authority and the Great Thinkers (3,3) See Foundation Courses, above. 113. American Political Thought and Tradition (3) The origin, nature, and development of the basic ideas that constitute the main- stream of the American political tradition. Present trends in American political thought. 115. Contemporary Political Theory (3) Analysis of the major ideologies of our time: Nationalism, Democracy, Commu- nism, Fascism, Nazism, and Third World Authoritarianism and Non-alignment. 116. Political Thought in Non-Western Societies (3) A study of political ideas in selected Asian and African societies, including China, Egypt, India, Indonesia, Tanzania; main themes: nationalism, democracy, socialism. 103

117. Christianity and Politics (3) This course seeks to define and clarify the manifold ways Christianity has modified and influenced political institutions and thought. 157. American Constitutional Law (3) A study of constitutional law in the United States (by the case method) and the impact of Supreme Court decisions on the character of the American political system.

GROUP THREE Comparative Government and Politics 102. Introduction to Comparative Government and Politics (3) See Foundation Courses, above. 136. Government and Politics of India and Southern Asia (3) A comparative political study of India, Pakistan, Malaysia, the Philippines, and other South/Southeast Asian states; nationalism, leadership, parties, and change. 137. Government and Politics of China and East Asia (3) A study of the emergence of modern East Asia; political changes in China, Japan, Korea, and Taiwan after 1945; survey of international developments. 138. Government and Politics of Africa South of the Sahara (3) A survey of indigenous institutions, western influence, imperialism, and nationalism in sub-Saharan Africa; study of selected countries and the politics of independence. 139. Government and Politics of the Middle East (3) A survey of modern Arab and other Middle Eastern states; nationalism; political change, and international issues, including Arab-Israeli conflict and oil politics. 140. The Communist World (3) A comparative analysis of contemporary communist systems, particularly the Soviet Union and China, including their Marxist-Leninist origins. 145. Government and Politics in Western Europe (3) A survey of the Big Four (Britain, France, West Germany, and Italy), of Scandina- via, the Low Countries, Austria, Switzerland, Portugal, Spain, and Greece. 147. Government and Politics of East-Central Europe (3) A comparative analysis of the communist states of East-Central Europe (excluding the Soviet Union), including military and economic integration. 148. Government and Politics in Latin America (3) Survey of selected governments of Latin America and their politics, stressing the perennial struggle between democratic and authoritarian political thinking and action. 150. The Politics of Development (3) A survey of political processes and modernization problems common to selected developing nations of Asia, Africa, the Middle East, and Latin America. 104

GROUP FOUR International Relations 123. International Politics (3) A study of the international political system, including nation-state behavior as well as international and transnational organizations. 125. Conduct of American Diplomacy (3) A study of the roles of President, State, Defense, CIA, and AID, and of the Congress, pressure groups, media, and public opinion in U.S. foreign policy- making. 127. American Foreign Policy (3) A study of contemporary U.S. foreign policy, including general options, and case studies of American policy toward selected countries, regions, and topics. 128. Soviet Foreign Policy (3) An analysis of contemporary Soviet foreign policy and its Russian and Marxist- Leninist roots. 129. The Diplomacy of Asia (3) A survey of inter-Asian relations and international conflicts affecting postwar Asia; nonalignment, collective security, and the evolving policies of the U.S. and other countries. 130. International Law (3) A study of the influence of law on the relations of nation-states and the activities of international and transnational organizations. 131. International Organization (3) A study of the United Nations system, regional organizations, functionalism, and transnationalism. 146. Politics, Economics, and Strategy of West Europe/Atlantic Community (3) A study of the effort to unite Western Europe (Council of Europe, European Community), and of U.S.-Western European political, economic, and strategic relations. GROUP FIVE Public Administration 108. Introduction to Public Administration (3) A broad survey course, including federalism, budgeting, government finance, personnel, bureaucratic politics, policy-making, and related subjects. 165. Federalism and Intergovernmental Relations (3) The political and administrative relationships between various governments in America are explored. Emphasis is on the growth of the federal sector. 173. California State Government and Administration (3) California political history, political parties, the state legislature, the Governor and executive branch, the court system, and related subjects are covered. 180. Municipal Administration Internship (4) Students devote a substantial number of hours to a political or governmental internship and are required to meet in weekly seminars to analyse their experiences. 105

181. Organization Theory (3) Analytical review of descriptive and prescriptive organization theories, particularly as they apply to public and quasi-public institutions. 182. Bureaucratic Politics (3) Investigation of the internal and external politics of public organizations. The focus is on interest groups, bureaucracies, and legislatures. 183. Public Policy (3) Sources of public policy, passage into law, bureaucratic and judicial interpretation, and the impact of selected public policies.

SPECIAL AND GRADUATE COURSES IN GOVERNMENT

198. Senior Studies Seminar (3) Seminar devoted to a concentration on a topic or subject selected by the instructor. 199. Directed Reading and Research (1-3) The written permission of the instructor, chairperson of the Department, and the Dean is required. 200. Bibliography and Research Methods in Government (3) 208. Seminar in Public Administration (3) 212. Seminar in the Political Ideas of the Great Thinkers (3) 213. Seminar in American Political Thought and Tradition (3) 227. Seminar in American Foreign Policy (3) 228. Seminar in Soviet Foreign Policy (3) 229. Seminar in the Diplomacy of Asia (3) 231. Seminar in Asian Government and Politics (3) 232. Seminar in International Relations (3) 233. Seminar in International Law and Organization (3) 240. Seminar in Marxism-Leninism (3) 248. Seminar in Comparative Government (3) 259. Seminar in American Government and Politics (3) 262. Seminar in Urban Politics (3) 298. Directed Reading and Research (3) 299. Thesis Writing (6)

Greek (See Modern Languages and Classics.) 106

History

Administrative Office: UC 555 (Phone: 666-6426)

FRANK L. BEACH JOHN B. McGLOIN, S.J. Chairperson and Professor Professor W. MICHAEL MATHES ELISABETH G. GLEASON Professor Professor CORNELIUS M. BUCKLEY, S.J. GEORGE J. LERSKI Associate Professor Professor ULDIS KRUZE ASHBROOK LINCOLN Assistant Professor Professor

UNDERGRADUATE PROGRAM I. Students majoring in History are required to complete the following courses: A. Fulfillment of the General Education requirement. For further information, consult pp. 42-44 of this Catalog and the Dean of the College of Liberal Arts. N.B. Students who entered USF before Fall, 1980, may fulfill the GEC requirement by following the provisions of the former Core Curriculum and the guidelines for equivalencies and substitutions (p. 43). For such students, the Core Curriculum Basic Skills required by the History Depart- ment are: 1. English 5 (formerly English 1). 2. Communication Arts 74 or Communication Arts 128 or oral presentations in History 101 by special arrangement with the department chairperson. 3. Six (6) units of a modern language or six (6) selected from: Computer Science 40, Philosophy 2, a one-semester course in physical and political geography. B. History Department requirements—Thirty-six (36) units in history: 1. History 4a, 4b, 17a, 17b, as prerequisite to upper division history courses in European and American history. 2. History 101. 3. The history major is also obliged to take six (6) units of history in each of three fields selected from the following five: Africa, Asia, Europe, Latin America, United States. II. Recommendations. A. Those majors planning to go on to graduate work in history are required to demonstrate knowledge of a foreign language either through course work or examination, if they desire a recommendation from the department. 107

B. Since the history major is suitable for pre-professional preparation in many fields, every major is encouraged to consult closely with his or her faculty advisor in working out details of both the required and elective curriculum to meet these goals. C. Majors who intend to pursue a California Teaching Credential program should contact the Credential Analyst in the School of Education by the end of the freshman year to enroll in the credential program. D. The following listed courses, although open to any student, address themselves principally to the needs of beginning students or of students in another major. These introductory courses offer a broad view of an age and an area, giving special attention to cultural development and the most significant aspects of its general history. 4a-4b Surveys of Western Civilization 17a-17b Surveys of United States History 18 United States History for International Students 36a-36b Surveys of East Asian Civilization 119 Early Modern European Civilization 124 Nineteenth Century Europe 125 Twentieth Century Europe 170a-170b Survey of Latin America 177a-177b African Civilization

GRADUATE PROGRAMS The Department of History offers a program leading to the Master of Arts degree which provides intensive training in historical learning and research. It offers the student a broader knowledge of several fields of history and a deeper understanding of historical methods, attitudes and criticism through course work and original research. Program Prerequisites The preliminary academic background for the degree of Master of Arts in History should be substantially the equivalent of that represented by the Bachelor of Arts in History at the University of San Francisco. Any applicant whose undergraduate preparation does not include a proper foundation for graduate work in the field of history must devote some time to specified undergraduate courses. History 101 (Research Methods and Writing) or its equivalent is required before a student may enter the program. Furthermore, the applicant should have a B- (2.70) overall average in upper division courses and a B (3.0) average in the upper division courses taken in the field of history. Degree Requirements After completion of 12 credit hours of the graduate program, the student must, in consultation with his major advisor, select either Plan A or Plan B (outlined below) at the time application is made for advancement to candidacy. 108

PLAN A: A total of 30 units of history course work, including a thesis, is required. The courses must be graduate courses or upper division courses approved by the Department of History. At least 12 of the required units must be in graduate seminar courses. The student is also required to demonstrate a reading knowledge of a foreign language to be selected in consultation with the graduate advisor. Each student will write a thesis under the supervision of one of the Department's members and will receive six units of credit (History 299) for the work.

PLAN B: This program places emphasis on preparation for teaching at the secondary and community college levels. It is designed to broaden and deepen the student's knowledge of history, and places less stress on research techniques. A total of 30 units of history course work approved by the Department is required. At least 18 of the required units must be in graduate level courses. The student must prepare to pass written comprehensive examinations in the American* and European History fields. Following successful completion of the written examinations, the candidate will take an oral comprehensive examination in the designated field of emphasis and receive three units (History 298) upon passing. The student must also prepare a syllabus related to the teaching of either Amer- ican* or European History. The syllabus may be on a broad topic, theme, or period within the selected field and must demonstrate a thorough knowledge of the historical literature. It must include a fully developed explanation of the teaching strategies to be employed, a detailed outline of topics for lectures and class discussions, reading, and written assignments, possible examination questions as well as other matters relevant to the course preparation. For the satisfactory completion of the syllabus, the student will receive three units credit (History 297). If the Department approves Plan A, the student must observe the procedures for thesis writing. And, under the guidance of the director of the thesis, must complete the thesis approval form, which is to be signed by the director, the chairperson of the department, and the second reader. If the student selects Plan B, with the counsel of the major advisor, a committee drawn from the Department of History will be assigned to direct the reading, and bibliographies will be made available for guidance in the preparation of the comprehensive examinations, which the student may take either during the Fall or Spring semester. Any re-examination will be allowed only at the discretion of the above- mentioned departmental committee.

* United States or Latin America 109

COURSES IN HISTORY 4a. Survey of Western Civilization I (3) An examination of major political, economic, and cultural institutions of the West- ern world from antiquity to 1500. 4b. Survey of Western Civilization II (3) Survey of major themes in Western European history and culture from 1500 to the present. 17a. Survey of Early United States History I (3) A broad and interpretive study of the history of the United States from the Colonial Period through the Civil War and Reconstruction Era. 17b. Survey of Modern United States History II (3) A broad and interpretive study of the history of the United States since Reconstruc- tion. 18. United States History for International Students (3) An analytical and topical study of the American Experience from the creation of the United States to contemporary times. For international students only. 36a. History of East Asian Civilization to 1800 (3) An introduction to the traditional civilizations of East Asia, emphasizing cultural and intellectual history. 36b. History of East Asian Civilization since 1800 (3) An introduction to East Asia in the modern period, emphasizing the impact of the West and the problems of modernization. 101. Research Methods and Writing (3) Use of libraries, archives; bibliography, note-taking, footnotes, and other procedures for preparing reports in the social sciences and humanities. (Required of all History majors). 102. Ancient Civilizations (3)* The rise and diffusion of civilization in Mesopotamia, the Aegean, Palestine, Persia, Classical Greece, Rome, Pre-Columbian America, and India. 103. Greek History (3) Development of city-states, especially Athens and Sparta; the Persian Wars; the Athenian Empire; the Peloponnesian War and its aftermath. 104. Roman History (3) The growth of Roman power in the Mediterranean, with emphasis on the later Republic and the transition to the Principate; history of the Empire and its provinces. 106. Medieval Civilization I: 300-1000 (3) Evolution of the late Roman Empire into early medieval Europe. Political, religious, and cultural aspects of this period of transition.

* Offered in Evening College only. 110

107. Medieval Civilization II: 1000-1400 (3) Europe of the High and Middle Ages. Growth of urban life; twelfth century Renais- sance; politics, learning, and the Church. 112. History of the Age of Discovery 1350-1800 (3) The exploration of Asia, Africa, and the Americas by Europeans; growth of Western knowledge of the globe through technology, navigation, and cartography. 114. Renaissance Europe (3) Political, economic, and social conditions in Western Europe from 1350 to the early 16th century. Emphasis on cultural and intellectual history. 117. The Age of Reformation (3) Causes and progress of the Protestant Reformation. Catholic Reform and Counter- Reformation. History of Western Europe in the 16th century. 118. History of Women and the Family (3) Examination of recent scholarship on the history of women and the family. Emphasis on questions of methodology. 119. Early Modern European Civilization (3) A survey of western European history from the Thirty Years' War to the Revolution. Modern science, the Old Regime, and the Enlightenment. 123. The French Revolution and Napoleon (3) A consideration of causes, events, and results of the French Revolution and the rise and fall of Napoleon I. 124. Nineteenth Century Europe (3) The age of Metternich and the revolutionary opposition; spread and impact of industrialization; nationalistic movements; the new imperialism. 126. Twentieth Century Europe (3) The causes, courses, and outcomes of the two world wars; rise and fall of totalitarian systems; post-war Europe. 127. Diplomatic History of Europe (3) Survey of international relations from Napoleon to World War II, with emphasis on statesmen who shaped the foreign policies of European powers. 128. European Intellectual History 1500-1750 (3) Prerequisite: History 4b. Study of major topics in the history of European thought from the Renaissance to the Enlightenment. 129. Intellectual History of Modern Europe (3) Prerequisite: History 4b. A study of ideas and events from the time of the French Revolution to World War I. Ola. History of England I (3) From the Norman Conquest to the death of Elizabeth I. Anglo-Saxon contributions. Constitutional and legal developments. The Late Middle Ages and the Tudor Monarchy. 131b. History of England II (3) From James I to the present: Stuart constitutional struggles; Puritans; Restoration and Augustan Ages; Romanticism; Reform; Imperialism. Ill

133. History of Ireland (3) A survey of Irish history from the pre-Celtic period to the present day, with emphasis on 18th and 20th centuries. 136a. France 1598-1715 (3) A general survey of French history during the Ascendancy of France in European history. 136b. Modern France Since 1814 (3) A survey of French history from the Restoration to the present. 138a. Spain and Portugal I (3) The history of the Iberian Peninsula from pre-Roman times to the 16th century. 138b. Spain and Portugal II (3) Prerequisite: History 138a or admission by permission of the instructor. The history of the Iberian Peninsula from the mid-16th century to the present. 140. Modern Germany (3) A broad survey of the course of German history from the Napoleonic Era to the present day, with special attention to general political and social problems. 141. East-Central Europe (3) A survey of the histories of Czecho-Slovakia, Hungary, Lithuania, and Poland from the 10th century to World War II. 144a. The History of Russia I (3) The course of Russian history from the founding of the Kievan state to the end of the 18th century. 144b. The History of Russia II (3) The course of modern Russian history from the rule of Alexander I to the present. 146. History of the Jews in Europe (3) Socio-political and cultural developments in the Diaspora up to the Holocaust, with emphasis on various forms of antisemitism and Jewish response. 147. History of European Socialism Until 1919 (3) Doctrinal growth of various forms of socialism, with emphasis on Marxism and the role of the Internationals. 149. Hitler, Stalin, and World War II (3) Causes and events leading to the outbreak of the total war in 1939. Decisive battles and big powers' conferences leading to Germany's defeat and Russia's victory. 151. Colonial America and the Revolution (3) A study of both the American colonial experiences of the 17th and 18th centuries and the Revolutionary and Constitutional Era from 1763 to 1789. 152. The Young Republic 1789-1848 (3) The history of the formative years of the American nation; its political, constitutional, economic, and physical development. 153. The American Civil War 1848-1865 (3) A study of the political, economic, and social cause of sectional strife and the conduct of the Civil War. 112

154. The Emergence of Modern America 1865-1900 (3) A study of the development of the United States during the time when it became a modern, industrial, urban nation. 155. The United States 1896-1933 (3) The background of current problems as shown by a study of the political, social, and economic development of the U.S. from 1896-1933. 156. The United States since 1933 (3) The background of current problems as shown by a study of the political, social, and economic development of the U.S. since 1933. 157a. Diplomatic History of the United States I (3) The U.S. and the outside world, emphasizing the economic, social, and political forces which determined American foreign policy to World War I. 157b. Diplomatic History of the United States II (3) The foreign relations of the United States since World War I. 158a. Society and Thought in 19th Century America (3) Focus is given to the major ideas, beliefs, and forces that distinctively shaped American society between the Revolution and the 1890's. 158b. Society and Thought in 20th Century America (3) An intellectual history of the major ideas, beliefs, and social forces that character- ized 20th Century American development. 159. Distinguished Americans (3) The characteristics and the public service of prominent persons in U.S. history. The emphasis is on the changing interpretations of their roles. 160a. Blacks in the United States I (Equivalent to Ethnic Studies 151a) (3) A political and social history of the Black Americans in the U.S. from 1619 through the Civil War. 160b. Blacks in the United States II (Equivalent to Ethnic Studies 151b) (3) A political and social history of the Black Americans since the Civil War, with emphasis on the modern Black experience. 161. The History of American Urban Development (3) Prerequisite: One U.S. history course or consent of the instructor. An historical study of the identity, growth, and development of the city and city-region as a major force in our national experience. 162. The Catholic Church in the United States (3) The history of American Catholicism from the establishment of the first diocese (1789) to the present. 165. The Spanish Frontier in North America, 1513-1820 (3) The history of Spanish outposts and exploration in the present-day United States and the Pacific Basin from 1513 to 1820. 166. Advance of the American Frontier, 1820-1890 (3) A study of the successive frontiers in American history, 1820-1890. Assessment of the frontier hypothesis as proposed by Frederick Jackson Turner. 113

167a. History of California (3) A study of the factors which form part of the California story during the Spanish and Mexican periods 1542-1850. 167b. The History of California, II: 1850-1980 (3) A study of California's development from the American conquest and statehood to the present time of its social, economic, and political pre-eminence. 186a. San Francisco I (3) A study of San Francisco's past from its origins to the fire and earthquake, 1776-1906. 168b. San Francisco II (3) A study of San Francisco's past from 1906 to the present. 170a. Survey of Latin America, I (3) Survey of the political, institutional, social, and cultural history of Latin America from its Iberian antecedents through the Age of Enlightenment. 170b. Survey of Latin America, II (3) Survey of the political, institutional, social, and cultural history of Latin America from the wars of independence to the twentieth century. 171a. Colonial Mexico, 1517-1814 (3) Pre-Hispanic culture history, conflict, and combining of Spanish and Indian civilizations; the Viceroyalty, expansion, and the beginnings of independence. 171b. National Mexico, 1914 to Present (3) Prerequisite: History 171a or permission of the instructor. The wars of independence, political struggle, foreign intervention, and the evolving revolution. 171c. Contemporary Mexico (3) An in-depth study of Mexico since the mid-19th century, with special attention to the Revolution and the emergence of Mexico as a Third World leader. 174. History of Brazil (3) The history of Portuguese South America from 1500 to the present. 177a. History of Africa I (3) A survey of the history of Africa from the earliest times to 1884. Pre-history, ancient civilizations, Moslem penetration, contacts with Asia, European penetration, and the slave trade. 177b. History of Africa II (3) The history of Africa from 1884 to the present, emphasizing imperialism, the rise of nationalism, and developments in independent Africa. 186a. History of China I (3) A broad survey of China's history prior to 1840, covering social, political, economic and cultural developments. 186b. History of China II (3) A broad survey of China since 1840, emphasizing China's response to the West and the impact of the Revolutions of 1911 and 1949. 187a. History of Japan I (3) A survey of Japan's history prior to 1868, emphasizing cultural achievements, the impact of Buddhism, and the role of the Shogunates. 114

187b. History of Japan II (3) A survey of Japan's history after 1868, emphasizing its rapid modernization and its rise to great power status. 188. History of South Asia (3) A survey of South Asia, notably India: Mughal decline, British Raj, Indian nationalism, Muslim separatism, Gandhian era, Partition, and independence aftermath; nonalignment. 189. History of Southeast Asia (3) A survey of Southeast Asia from colonialism through nationalism and independence: Burma, Cambodia, Indonesia, Laos, Malaysia, the Philippines, Singapore, Thailand, and Vietnam. 190. History of Christianity I (3)* A survey of Christianity from the apostolic Church through the Middle Ages, including the evolution of ecclesiastical institutions, the separation of the Eastern and Western Churches, monasticism, and the new orders. 191. History of Christianity II (3)* A history of Christianity from the Middle Ages to the modern period, including the Avignon papacy, the Great Schism, and the rupture of Christian unity during the Reformation. 192. Catholicism, 1520-1774 (3)* Prerequisite: History 4b or its equivalent. A study of the revival of the Roman Catholic Church, 1520-1650, and the rise of Rationalism and Deism, 1650-1774. 195a. History of Science I (3) A study of the scientific revolution of the 16th and 17th centuries and its antecedents. 195b. History of Science II (3) Eighteenth, nineteenth, and twentieth century science in its historical, intellectual, and social context. 198. Special Undergraduate Studies in History (3) Special proseminar classes offered in various areas of historical study for the advanced History major. Subject matter varies each semester. 199. Directed Reading and Research (1-3) The written permission of the instructor, chairperson of the department, and the dean is required.

GRADUATE COURSES Any of the 100-level courses, if approved by the student's advisor, may be used in partial fulfillment of the MA requirement.

* Offered in Evening College only 115

GRADUATE SEMINARS 201. Advanced Historiography* (3) 210. Seminar in European History Before 1789 (3) 214. Seminar in European Diplomatic History (3) 215. Seminar in European History after 1789 (3) 230. Seminar in United States History (3) 232. Seminar in U. S. Social-Intellectual History (3) 235. Seminar in History of the American West (3) 238. Seminar, Teaching American History (Plan B) (3) 240. Seminar in Latin America (3) 280. Seminar in Asian History (3) 297. Practicum in Teaching History (Plan B) (3) 298. Graduate Directed Reading (Plan B) (3) 299. Thesis Writing (6)

Italian (See Modern Languages and Classics)

Latin (See Modern Languages and Classics)

Military Science

Administrative Office: Loyola, Lower Level (Phone: 666-6405)

LTC RONALD G. MAXSON CAPTAIN MICHAEL G. READMAN Professor Assistant Professor LTC KERN W. DUNAGAN CAPTAIN MARCIA A. WEBB Assistant Professor Assistant Professor

The Military Science Department teaches fundamental concepts and principles of military art and science; develops leadership and managerial potential; develops a basic understanding of associated professional knowledge, a strong sense of personal integrity, honor, and individual responsibility; and develops an appreciation of the requirements of national security.

* This course is required of all candidates for the master's degree; History 101 or its equivalent is a prerequisite for History 201. 116

MILITARY SCIENCE PROGRAM The Military Science Program at the University of San Francisco is a cooperative effort, contractually agreed to by the Army and the University, providing junior officer leadership for national security. It provides a mutually advantageous arrangement between the Army and the University for education of future officer personnel. The program serves as a channel of communication between military leadership and educated manpower. The Military Science curriculum is unified by the themes of leadership and management. It cuts across conventional academic disciplines and combines elements of various disciplines arranged to encourage the students to interrelate their learning and apply it in reflective thinking, goal-seeking, and problem-solving. Academic courses offered by the Military Science Department are open to all students for elective credit. Instruction in the Military Science Program is progressive and consists of a basic course normally completed during the first two years and an advanced course completed during the junior and senior years.

THE BASIC COURSE: Entry into the Military Science Program is normally gained by completion of a two-credit Military Science course, four required and four or more elective leadership laboratory modules. The academic course addresses the reality of conflict, the U.S. institutional response to conflict, and the ramifications of participation as a leader in the U.S. Defense Establishment. The leadership laboratory modules include adventure training, physical conditioning, martial arts, and other activities arranged to provide the greatest number of opportunities for the development of individual self-confidence and competence as a leader. Students who have completed this basic course are eligible to compete for two and three year scholarships covering tuition, fees, and book expenses. Scholarship winners receive a subsistence payment of $100 per academic month. In addition to the required academic courses, the Military Science Department offers elective courses in World and U.S. Military History to enhance the perspective and depth of leadership development. With permission of the Professor of Military Science, courses within the History Department may be substituted for Military Science Department history courses. Every cadet, however, must complete at least two semesters of history study to complete the ROTC Basic Course.

OTHER BASIC COURSE OPTIONS: Several options have been developed for delayed or modified entry into the Military Science Program. These options allow qualified Freshmen and Sophomores to enroll in Advanced Courses for academic credit. Veterans who are otherwise qualified may receive constructive credit for up to two years of the Military Science course. Students who have attended three years of Junior ROTC in high school may be given constructive credit for part of the program. Students who wish to complete the program in two years may attend a six-week basic camp during the summer where they learn the leadership skills, and techniques necessary to participate effectively in the Advanced Course. Cadets attending Basic Camp receive pay from the U.S. Army during the Camp, full board and room, and travel pay to and from camp. In lieu of the Basic Camp, students may qualify for the Advanced Course by completing a 3-week on-campus Summer Program that covers the military skills required of Basic Course cadets. 117

THE ADVANCED COURSE: The third and fourth year Military Science curriculum concentrates on practical development of skills and talents of communication and management in a laboratory where techniques are tried and adapted to modes best suited to each individual. The laboratory uses adventure training and physical conditioning experiences in a controlled environment of moderate stress and close supervision to encourage student experimentation. Students try what they learn and adapt theories about styles and modes of social influence to develop and demonstrate their ability to lead. During the summer, normally that between the junior and senior year, students attend a three-credit, six-week Advanced ROTC Summer Camp at Fort Lewis. This laboratory includes the full range of stress situations and opportunities to experiment with leadership of up to a thousand persons. This camp is a prerequisite for commission. Cadets receive pay, room, and board, as well as travel pay to and from the Advanced Camp. 1 Military Science Seniors take a three unit course in the Sociology of the Army and a three unit course in Theory and Organizational Dynamics of the Army. Senior leadership laboratory gives the students a supervised opportunity to develop and conduct a sophisticated program of leadership and management training. EARLY COMMISSIONING PROGRAM (ECP): Cadets who complete all Mili- tary Science courses prior to award of their baccalaureate degree may receive their commission early and serve in a Reserve or National Guard unit until graduation. Upon graduation, they may compete for active duty as discussed below. SIMULTANEOUS MEMBERSHIP PROGRAM (SMP): Advanced Course cadets may elect to join Reserve or National Guard units as Officer Candidates. Cadets receive pay and allowances from both ROTC and their host unit while at the same time gaining essential military knowledge prior to their commissioning. Financially, cadets participating in this program can earn over $10,000 in four years. OBLIGATIONS: There is no obligation incurred during the Basic Course. During the Advanced Course, cadets enter a contractual relationship with the United States. The government offers academic and laboratory leadership development and a subsistence payment of $100 per academic month. Cadets agree to serve as Army leaders in one of three ways: 1. Accept a Reserve Officer Commission; attend a basic officer course for three to six months; and complete remaining obligation as an officer in the Army Reserve or Army National Guard. 2. Accept a commission in the Reserve; serve three years on active duty; then serve as a leader in the Army National Guard or Army Reserve. 3. Outstanding students are designated 'Distinguished Military Graduates.' These students may compete for commission in the Regular Army. SUBSISTENCE PAY, UNIFORMS, EQUIPMENT, AND TEXTBOOKS Military Science students are provided the required Military Science textbooks, army uniforms, and necessary military equipment. In addition, Advanced Course cadets receive a subsistence allowance of $100 each month of the school year. 118

CROSS-ENROLLMENT University of San Francisco is part of a consortium of San Francisco colleges and universities. Students attending a member institution of the consortium may enroll in a Military Science course at the University of San Francisco under the agreement at no cost. Students attending universities or colleges outside San Francisco may enroll in Military Science at the University of San Francisco for a small fee. For further information, contact the Professor of Military Science, University of San Francisco: telephone (415) 666-6405. Collect calls accepted. RANGER PROGRAM The ROTC Ranger Program is offered to students who are motivated toward exacting and demanding training in physical fitness, individual and teamwork surviv- al, and dynamic leadership. The Black Beret and Ranger Tab are awarded as symbols of excellence to students who complete the rigid Ranger training program. COURSES IN MILITARY SCIENCE 10. US Defense Establishment (2) Course examines the realities of conflict, reviews the US institutional response to conflict, and explores the implications of an individual's decision to exercise leadership within the defense establishment. Includes participation in Basic Course Leadership Laboratory. The following are some of the Basic Course Leadership Laboratory Modules offered by the University of San Francisco ROTC Program. REQUIRED LEADERSHIP LABORATORY MODULES: Squadron Participation (Sign-up, Awards, Testing) Basic Orienteering (Olympic Sport of Map/Terrain Association) Weapons Physical Training Drill and Ceremonies Squad Tactics Field Training at Ft. Ord Military Communications ELECTIVE MODULES OF LEADERSHIP LABORATORY: Self-Defense (Taekwon-Do) Skiing Back Packing Rangers USF Drill Team Centurion (Newspaper) USF Rifle Team USF Color Guard River Rafting Orienteering Club Small Boat Operations War Games Club 119

Donmasters (Public Speaking in con- Parachuting junction with Toastmasters Club) Mountain Climbing Scuba Diving

DIRECTED STUDIES IN: Medicine Police Science Veterinary Medicine Psychology Etc.

15. Role of Military in Society (2) Elective A study of the purpose, organization, and structure of the US Army. Focus is upon the Military as a profession. Examines the role of an officer and concentrates upon the leadership aspects of responsibility, honor, and integrity. Includes participation in Leadership Laboratory. 20. World Military History (3) (Elective) A survey of world military history from the classical ages to eighteenth century Europe. Emphasis is upon the interaction of military operations with society and their impact upon developing civilizations. 25. American Military History (3) (Elective) A survey of American Military History from colonial days to the present, with emphasis on the development of US Military Forces and their relationship to society. 100. Leadership (3) (Required) A study of organizational leadership with a focus on the individual, the group, and the leader. Included are laboratory classes on methods of instruction and leadership directed toward application of instructional principles. Student's presentations utilize video-tape records for feedback and critique. 101. Applied Leadership and Management (3) (Required) Curriculum is divided into two sub-courses. The initial course is cartographic analysis with emphasis on recognition and utilization of terrain for navigation. The second portion of the course is devoted to small unit operations, placing each student in critical leadership positions. Classroom work is supplemented by field work. 120. Military in a Changing World (3) (Required) Seminar on social and legal factors that influence current developments in the US Defense Establishment. Laboratory experience rounds out theoretical presentations. 121. Theory and Dynamics of the Military Team (3) (Required) Seminar on organizational theory and techniques of management as currently prac- ticed in defense organizations. Current trends in force-structuring and employment are examined in relation to perceived threats. Laboratory experience rounds out theoretical presentations. 120

Modern Languages and Classics

Administrative Office: UC 540 (Phone: 666-6671)

BARBARA J. MORTENSON ERASMO LEIVA-MERIKAKIS Chairperson and Assistant Professor Assistant Professor ARTHUR E. SWAIN, S.J. GIACINTO MATTEUCIG Assistant Professor Professor Emeritus NANCY J. VOGELEY P. CARLO ROSSI, S.J. Assistant Professor Professor Emeritus ALBERT HUERTA, S.J. LUIGISANDRI Lecturer Professor Emeritus EDWARD MUENK Associate Professor JEAN Y. AUDIGIER Assistant Professor The Department offers majors in French, Latin, and Spanish, and courses in Ger- man, Greek, Hebrew, Italian, Mandarin, Russian, and Classics in translation. Registration in foreign language courses is governed by the following policy: 1. Transfer students who have passed language courses at another institution of collegiate level will be granted credit toward partial or complete fulfillment of a departmental language requirement and should register in the next sequential course without taking the placement examination. 2. Students who have passed a collegiate level language course of the 1-4 series may not take for credit a course lower in the series than the one for which they have already received credit. 3. Students who have taken only high school language courses and who wish to continue the study of language on the college level are required to take the language achievement test administered on the same day as the SAT examination. These students will be placed in the course appropriate to their level of achievement and will receive collegiate credit regardless of past academic experience. 4. Students may enroll in upper division courses in language for full credit as soon as they have completed the prerequisites for the course. 5. A student whose languages include a tongue other than English is eligible for credit in that language under the following conditions: a. A student who has completed the major portion of his secondary and/or higher education in a given language is eligible for credit only in upper-division courses of that language and may receive such credit by enrolling in an upper-division course or by transferring units of upper-division courses taken at an institution of higher learning either before or after admission to the University. 121

b. A student who has resided or studied extensively in a non-English speaking country is eligible for credit only in those courses higher than the student's current level of achievement in that foreign language. If the level of achievement cannot be determined from the transcript, the student will be required to take a placement examination before enrolling in a language course at this University or transferring units of courses taken at another institution of higher learning after admission to USF. I. Students majoring in Modern Languages and Classics are required to complete the following curriculum (N.B., 12 units of upper division language courses must be completed in residence): A. Fulfillment of the General Education requirement. For further information, consult pp. 42-44 of this Catalog and the Dean of the College of Liberal Arts. N.B. Students who entered USF before Fall, 1980, may fulfill the GEC requirement by following the provisions of the former Core Curriculum and the guidelines for equivalencies and substitutions (p. 43). For such students, the Core Curriculum Basic Skills required by the Modern Lan- guages and Classics Department are: 1. English 5 (formerly English 1) 2. Communication Arts 74. 3. Six (6) to eight (8) units (one year) of a second language. B. Department requirements (French)—thirty-eight (38) units in French: 1. French 1 or 1a, 2 or 2a, 3, and 4 (if the student has a sufficiently high score on the language achievement test administered by the College Board, these unit and course requirements may be lowered); 2. French 100, 101a-101b, 103a-103b, 160; 3. Eight (8) additional upper division units in French. C. Department requirements (Latin)—thirty-six (36) units in Latin: 1. Latin 1, 2, 3, and 4 (if the student has a sufficiently high score on the language achievement test administered by the College Entrance Ex- amination Board, these unit and course requirements may be lowered); 2. Twenty-four (24) additional upper division units in Latin; D. Department requirements (Spanish)—thirty-eight (38) units in Spanish: 1. Spanish 1 or la, 2 or 2a, or 15; 3, 4 (if the student has a sufficiently high score on the language achievement test administered by the College Entrance Examination Board, these unit and course requirements may be lowered); 2. Spanish 100, 101a-101b; 3. Spanish 115,116,117A, or 117B (Peninsular literature); 4. Spanish 118,119, or 120 (Peninsular literature); 5. Spanish 104,106, or 107 (Spanish-American literature); 6. Seven (7) additional upper division units in Spanish. 122

II. Recommendations. A. The Department recommends the following courses: for French majors- Classics 55, 56; English 120, 121; French 140a-b; History 114, 123, 124, 126,127; Sociology 157; for Latin majors—Anthropology 175, Classics 55, 56, 57, 60; English 120, 121; Fine Arts 151; History 103, 104; for Spanish majors-Anthropology 112, 125b,c, 140; English 120, 121, 140, 150; Geography 140; Government 148; History 107, 114, 138a, 165,167, 170a, 170b, 171a, 171b, 174; Sociology 157; Spanish 140a-b. B. Majors who intend to pursue a California Teaching Credential program should, by the end of their freshman year, see the Credential Analyst in the School of Education. Ill. Certificates of Fluency. The Department offers a series of examinations to certify the fluency of those students who require evidence of language skills for employment or for academic advancement. The examinations, which are administered at the middle of each regular semester, are open to any qualified student of the University. Application to take an examination, for which there is no charge, must be made to the chairperson at least one month in advance. For details consult brochure available at the Department offices.

COURSES IN CLASSICS The courses designated as Classics are conducted in English and do not require a knowledge of the Greek or Latin languages. They are open to students interested in classical culture and its influence on subsequent ages. 55. Greek and Roman Epic (3) Readings in translation. Analysis of the Iliad, Odyssey, and Aeneid. 56. Greek and Roman Drama (3) Lectures. Readings in translation. Analysis of representative Greek and Roman plays. 57. Greek and Roman Society (3) Historical and topical treatment of society and social change in ancient Greece and Rome. 60. Greek Mythology (3) The principal Greek myths; the impact of Greek mythology on literature, painting, sculpture, and music; myth themes in Western art. 63. Myths of Africa and the Near East (3) Lectures will be given on African and Near Eastern myths with appropriate readings from ancient writings. 64. Germanic, Celtic and Slavic Myths (3) The principal story cycles of Germanic, Celtic, and Slavic myth; their themes and personalities. 123

65. Greek and Latin Roots in Scientific Terminology (1) Course is designed to acquaint students with the major Greek and Latin root words employed in medicine, biology, chemistry.

COURSES IN FRENCH N.B. Either of two tracks must be followed: In Track One, the four skills reading, writing, speaking, and understanding, will be developed (French 1,2): in Track Two, emphasis is on conversation (French la, 2a). Students who have completed either French 1 and 2, or French la and 2a, may then enroll in French 3,4. 1. First Semester French (4) Grammar, composition, conversation, and reading, with stress on spoken language. Three classes and two 50-minute laboratory periods weekly. la. First Semester French: Conversation (4) Conversation approach to first semester French. Three classes and two 50-minute laboratory periods weekly. 2. Second Semester French (4) Prerequisite: French 1 or two years of high school French and the passing of the placement examination. Continuation of French 1. 2a. Second Semester French: Conversation (4) Prerequisite: French la or two years of high school French and the passing of the placement examination. Continuation of French la. 3. Third Semester French (3) Composition, reading, and stress on conversation. Review of grammar. 4. Fourth Semester French (3) Continuation of French 3. Extensive composition and conversation. 7a. French for Reading (3) Acquisition of grammar and vocabulary needed for adequate reading comprehension, with stress on good pronunciation. 7b. French for Reading (3) Prerequisite: French 7a. Continuation of grammar and vocabulary for reading, with stress on good pronunciation. 17. Reading Course in French (3) Prerequisite: One semester college French or equivalent. For graduate students who must acquire a reading knowledge of French for their degree. 18. Elementary French Conversation (2)* Simple conversation requiring no extensive background in grammar. This course is not a part of the language requirement. 19. Advanced French Conversation (2)* More advanced conversation. This course is not a part of the language requirement.

*Offered in Evening College only. 124

N.B. All upper-division courses are given in French unless otherwise indicated. 100. Structural Linguistics Applied to French: Phonology and Morphology (2) Prerequisite: French lOla-lOlb. 101a-101b. Advanced Oral and Written Expression (3-3) Prerequisite: French 4 or equivalent. Advanced grammar, composition, and conversation. Preparation for simultaneous bilingual translation. 103a-103b. Survey of French Literature (3-3) 117. The Seventeenth Century (3) 118. The Eighteenth Century (3) 119. The Ninteenth Century (3) 120. Contemporary French Literature (3) 140a-140b. Contemporary French Conversation (2-2) 150. French Culture and Civilization (3) Open to all students. Knowledge of French required only of French majors. A study of French institutions and society. Report on assigned topics. 160. Structural Linguistics Applied to French: Syntax (2) Prerequisite: French 100. 175. Comparative Romance Literature: Epic, Lyric, and Dramatic Poetry of the Renaissance (3) Classes are conducted in English with bilingual texts; majors and minors are required to read and write in their language of emphasis.

* Offered in Evening College only.

199. Directed Reading and Research (1-3) The written permission of the instructor, chairperson of the department, and the dean is required. COURSES IN GERMAN 1. First Semester German (4) Intensive grammar. Composition and conversation. Extensive reading. Stress on the spoken language. Three classes and two 50-minute laboratory periods weekly. 2. Second Semester German (4) Prerequisite: German 1 or two years of high school German and the passing of the placement examination. Continuation of German 1. 3. Third Semester German (3) Review of grammar. Composition and conversation. Extensive reading in specially prepared material. 4. Fourth Semester German (3) Extensive readings in contemporary literature, composition, and conversation. 7a. German for Reading (3) Grammar and vocabulary needed for adequate reading comprehension, with stress on correct pronunciation. 125

7b. German for Reading (3) Prerequisite: German 7a. Continuation of grammar and vocabulary for reading, with stress on good pronunciation. 17a. Scientific German for Reading (2) No prerequisite. For students in the natural and social sciences who need a reading knowledge of German. 17b. Advanced Scientific German for Reading (2) Prerequisite: 17a or German 2. Continuation of 17a. 18. Elementary German Conversation (2)* Simple conversation requiring no extensive background in grammar. This course is not a part of the language requirement. Offered in Evening College only. 19. Advanced German Conversation (2)* More advanced conversation. This course is not a part of the language requirement. 140a-b. Contemporary German Conversation (2-2)

COURSES IN GREEK 1. Elements of Attic Greek (4) Attic morphology, syntax, and basic vocabulary. Greek-English translation exercises. 2. Elements of Attic Greek (4) Prerequisite: Greek 1. Continuation and conclusion of study of basic Attic morphology, syntax, and vocabulary. Greek-English translation exercises. 3. Selected Readings Attic Greek (4) Prerequisite: Greek 2. Review of basic Attic morphology, syntax, and vocabulary. Anthology readings. 20. Biblical Greek I (4) No prerequisite. This course is designed to give a sufficient knowledge of the grammar and syntax of Koine Greek to enable the student to read the Gospels. 21. Biblical Greek II (4) Prerequisite: Biblical Greek I. Continuation of Greek 20.

COURSES IN HEBREW 1. Introduction to Biblical Hebrew (3) A basic course for the beginning student in Hebrew, with emphasis on biblical syntax, grammar, and vocabulary.

* Offered in Evening College only. 126

COURSES IN ITALIAN 1. First Semester Italian (4) Intensive grammar. Composition and conversation. Extensive reading, with stress on the spoken language. Three classes and two 50-minute laboratory periods weekly. 2. Second Semester Italian (4) Prerequisite: Italian 1 or two years of high school Italian and the passing of the placement examination. Continuation of Italian 1. 3. Third Semester Italian (3) Review of grammar. Composition and conversation. Extensive reading in specially prepared material. 4. Fourth Semester Italian (3) Required of all students who wish to do upper-division work in Italian. Extensive composition and conversation. Creative writing. 140. Contemporary Italian Conversation (2) 175. Comparative Romance Literature: Epic, Lyric, and Dramatic Poetry of the Renaissance (3) Classes are conducted in English with bilingual texts; majors and minors are required to read and write in their language of emphasis.

COURSES IN LATIN 1. Elementary Latin (3) Drill in the essentials of grammar. 2. Readings in Latin (3) Prerequisite: Latin 1 or two years of high school Latin. Readings of simple selections from classical authors. Exercises in composition. 3. Virgil (3) Prerequisite: Latin 2 or three years of high school Latin. Selections from Virgil's Aeneid, I-IV. Composition and review of forms and syntax. 4. Cicero and Ovid (3) Prerequisite: Latin 3 or four years of high school Latin. Reading of selections from Cicero and Ovid. Exercises in composition. Review of grammar. The following upper division courses are available to Latin majors by arrangement with the instructor. Generally, these courses will be conducted as directed reading. 101. Catullus (3) 102. Livy (3) 103. Horace: Odes and Epodes (3) 104. Cicero and Lucretius (3) 105. Ovid: Metamorphoses (3) 127

106. Sight Reading and Composition (3) 107. Tacitus: Histories (3) 108. Virgil: Bucolics and Georgics (3) 199. Directed Reading and Research (1-3) The written permission of the instructor, chairperson of the department, and the dean is required.

COURSES IN MANDARIN 1. First Semester Mandarin (4)* Intensive grammar, composition, conversation, reading. Stress on spoken language. 2. Second Semester Mandarin (4)* Prerequisite: Mandarin 1. Continuation of Mandarin 1.

COURSES IN RUSSIAN N.B. Students whose native tongue is Russian will not be admitted to courses 1-2 without permission of the Department. 1. First Semester Russian (4)* Intensive grammar and composition. Extensive reading. Stress on the spoken language. Three classes and two 50-minute laboratory periods weekly. 2. Second Semester Russian (4)* Prerequisite: Russian 1 or its equivalent. Continuation of Russian 1. Three classes and two 50-minute laboratory periods weekly. 3. Third Semester Russian (4)* Prerequisite: Russian 1 and 2 or their equivalent. Review of grammar and composition. Extensive reading in specially prepared material. 18a. Russian Conversation (2)* Simple conversation to accompany Russian 1.

COURSES IN SPANISH N.B. One of three tracks must be followed: In Track One, the four skills, reading, writing, speaking, and understanding, are developed (Spanish 1, 2); in Track Two, emphasis is on conversation (Spanish la, 2a); in Track Three, the four skills are developed at an accelerated pace (Spanish 15). Students who have completed either Spanish 1 and 2, or Spanish la and 2a, or Spanish 15, may then enroll in Spanish 3,4.

*Offered in Evening College only 128

1. First Semester Spanish (4) Intensive grammar. Composition and conversation. Extensive reading. Stress on the spoken language. Three classes and two 50-minute laboratory periods weekly. la. First Semester Spanish: Conversation (4) Differs from the regular Spanish 1 in employing an oral-aural approach. Three classes and two 50-minute laboratory periods weekly. 2. Second Semester Spanish (4) Prerequisite: Spanish 1 or two years of high school Spanish and the passing of the placement examination. Continuation of Spanish 1. 2a. Second Semester Spanish: Conversation (4) Prerequisite: Spanish 1 or two years of high school Spanish and the passing of the placement examination. Continuation of Spanish 1. 3. Third Semester Spanish (3) Review of grammar. Composition and conversation. Extensive reading. 4. Fourth Semester Spanish (3) Review of grammar. Composition and conversation. Studies in Hispanic literature and culture. 15. Spanish Oral and Written Communication (9) First and Second Semester Spanish in one semester, with emphasis on both oral and written communication; 8 class hours per week with a minimum of two laboratory periods and one conversation section to be arranged. 18. Elementary Spanish Conversation (2)* Simple conversation requiring no extensive background in grammar. This course is not a part of the language requirement. 19. Advanced Spanish Conversation (2)*

More advanced conversation. This course is not a part of the language requirement.

NOTE: All upper division courses are given in Spanish unless otherwise indicated. 100. Structural Linguistics Applied to Spanish: Phonology and Morphology (2) lOla-lOlb. Advanced Oral and Written Expression (3-3) Prerequisite: Spanish 4 or equivalent. Advanced conversation and creative writing. Introduction to literary criticism. 104. Survey of Spanish American Literature (3) 106. Twentieth Century Spanish American Literature (3) (Equivalent to English 189) This course is conducted in English, but Spanish is required for majors and minors for readings and written work. 107. Special Topics in Spanish American Literature (3) This course is conducted in English, but Spanish is required of majors and minors for readings and written work.

*Offered in Evening College only. 129

109. Cervantes and the Evolution of the Modern European Novel (3) (Equivalent to English 189) The life and works of Cervantes, with emphasis upon the evolution of the modern European novel through textual analysis of the Quijote. 115. Medieval Spanish and Peninsular Literature: Origin of the Spanish Lyric (3) 116. Spanish Renaissance Literature: "Golden Age" Poets and Mystical Writers (3) 117A. Poetry and Prose of the Spanish Baroque (3) 117B. Golden Age Drama (3) 118. The Age of Criticism and Romanticism (3) 119. Spanish 19th Century Novel: "Realism" and "Idealism" (3) 120. The Generation of 1898 and Contemporary Literature (3) 140a-b. Contemporary Spanish Conversation (2-2) 150. Spanish Civilization (3) 155. Spanish American Culture (3) This course is conducted in English, but Spanish is required for majors and minors for readings and written work. 175. Comparative Romance Literature: Epic, Lyric, and Dramatic Poetry of the Renaissance (3) Classes are conducted in English with bilingual texts; majors and minors are required to read and write in their language of emphasis. 199. Directed Reading and Research (1-3) The written permission of the instructor, chairperson of the department, and the dean is required. Philosophy

Administrative Office: UC 540 (Phone: 666-6671)

DESMOND J. FITZGERALD DAVID W. ARDAGH Chairperson and Professor Associate Professor THERESA M. CREM RAYMOND L. DENNEHY Professor Associate Professor ROBERT L. CUNNINGHAM FRANCIS R. NUGENT Professor Associate Professor BARBARA A. MacKINNON DANIEL A. O'SULLIVAN, S.J. Professor Assistant Professor ANDREW J. WOZNICKI BENJAMIN F. SARGENT, S.J. Professor Assistant Professor Students majoring in philosophy must complete the following curriculum: A. Fulfillment of the General Education requirement. For further information, consult pp. 42-44 of this Catalog and the Dean of the College of Liberal Arts. 130

N.B. Students who entered USF before Fall, 1980, may fulfill the GEC requirement by following the provisions of the former Core Curriculum and the guidelines for equivalencies and substitutions (p. 43). For such students, the Core Curriculum Basic Skills required by the Philosophy Department are: 1. English 5 (formerly English 1). 2. Communication Arts 74 or Communication Arts 128. ^^Philosophy 2 (Logic). X Three (3) units selected from: modern foreign languages, classical languages, mathematics, computer science. Supporting Courses: Six units in English and literature (including literature in translation). Six units in, language. (Any of the courses in the natural languages, mathematics, or computer science; English 140,141,142,143; Communication Arts 124; will fulfill this requirement.) Six units in natural or physical science. (Only courses offered in the College of Science will fulfill this requirement.) Six units in social science and history. (Courses offered by the Departments of Anthropology, Economics, Government, History, Psychology, or Sociology fulfill this requirement. B. Thirty-six units in philosophy: 1. Philosophy 14,15,100,103,105,106,107. 2. Twenty-one additional units in philosophy, fifteen of which must be upper division. 3. With the prior written permission of the chairperson, Government 112a-112b may be included in the thirty-six units.

COURSES IN PHILOSOPHY (2? Logic (3) An introduction to both traditional and modern logic, with practical applications. 10. Introduction to Philosophy (3) An introduction to major figures, problems, and areas in philosophy. History of Ancient Philosophy (3) A study of the origins of Western philosophy, with emphasis on the works of Plato and Aristotle. 15. History of Medieval Philosophy (3) A study of the works of the dominant figures and problems of the middle ages, from Augustine in the fifth century to Ockham in the 14th century. 100. Philosophy of Nature and Man (3) An investigation of the meaning of human nature, with special attention to man's composite being and the problems of immortality and free choice. 131

103. Being and God (3) An investigation of the existence and nature of God, with special attention to the problems of providence and evil. 105. Ethics (3) A study of the meaning and basis of ethical judgments, with application of various ethical theories to particular moral problems. 106 Bioethics (3) A study of moral problems in medicine: an introduction to, and application of, important ethical theories to modern medical practice. 107. Business Ethics (3) A study of moral problems in business: an introduction to, and application of, important ethical theories to business life and practice. 110. Symbolic Logic (3) The calculus of propositions, propositional functions and relations; the logic of classes; suggested applications to analysis of language. 130. Plato (3) Critical analysis of source materials in the philosophy of Plato. 131. Aristotle (3) Critical analysis of source materials in the philosophy of Aristotle. 152. Introduction to Arabian Philosophy (3) A survey and analysis of Arab history, philosophy, and religion from 632 to 1400 A.D., with emphasis on the contributions of Al-Ghazali, Ibn-Rochd, and Ibn Khaldoun. 165. Medieval Philosophy (3) Textual studies and readings in the philosophers of the early, high, and late Middle Ages. 167. Renaissance Philosophers (3) Textual studies and readings in the philosophers of the Renaissance. 168. The Scientific Revolution (3) A study of the Copernican Revolution and its culmination in Galileo. 169. Seventeenth Century Philosophers (3) Textual studies in Descartes, Hobbes, Spinoza, Leibniz. 172. Eighteenth Century Philosophers (3) Textual studies in Locke, Berkeley, Hume. 173. Kant (3) A textual study of the philosophy of Kant. 179. Nineteenth Century Idealism and Materialism (3) Studies of Fichte, Schelling, Hegel, Marx and Engels, with emphasis on the ontolog- ical and sociopolitical implications of their systems. 182. American Philosophy (3) The genesis and development of the classic philosophical tradition in the United States: a study of the writings of Peirce, James, Santayana, Royce, Dewey. 132

184. Phenomenology (3) A study of the method and significance of Husserl and his followers. 185. Introduction to Existentialism (3) A study of Kierkegaard, Schopenhauer, and Nietzsche and their rejection of rationalism; their influence upon later existentialism and Freud. 186. Contemporary Existentialism (3) Phenomenological existentialism of Heidegger, Jaspers, Sartre, Merleau-Ponty, and Marcel. 188. Aesthetics (3) Prerequisite: Sophomore standing. Traditional and contemporary theories of art and aesthetic experience; a study of selected problems in philosophy of art. See English 119. 189. Philosophy of Law (3) The techniques of modern analytic philosophy are applied to basic legal concepts such as fairness, duty, justice, law, responsibility, fault, authority, and voluntariness. 190. Contemporary Ethical Problems (3) A study in depth of a selection of contemporary normative and metaethical issues. 192. Philosophy of Culture (3) An evaluation of contemporary crises of culture as portrayed in literature, theatre, and cinema; the existential condition of modern man as depicted by Beckett, Camus, Genet, Ionesco, Kafka, and others. 193. Philosophical Foundations of Education (2 or 3)* 194. Social Philosophy (3) Philosophical problems involved in key contemporary problems: racial and sexual discrimination, violence and non-violence, freedom, responsibility, and punish- ment. 195. Political Philosophy (3) A study of the philosophical presuppositions of libertarian, liberal, and socialist standpoints, with special reference to their views on planned economies. 198. Special Topics in Philosophy (3) An intensive study of selected problems in philosophy. Subject matter will vary with instructor. 199. Directed Reading and Research (1-3) Written permission of the instructor, chairperson, and dean is required. To be offered in 1982-84: 114. Philosophy of the Social Sciences (3) 115. Philosophical Theology (3) 141. Indian Philosophy (3) 181. Process Philosophy (3) 183. Logical Positivism (3)

* Offered at Russell College only. See description under Russell College. 133

187. Philosophy of History (3) 191. Contemporary Catholic Philosophers (3) 197. Contemporary Analytic Philosophy (3)

Physical Education and Dance

Administrative Office: Memorial Gymnasium (Phone: 666-6615)

GEORGE H. McGLYNN NEILT. LAUGHLIN Chairperson and Associate Professor Professor GERALDINE J. LAURO KATHILEEN A. GALLAGHER Assistant Professor Associate Professor and TERRY E.MEYERS Director, Dance Program Assistant Professor Assistant Director, Dance Program Physical Education Curriculum A. Fulfillment of the General Education requirement. For further information, consult pp. 42-44 of this Catalog and the Dean of the College of Liberal Arts. N.B. Students who entered USF before Fall, 1980, may fulfill the GEC requirement by following the provisions of the former Core Curriculum and the guidelines for equivalencies and substitutions (p. 43). For such students, the Core Curriculum Basic Skills required by the Physical Education Department are: 1. Six (6) units of English. 2. A six (6) unit course sequence in either computer science, mathematics, communication arts, or modern languages, to be chosen with the advice of a faculty advisor. B. Department requirements 1. Biology 5a and 5b or Biology 139a and 139b. 2. P.E. 101,105,106,110. 3. Eight (8) units selected from P.E. 100a through 100k. 4. Psychology 2. 5. Three (3) units of activity courses from P.E. 10. 6. Selection of Track I, II, or III (see below). P.E. TRACK I (Pre-Professional) Pre-professional preparation for those students wishing to become physical education teachers or coaches. They must complete the requirements in Area 5 (Pre- Professional) and any one of the other areas: 1) Anthropology/Sociology; 2) Biol- ogy; 3) Psychology; 4) Dance. (See P.E. curriculum outline.) 24 units. P.E. TRACK II (Selected Studies) Those students who do not wish to prepare for the teaching profession may select any two of the five areas: 1) Anthropology/Sociology; 2) Biology; 3) Psychology; 4) Dance; 5) Pre-Professional. (See P.E. curriculum outline.) 24 units. 134

Areas for P.E. Track I and II Majors will select two of the following five areas for study. Track I pre-professional teaching majors must select Area 5. Area 1. Anthropology/Sociology. 12 units to be selected by the student in consultation with the advisor. The following are examples of recommended courses: Anth. 1 Physical Anthropology (3) Anth. 135 Urban Anthropology (3) Soc. 101 Research Methods in Social Relations (3 Soc. 102 History of Sociology (3) Soc. 105 Community Involvement Program (1-6) Soc. 109 Culture and Personality (3) Soc. 120 American Society (3) Soc. ,126 Social Problems in American Society (3) Soc. 142 Sociology of the Family (3) Soc. 163 Social Change (3)

Area 2. Biology. 12 units to be selected by the student in consultation with his/her advisor. The following are examples of recommended courses: Biol. 11 Human Heredity (3) Biol. 107 Cell Physiology (3) Biol. 110 Genetics (3) Biol. 123 Readings for Advanced Undergraduates (1-2) Biol. 130 Comparative Endocrinology (3) Biol. 160 General Pharmacology (3) Chem. 40 Survey of General, Organic and Biochemistry (4)

Area 3. Psychology. 12 units to be selected by the student in consultation with the advisor. The following are examples of recommended courses: *Psych. 106 Experimental Developmental Psychology (3) Psych. 113b Developmental Psychology II (3) *Psych. 115 Psychological Testing (3) Psych. 123 Personality Dynamics (3) Psych. 134 Social Psychology (3) Psych. 185 Advanced Statistical Methods (3)

Area 4. Dance. For those physical education majors with a minor interest in dance, 12 units are required, to be selected after consultation with the Dance Program advisors. (Students seeking a more intense study in dance should consult the dance curriculum.)

* Prerequisites and/or labs; see pp. 144-5. 135

Area 5. Pre-Professional. 12 units total. Required Courses (9 units) Elective Courses (3 units) P.E. 113 Measurement/Evaluation 3 102 Adaptive/Development 3 P.E. 130 Foundations of P.E. 3 111 Motor Development 3 P.E. 131 Admin. and Curric. in PE 3 112 Elementary Curriculum 3 132 Care/Prev. Ath. Injuries 3 133 or 160 Field Experience 1 **180 Prob/Pract. Tchg. PE Activities, K-12 3 All other courses to complete a minimum of 128 units are elective and should be selected in consultation with the faculty advisor. The Department strongly recommends: Biology, Business, English, Health Education 14, History, Psychology, Sociology, Speech. In addition to the course work specified above, all teaching candidates majoring in physical education must complete: (a) a series of skill competency tests or equivalent course work; (b) the requirements for admission to the School of Education (see USF Catalog) and (c) the professional courses in teacher education required by the School of Education. Skill Proficiency Requirements. The proficiency requirement for a Physical Educa- tion major intending to teach as a student in physical education is the demonstration of proficiency in three (3) advanced-level activities and five (5) acquaintance-level activities. All five of the general activities areas must be represented in the total of eight proficiency areas. The five general areas are: Individual Sports, Team Sports, Aquatics, Dance, and Gymnastics.

P.E. TRACK III (Sports Administration) An option for students with an interest in the business and commercial aspects of sports. 27 units. Sports Administration Curriculum 1. Fulfillment of the General Education Curriculum requirement. 2. Eight (8) units of anatomy and physiology. Biology 5a and 5b or Biology 139a and 139b recommended to be taken in sophomore year. 3. Psychology 2. 4. Three (3) units of activity courses from P.E. 10. 5. Junior/Senior Levels The following courses are required: P.E. 100 Analysis of Motor Performance. Eight (8) units to be selected from the following: P.E. 100a Softball and Field Hockey (2) 100b Women's Gymnastics (2)

**May be taken to demonstrate one acquaintance-level skill proficiency. 136

100c Men's Gymnastics (2) Football and100d Socce r (2) 100eAquatic s (2) 100fBasketbal l and Volleyball (2) 100gBasebal l and Track and Field (2) 100hSelf-Defens e (2) 100jGolf , Tennis, and Badminton (2) 100k Dance (2) P.E. 101 Kinesiology (3) P.E. 105 Physiology of Exercise (3) P.E. 106 Sport and Culture (3) P.E. 107 Sports Media and Promotion (3) P.E. 110 Psychological Bases of Physical Activity (3) Twenty-seven (27) units of Business Administration courses must be taken. Required Courses (15 units) Econ. 2 Principles of Economics (3) B A 1 Principles of Accounting (3) BA 118 Legal Aspects of Business (3). Prerequisite: Sophomore standing. BA 140 Principles of Marketing (3). Prerequisite: Econ. 1 and 2. BA 168 Managerial Psychology (3). Prerequisite: Junior standing. Additional courses: choose four from the following: BA 144 Management of Promotion (3). Prerequisite: BA 140. BA 146 Marketing Problems (3). Prerequisite: BA 140. BA 161 Public Relations (3). Prerequisite: BA 140. BA 175 Service Organization and Management (3). Prerequisite: BA 140. BA 191 Small Business Management (3). Prerequisite: Senior standing. Dance Program Curriculum 1. Fulfillment of the General Education Curriculum requirement. 2. Anatomy (3-8 units): Track I: Biology 5a and 5b or Biology 139a and 139 b (8) Track II: Health Education 12 (3) Track I and II combined: Biology 5a and 5b or Biology 139a and 139b (8) 3. P.E. 101 Kinesiology (3) and P.E. 105 Exercise Physiology (3). 4. Lower division and beginning-level dance courses by advisement. 5. Selection of Dance Track I, II, or I and II combined. DANCE TRACK I (Teaching and Credential Preparation) P.E.100k Analysis of Motor Performance/Dance (2) P.E. 140-149 Dance Technique (ballet, modern, jazz) (10) P.E. 150-151 Dance Composition and Improvisation (6) P.E. 153 Aesthetics and Current Trends in Dance (3) P.E. 154 Dance History (3) P.E. 156 Music Analysis for Dance (3) P.E. 157 Creative Dance for Children or P.E. 112 Elementary School P.E. Curriculum (3) 137

P.E. 159 Dance Production (3) P.E. 160 Field Experience in Dance (1) P.E. 000 Electives in P.E. and Dance by advisement (9) Pre-Professional P.E. 106 Sport and Culture (3) P.E. 110 Psychological Bases of Physical Activity (3) P.E. 113 Measurement and Evaluation in P.E. (3) P.E. 131 Administration and Curriculum (same as Framework for Elementary and Secondary School P.E.) (3) DANCE TRACK II (Choreography and Performance) P.E. 140-149 Dance Technique (ballet, modern, jazz) (12) P.E. 150/151 Dance Composition and Improvisation (9) P.E. 152 Dance Repertory (3) P.E. 153 Aesthetics and Current Trends in Dance (3) P.E. 154 Dance History (3) P.E. 156 Dance Production (3) P.E. 196 Senior Thesis Project in Dance (3) Electives by advisement (12) Other Arts by advisement: Music, Art, Theatre Arts (9) DANCE TRACKS I AND II COMBINED P.E. 100k Analysis of Motor Performance/Dance (2) P.E. 140-149 Dance Technique (ballet, modern, jazz) (12) P.E. 150/151 Dance Composition and Improvisation (9) P.E. 152 Dance Repertory (3) P.E. 153 Aesthetics and Current Trends in Dance (3) P.E. 154 Dance History (3) P.E. 156 Music Analysis for Dance (3) P.E. 157 Creative Dance for Children or P.E. 112 Elementary School P.E. Curriculum (3) P.E. 159 Dance Production (3) P.E. 160 Field Experience in Dance (1) P.E. 196 Senior Thesis Project in Dance (3) Pre-Professional P.E. 106 Sport and Culture (3) P.E. 110 Psychological Bases of Physical Measurement and Evaluation in P.E. (3) P.E. 113 Activity (3) P.E. 131 Administration and Curriculum (same as Framework for Elementary and Secondary School P.E.) (3) All other courses to complete a minimum of 128 units are elective and should be selected in consultation with the faculty advisor. The Department strongly recommends: Biology, Business, English, Health Education 14, History, Psychology, Sociology, Speech. 138

Activities Instruction The Department of Physical Education offers all students an opportunity in instructional classes to learn and to improve skills in a wide variety of sports, dance, and gymnastic activities, and to maintain and develop physical fitness. COURSES IN PHYSICAL EDUCATION AND DANCE 1. Intercollegiate Sports for Men (1) Only the grade "Satisfactory" or "Unsatisfactory" is given. If "Satisfactory" is given, the units of the course will be counted toward the total units required for graduation but will not be counted in computing grade point averages. Advanced instruction and coaching for intercollegiate competition in the following sports is open to students in acceptable physical condition who can qualify for a place on the team; badminton, baseball, basketball, crew, cross-country, fencing, golf, judo, soccer, tennis, track and field, volleyball. 2. Intercollegiate Sports for Women (1) Only the grade "Satisfactory" or "Unsatisfactory" is given (see PE 1 above). Advanced instruction and coaching for intercollegiate competition in the following sports is open to students in acceptable physical condition who can qualify for a place on the team: badminton, basketball, crew, cross-country, fencing, golf, Softball, tennis, track and field, volleyball. 5. First Aid (2) Standard and advanced course. Upon successful completion of the course, a Red Cross Certificate is awarded. 6. Sports Officiating (2) Rules, regulations, techniques and analysis of sports officiating. Practical application is required of all students. 10. Physical Education Activities (1) Sections meet two hours a week. Instruction in the following activities is offered to men and women in acceptable physical condition: aquatics, archery, badminton, basketball, circuit & weight training, dance (incl. modern, folk, ballet, ballroom/ disco, tap, jazz), elementary school activities (incl. dance and games), fencing, field hockey, golf, gymnastics (incl. apparatus, tumbling, trampoline, rhythmic exercise), hatha yoga, individual exercise (including body mechanics, posture and fitness exercises adapted to individual needs), martial arts, physical fitness conditioning, posture and figure control, soccer, Softball, swimming, tennis, volleyball. 100. Analysis of Motor Performance (8) These courses will include analysis of complex skills, structure, strategy, and techniques of performance. 100a. Softball and Field Hockey (2) 100b. Women's Gymnastics (2) 100c. Men's Gymnastics (2) 139

100d. Football and Soccer (2) 100e. Aquatics (2) 100f. Basketball and Volleyball (2) 100g. Baseball and Track and Field (2) 100h. Self-Defense (2) 100j. Golf, Tennis, and Badminton (2) 100k. Dance (2)

101. Kinesiology and Body Mechanics (3) Prerequisites: Health Education 12, or Biology 5, or consent of instructor. Two 1-hour lectures and laboratory. Physical structure and muscular movements in various physical activities. Anatomical concepts and physical laws related to joint and muscle action. 102. Adaptive Physical Education (3) The theory and practice of adaptive physical education as applied to the exceptional person. Study will include postural deviation, developmental conditioning, and modification of activities for those with sensory-motor disadvantages. 105. Exercise Physiology (3) The physiology of exercise, diet, ventilation, training, fatigue, and health, in relation to physical activity. Individual differences in cardiovascular and respiratory functions; limitations of work in relation to altitude and climate. 106. Sport and Culture (3) The social and cultural importance and the structure, variety, and extent of sport in modern societies. Social factors—institutions, processes, and systems—are examined in relation to sport and sport groups as subcultures. 107. Sports Media and Promotion (3) Designed to give the student a primary exposure to the technical and commercial aspects of media. The emphasis is on how to develop media and promotional ideas and how to work with the media, both broadcast and print. 110. Psychological Bases of Physical Activity (3) Perception, motivation, learning, and emotion as factors in physical activity; reaction time and coordination; the psychology of competition. 111. Motor Development (3) Study of physical growth, body type, and motor development through childhood, adolescence, and the adult stage; age and sex differences in motor performance. 112. Elementary School P.E. Curriculum (3) The elementary school physical education program; games, sports, fundamental rhythm and dance, and other activities commonly taught at the elementary level. 113. Measurement and Evaluation (3) Historical development of evaluation in physical education. Measurement of physical abilities and specialized motor skills; analysis of selected research in the field and examination of current testing methods. 140

130. Foundations of Physical Education (3) The historical, philosophical, psychological, social, and biological bases of physical education. 131. Framework for Elementary and Secondary School Physical Education (3) The content and structure of physical activities as they relate to specific student needs and goals of physical education. (Fall) 132. Care and Prevention of Athletic Injuries (3) Formerly P.E. 150 Two 1-hour lectures and two hours of laboratory per week. Conditioning and care of athletes; sleep, diet, health, and activity habits. Care of injuries, with special emphasis on therapy, taping, and protective equipment. 133. Field Experience in Physical Education (1-3) Formerly P.E. 160 Credits are based on a minimum of 40 hours per semester of volunteer work, e.g., coaching, recreation supervision, and teaching assistantships. 140. Intermediate Modern Dance (2) The class emphasizes basic body alignment as well as the development of strength, flexibility, balance, and mobility in the art of the dance. 141. Advanced Modern Dance (2) Extensive work at the advanced level to develop greater technical proficiency through increased strength, flexibility, balance, and ability to comprehend and perform complex movement sequences. 142. Intermediate and Advanced Modern Dance (1-2) The class emphasizes basic body alignment as well as the development of strength, flexibility, balance, and mobility. Movement sequences and combinations are presented to achieve a more advanced technical level. 143. Intermediate Ballet (2) Development of the elements of ballet based on the principles of placement and alignment. A basic barre is taught with center floor work to ballet sequences. 144. Advanced Ballet (2) Furthering of proficiency in ballet techniques. 145. Intermediate Advanced Ballet (2) Furthering of proficiency in ballet techniques with barre and center work, including extensive work in cornering movements and their corresponding portes des bras. 146. Intermediate Jazz Dance (2) Emphasis is on alignment, balance, flexibility, and strength. The class explores isolations, locomotion, and combination, requiring dramatic projection and individual expression. 147. Advanced Jazz Dance (2) Extensive work at the advanced level to develop greater proficiency in jazz dance. 148. Intermediate-Advanced Jazz Dance (2) Continued training in alignment, balance, flexibility, and strength, including combinations to prepare for a more advanced technical capacity in jazz dance. 150. Dance Composition and Improvisation (3) Students explore a wide range of movement concepts which constitute the basic 141 elements of the craft of choreography. Improvisation is used to evoke new movement material and to develop short studies and extended dance pieces for performance. 151. Advanced Dance Composition and Improvisation (3) Provides the experienced dancer/choreographer with an opportunity to focus on problems and issues within the creative work in order to develop a high level of choreographic knowledge and skill. 152. Dance Repertory (3) The instructor reconstructs, or designs and choreographs, a dance work for performance by the students. 153. Aesthetics and Currents Trends in Dance (3) A seminar designed to explore and discuss issues and questions central to the creation, performance, and criticism of a work of art, with particular attention to contemporary dance. 154. History of Dance and Related Arts (3) Dance and related arts from primitive society to present day through the study of their cultural and religious significance, especially the development of dance as an art form. 155. Movement Analysis (3) Designed to develop ability to articulate about dance and movement perception, including a systematic approach to the study of human movement such as Rudolf Laban's effort-shape theory. 156. Music Analysis for Dance (3) The study of the history of music, elements of music, music structures, and their relationship to dance. Students will explore music with the use of simple rhythm instruments. 157. Creative Dance for Children (3) A didactic and experiential seminar designed to develop teaching methods and experiences in dance for children. 158. Dance Workshop and Events (1) A regularly scheduled workshop required of all Dance majors which includes classes, lecture demonstrations, showings, and special events. 159. Dance Production (3) A workshop class which includes both theoretical and practical studies of all the aspects of dance production: publicity, management, technical theater, lighting, sound, costuming, and crew. 160. Field Experience in Dance (1-3) Work experience in the field of dance which may include teaching, performance, and management placements. 161. Studies in Dance Therapy (3) Exploration of the theories and techniques operative in the psycho-therapeutic use of movement as a process which furthers the emotional and physical integration of the individual. 142

180. Problems and Practices in Teaching Physical Education Activities, Grades K-12 (3) May be taken to demonstrate one acquaintance-level skill proficiency. The organization and progression of skills taught in the elementary and secondary schools. 196. Senior Thesis Project in Dance (3) A final project designed by the student under advisement in an appropriate area of dance study. 197. Dance Workshop (1-4) Intensive dance workshops designed for Intersession and Summer Session. 198. Dance and Movement Workshop for California Educators (4) Designed to promote interest in professional advancement for dance, physical education, and classroom teachers. The workshop provides classes in many dance forms and movement techniques, and encourages a sharing of talent, experience, and programs between educators throughout the State of California. 199. Directed Study in Physical Education, Dance, and Sports Administration (1-3) Arranged in consultation with faculty. Health Education GEORGE H. McGLYNN Faculty Member in Charge COURSES IN HEALTH EDUCATION 10. Recurring Themes in Urban Health Care (3) Designed to develop an awareness of the many components and facets of health care, with particular reference to inhabitants of urban areas. Discussion of nutrition, medical care, and communicable diseases. 11. Introduction to the Theory and Practice of Chinese Acupuncture (3) History and theory: Chi (energy), Yin-Yang principles, Five Elements, and Merid- ians systems. Discussion of diagnosis and treatment by Acupuncture, Shiatsu, and Moxabustion. 12. Descriptive Introduction to Human Anatomy and Physiology (3) A study of the human body and the organ systems of which it is composed. 14. Personal and Community Health (3) The theory and problems relative to personal and community health. Other areas of concern will be mental health, poverty, prison reform, crime, and drug abuse. (Fall) 16. Contemporary Health Problems (3) Concepts related to mental health will be discussed within three contexts: human potentiality, human sexuality, and altered consciousness. (Spring) 18. Human Sexuality (3) A treatment of the genetic, physiological, and psychological aspects of sexuality, with discussion of sexual roles, attitudes, behavior, and techniques. 143

Psychology

Administrative Office: Campion D-13 (Phone: 666-6151)

MAUREEN A. O'SULLIVAN COLIN P. SILVERTHORNE Chairperson and Professor Professor MICHAEL E. CAVANAGH FREDERICK A. MINNI- Professor GERODE, III LAWRENCE E. MURPHY Associate Professor Professor HAROLD T. BEVAN Assistant Professor

Psychology Major Students majoring in Psychology are required to complete the following curriculum: A. Fulfillment of the General Education requirement. For further information, consult pp. 42-44 of this Catalog and the Dean of Liberal Arts. N.B. Students who entered USF before Fall, 1980, may fulfill the GEC requirement by following the provisions of the former Core Curriculum and the guidelines for equivalencies and substitutions (p. 43). For such students, the Core Curriculum Basic Skills required by the Psychology Department are: (Note: Psychology curriculum (Biology 5a-5b) automatically satisfies Core Cur- riculum requirement Area III, Category A. Only three (3) units are required in Area III, all of which must be in Category B) 1. Six (6) units of English. 2. Six (6) units chosen from one of the following fields: computer science, mathematics, communication arts, modern languages, to be chosen on the advice of a faculty advisor. B. Department requirements—Thirty-three (33) units in Psychology: 1. Psychology 2 and 3. 2. Two (2) courses chosen from Psychology 101,104,106,107,115,116,145,150. 3. Twenty-one (21) additional upper division units in Psychology. 4. Psychology courses taken towards the major must have a C grade (2.0) or higher. C. Required Supporting Courses—Biology 5a-5b. (These courses fulfill the Natural Science requirement of the General Education Curriculum for Psychology majors.)

Psychological Services Major Students majoring in Psychological Services are required to complete the following curriculum: 144

A. Fulfillment of the General Education Curriculum requirement. B. Department requirements: 1. Twenty-four (24) units in Psychology: Psychology 2, 117, 123, 151, 182, and nine (9) units of Psychology 150. 2. Eighteen (18) units from among the following courses: Psychology 113a, 113b, 115, 129, 134, 138, 155, 156, 181, Sociology 122, Ethnic Studies 2, Health Education 14. 3. Students must have a 2.5 average in psychology courses for graduation in this major. C. Required Supporting Courses: 1. Health Education 12. (Fulfills Natural Science requirement for Psychological Services majors.) 2. Sociology 126.

COURSES IN PSYCHOLOGY 2. General Psychology (3) Introduces the methods, facts, and theories of modern psychology. Survey of learning, motivation, development, personality, abnormal and social behavior. 3. Psychonomics (3) Prerequisite: Psychology 2. A lecture/lab course focusing on how psychological knowledge is established through research design, statistical analysis, and report writing. A course in general psychology is a prerequisite for all upper division courses in psychology. 101. Experimental Psychology (3) Prerequisite: Psychology 3. An intensive treatment of experimental methods, statistical design, and analysis in the areas of perception, learning, and cognition. 104. Experimental Social Psychology (3) Prerequisite: Psychology 134. An advanced survey of research methods in social psychology. An original experiment in social psychology is required of each student. Experimental Developmental Psychology (3) Prerequisite: Psychology 3, 113a and/or 113b. Intensive study of empirical approaches to the understanding of human development and aging. A research project designed and implemented by the student is required. 107. Psychology of Learning (3) An examination of the basic principles and methodological paradigms in learning and conditioning through the critical review of original experimental sources. 110. History and Systems (3) Prerequisite: Junior standing. Surveys the development of modern psychological thought from an historical perspective. 145

113a.Developmental Psychology I (3) Examines the physical, cognitive, social, emotional, and moral development of the normal child. 113b. Developmental Psychology II (3) Examines physical, cognitive, social, emotional, and moral development from adolescence through old age. 115. Psychological Testing (3) Introduction to the theory, construction, and application of psychological tests, including intelligence, aptitude, personality, interest, and clinical measures. 116. Physiological Psychology (3) Prerequisites: Biology 5a-5b. Studies the biological foundations for psychological activities, with an emphasis on human behavior. 117. Interviewing Techniques (3) Introduction to interviewing in business and human service settings, including screening, selection, and evaluation, emphasizing general communication skills (verbal and nonverbal), not psychotherapeutic techniques. 118. Psychology of Sex Roles (3) Reviews the social-psychological research literature, including the impact of biological and environmental factors on sex differences. 119. Psychology of Attraction and Love (3) Reviews major theories of dyadic interaction. The focus is on definition of psychological variables and their effects on adult relationships. 121. Personality Development (3) Equivalent to Education 121 122. Humanistic Psychology (3) A study of the "third force" in psychology, emphasizing the human's wholeness, uniqueness, self-determination, self-actualization, love, and creativity. 123. Personal and Social Adjustment (3) Prerequisite: Junior standing. Areas covered are: fear, anger, guilt, love, sex, freedom, communication, dating, marriage, and choosing a career. 124. Theories of Personality (3) Personality structure, dynamics, and development, as seen in the theories of Freud, Jung, Adler, Allport, Miller and Dollard, Rogers, and others. 129. Techniques of Group Leadership (3) The historical development of group techniques, as well as the theoretical framework of group work and its application in a variety of settings. 130. The Education and Psychology of Exceptional Children (3) Equivalent to Education 130 131. Freud: Major Works (3) Equivalent to Religious Studies 131R 132. Jung: Major Works (3) Equivalent to Religious Studies 132R 133. Religion, Psychology, and Modern Literature (3) Equivalent to Religious Studies 133 146

134. Social Psychology (3) The study of individual motives, cognitions, attitudes; the role of the individual in groups and society; behavior as influenced by social forces. 135. Drug Education Program (1-3 units) A workshop providing up-to-date information about the major drugs of abuse and use. Feelings about drugs are explored in a small group format. 138. Human Groups (3) Prerequisite: Permission of instructor. Students learn about group structure, their own behavior, and modes of communication through participation in a variety of groups. 139. Leadership Laboratory (3) An experiential workshop which allows students to understand their leadership strengths and weaknesses in a variety of structured group situations. 142. Perspectives in Psychology (3) Covers a variety of areas, the focus depending on the expertise of the instructor. Historical perspective and empirical research are stressed. 143. Interpersonal Communications (3) Human interaction simulations are used to study the influence of culture and personality on interpersonal behavior. 144. Psychology of Religious Experience Equivalent to Religious Studies 145R Psychology of Motivation (3) Theoretical and empirical sources are used to examine the psychological and physiological bases of human motivation and emotion. 150. Community Involvement Program in Psychology (1-6 units) Supervised volunteer work in a variety of field work placements relevant to psychology, e.g., psychiatric hospitals, mental health centers, old age homes, schools. 151. Abnormal Psychology (3) Prerequisite: Sophomore standing. An intensive study of abnormal behavior, emphasizing definitions, etiologies, symptoms, dynamics, and treatment. 155. Psychopathology in Children (3) Prerequisite: Psychology 151. The dynamics of maladjustment, neuroses, and psy- choses in children and adolescents. Origins, treatment, and preventive measures. 156. Child Clinical Psychology (3) Supervised experience in applying objective assessment and therapeutic techniques with emotionally disturbed children. Field placement and weekly seminars. 168. Managerial Psychology (3) Equivalent to Business Administration 168 169. Psychological Aspects of Urban Life (3) Examines the impact of the environment of life in the city from psychological, sociological, and cultural perspectives. 181. Introduction to Clinical Psychology (3) Prerequisite: Psychology 151. Introduction to the profession of clinical psychology. Career paths, psychodiagnosis, psychotherapy, and community mental health. 147

182. Basic Principles of Psychological Counseling (3) Prerequisite: Junior standing. A practical course dealing with becoming an effective helper, primarily in "formal" helping relations, but also in everyday interactions. 183. Psychology of Sexuality (3) Prerequisite: Junior standing. Examines the psychological dimensions of sexuality, including sexual development, fears, and myths, the dynamics of sexual behaviors, both normal and abnormal. 185. Psychological Statistics (3) Prerequisite: Psychology 3. An advanced survey of the rationale and methods of statistical inference through two-way analysis of variance and correlation. Introduc- tion to computer programming. 186. Counseling in a Religious Context (3) Prerequisite: Psychology 182. Examines the role of the helper when issues of both psychological and religious growth are involved. 190. Senior Seminar: Contemporary Issues in Psychology (3) Recommended for senior Psychology majors, this course focuses on contemporary issues in Psychology selected by the instructor. 198. Directed Research Project (3-6) Students initiate and complete a significant research project under the direct supervision of faculty. 199. Directed Reading and Research (1-3 Intensive study under the direction of a faculty member. Permission to take this course must be obtained in writing from the instructor, the chairperson, and the dean.

Religious Education

Administrative Office: Campion A-l (Phone: 666-6423)

FRANCIS J. BUCKLEY, S.J. Director and Professor Adjunct Faculty SISTER MARIA de la CRUZ AYMES, S.H., S.T.D., (Hon.) KEVIN HANLEY, M.A., Ph.D., (Cand.) SISTER MARIBETH HOWELL, O.P., B.Th., M.A., S.T.L. ERNEST E. LARKIN, O.Carm., Ph.B., S.T.D. JOSEPH J. MCCARTHY, O.Carm., B.A., M.A., Ph.D. SISTER MARY TIMOTHY McHATTEN, O.P., B.S., M.Ed., M.A., Ph.D. BARBARA McINNIS, B.A., M.R.E., M.A. W. RICHARD REGAN, Ph.B., M.A.T. JOE STICKNEY, B.A., M.Div. FRED TILLOTSON, O.Carm., B.A., S.T.L., M.A.R.E. 148

GRADUATE AND CERTIFICATE PROGRAMS The Department of Religious Education offers only graduate and certificate programs. The Master of Arts in Religious Education and the Master of Arts in Pastoral Ministry are offered both on campus and in other locations, i.e., Salinas, Santa Rosa, Saratoga, and Stockton; Honolulu, Hawaii, in conjunction with Chaminade Univer- sity, and Phoenix, Arizona, in conjunction with the Kino Institute. Jointly with the Department of Theology and Religious Studies, the Department of Religious Edu- cation also offers a Master's in Pastoral Theology, both on and off campus.

Master of Arts in Religious Education (MARE) The Master of Arts degree in Religious Education is designed to provide theological knowledge and competency in the educational process and to meet the continuing educational needs of people involved in a variety of teaching ministries within the Church, e.g., family catechists, parish coordinators, religious education teachers and directors (religious and lay), diocesan directors, and adult educational leaders. The curriculum focuses on the career objectives of each student as indicated in a personally written statement of goals and is designed to allow the student to select courses in such related areas as communication skills, education, psychology, sociology, and theology, with the approval of the graduate advisor.

Program Prerequisites The applicant must have the following background: a bachelor's degree or its equivalent; 15 units of theology taken since 1965, including an introductory course in the Old Testament (3 units), an introductory course in the New Testament (3 units), liturgical-pastoral theology (3 units), moral theology (3 units), the development of dogma and Church History (3 units). The applicant should also have some educational competency and practical experience in allied fields. Applicants must submit a written statement of the goals they desire to achieve in the program.

Degree Requirements The student must successfully complete 34 units of course work, including RE 260 Toward a Theology of Religious Education (2 units), RE 270 Religious Education Practicum (1 unit), and RE 263 Seminar on Program Integration (1 unit); the remaining 30 units of course work should be divided between studies in the areas of Biblical Studies, Systematic Theology, Moral Theology, and studies in Religious Education and related disciplines, selected on the basis of the student's stated goals in accordance with the guidelines mentioned above. The final requirements for the degree are written and oral comprehensive examinations or a major paper which clearly articulates the manner in which the student applies theory to practice in the field of Religious Education.

Master of Arts in Pastoral Ministry (MAPM) The Master of Arts Degree in Pastoral Ministry is planned to provide men and women with both theological knowledge and competency in the various ministerial activities of the Christian churches at both the parish and diocesan levels. Aimed at 149

clergy, religious, and laity, it combines courses on the central issues of faith with more practical and skill-oriented courses for Christian life and service. The curriculum focuses on the career objectives of students as indicated in their personally written statement of goals, and is designed to allow them to select courses in related areas such as communication skills, psychology, counseling, sociology, theology, and the social sciences. Program Prerequisites The applicant must have the following background: a bachelor's degree or its equivalent; 9 units of theology taken since 1965 and in three of the following areas: Biblical Studies, Liturgical-Pastoral Theology, Moral Theology, Eccelesiology; and six units in the general areas of modern philosophy and the Social Sciences. Appli- cants must submit a written statement of the goals they desire to achieve in the program. Some of the prerequisites may be fulfilled after the student is enrolled in the program. Applicants should have at least a B- (2.70) overall grade point average in upper division courses and a B (3.0) average in courses completed in the areas of theology and related disciplines. Degree Requirements The student must successfully complete 34 units of course work, including' 'Toward a Theology of Ministry" (3 units), and "Ministry Practicum: (1 unit); the remaining 30 units of course work should be divided between studies in the areas of Biblical Studies, Systematic Theology, Christology, Church and Sacraments, Moral Theolo- gy, and studies in Pastoral Ministries and related disciplinies, selected on the basis of the student's stated goals and in accord with the guidelines mentioned above. Written and oral comprehensive examinations or a major paper which articulates the manner in which the student applies theory to practice in the area of Pastoral Ministry is required as the final requirement for the degree.

Certificate Programs in Religious Education and Pastoral Ministry Twenty-unit programs of study designed to provide a balanced integration of theology and practical application to meet the continuing needs and interests of people involved in all forms of ministry within the Church. Each program focuses on the career objectives of the student and is designed to allow students to select courses from a broad range of related areas. Master of Arts in Pastoral Theology The Masters Degree in Pastoral Theology is offered jointly by the Department of Religious Education and Pastoral Ministry and the Department of Theology and Religious Studies. This degree is planned for people who wish to enrich their background in Theology on a graduate level without involvement in either Religious Education or Pastoral Ministries. The curriculum focuses on the interests of each student, as indicated in a personally written statement of goals, and is designed to allow students to select courses in related areas such as communication skills, psychology, counseling, sociology, theology, and the social sciences. 150

Program Prerequisites The applicant must have the following background: a bachelor's degree or its equivalent; 9 units of theology taken since 1965 and in three of the following areas: Biblical Studies, Liturgical-Pastoral Theology, Moral Theology, Ecclesiology; and six units in the general areas of modern philosophy and the social sciences. Each applicant must submit a written statement of goals he or she desires to achieve in the program. Some of the prerequisites can be made up while the student is enrolled in the program. Furthermore, applicants should have at least a B- (2.70) overall grade point average in upper division courses and at least a B (3.0) average in courses completed in the areas of theology and related disciplines. Degree Requirements The students must successfully complete 30 units of course work divided betweeen studies in the area of Biblical Studies, Systematic Theology, Church and Sacraments, Moral Theology, and related disciplines, selected on the basis of the student's stated goals and in accord with the guidelines mentioned above. Written and oral examination or a major paper which articulates the student's personal synthesis of the materials studied and a personal application to life are the final requirements for the degree.

GRADUATE COURSES IN RELIGIOUS EDUCATION 260. Toward a Theology of Religious Education (2) Study of the emerging role of the religious educator in a Church confronted by pluralism and challenged by evangelization. Required of all MARE students. (Summer) 261. Laboratory in Pastoral Ministries (3) Students will explore how to understand and help people with the problems associated with sickness, aging, dying, adolescence, divorce, alcoholism, homosexuality, and minority status. (Summer) 262. Developmental Psychology and Christian Growth (3) A study of the goals, principles, and methods of forming Christians after Baptism in terms of psychological and religious needs and interests from birth to death. (Spring) 263. Seminar on Program Integration (1) Students will integrate into a meaningful whole the various skills and theological concepts encountered in their program of study. Required of all MARE students. 265. Moral Education: Content and Context (3) Study of the major theories, research, materials, and methods related to moral education. (Fall*)

* Offered in Summer or Fall on a rotating basis. 151

266. Religious Education Via Multi-media (3) Goal: To provide religious educators with the theoretical, aesthetical, and practical knowledge to design their own multi-media programs. (Summer*) 267. A Management Workshop for Effective Renewal (3) Exploration of practical approaches for making all ministers of the Gospel effective agents of change within their pastoral setting. How to analyze, plan, and evaluate. (Spring*) 268. Building Christian Community (3) An interdisciplinary course integrating sociology of religion, psychology of religion, and pastoral theology with communication theory and leadership skills. (Fall) 269. Laboratory in Adult Education (3) Participants will explore learning theories and the formation of dynamic learning situations for the contemporary adult Christian. (Summer*) 270. Religious Education Practicum (1) The student will integrate theory and skills to plan, carry out, and evaluate a supervised project in some area of religious education. Required of all MARE students. 271. Education to Values (3) To increase awareness of the values upon which decision-making is based, and to improve the skills for making more effective and responsible decisions. (Summer*) 272. Models of the Church: A Sociological Perspective (3) The course will review a series of organizational models of the Church, especially in its authority structures and their relation to theological perspectives. The strengths and limitations of the models as applied to selected issues will also be considered. 273. Effective Storytelling in Church Ministries (3) Storytelling as a powerful and sophisticated tool for communicating the Gospel message to people of all ages and cultures. (Summer*) 274. Toward a Theology of Ministry (3) An exploration of the various forms and roots of pastoral ministry within the Christian tradition. Relationship of pastoral ministry to other helping professions. Required of all MAPM students. (Fall*) 275. Ministry Practicum (1) The students will integrate theory and skills to plan, carry out, and evaluate a supervised project in some area of pastoral ministry. Required of all MAPM students. 276. Liturgy and Pastoral Ministry (3) A course exploring a theology of liturgical celebration and how liturgy expresses, celebrates, and strengthens faith and the building of a faith community. (Spring*) 278. Directed Reading and Research (1-3) A study of a selected topic under the guidance of a member of the staff. The consent of the instructor and the department chairperson is required.

* Offered in Summer or Fall on a rotating basis. 152

Sociology

Administrative Office: UC 554 (Phone: 666-6784)

PETER McCONVILLE SUSANNAH M. HOFFMAN Chairperson and Assistant Professor Associate Professor JOSEPH T. ANGILELLA, S.J. CARL REITERMAN Professor Associate Professor JACK H. CURTIS RICHARD AMBRO Professor Assistant Professor RALPH LANE, JR. TIMOTHY J. CLOW Professor Instructor

The Sociology Department offers three areas of concentration: anthropology, ethnic studies, and sociology/social welfare.

I. University Requirements A. Fulfillment of the General Education requirement. For further information, consult pp. 42-44 of this Catalog and the Dean of the College of Liberal Arts. N.B. Students who entered USF before Fall, 1980, may fulfill the GEC requirement by following the provisions of the former Core Curriculum and the guidelines for equivalencies and substitutions (p. 43). For such students, the Core Curriculum Basic Skills required by the Sociology Department are: 1. English 5 (formerly English 1). 2. Communication Arts 74 or Communication Arts 128. 3. Six (6) units selected from: modern languages, logic, mathematics, statistics, computer science.

II. Department Requirements A. 30 units in the major, 24 of which must be upper division. B. For the Anthropology concentration, 9 of the 30 units may be in Sociology; for the Sociology concentration, 9 of the 30 units may be in Anthropology. C. Ethnic Studies (see also pp. 95-96.) Ethnic Studies requirements—Twenty-four (24) units of Ethnic courses. 1. Ethnic Studies 1 is the core course requirement for the major. 2. Twenty-seven (27) of these units must be upper division. Students in Ethnic Studies will be required to select courses which provide a well-rounded program of study encompassing all people of color in the United States. 153

III. Recommendations A. For students who plan social welfare or social work, the Department recommends a concentration in Sociology and two courses from Social Welfare 103, 104, 106, and four units of field work experience (Social Welfare 145). B. Majors who intend to pursue a California Teaching Credential program should, by the end of the freshman year, contact the Department Chairper- son and the Credential Analyst in the School of Education to enroll in the credential program.

COURSES IN SOCIOLOGY

Foundation Courses 1. Introduction to Sociology (3) Basic concepts: culture, socialization, family, deviance, population, stratification, organization, conflict, social change. 10. Sociology of Civilization (3) The civilizations of mankind with special reference to economic foundation, social structure and cultural achievement; analyses by sociologists. IS. Community Involvement Program (1-3) (Formerly Sociology 105) Volunteer work in a community organization; approximately 35 hours work for each unit of credit. 101. Research Methods in Social Relations Development of research design, the theoretical and practical bases for problem selection, the selection of appropriate research techniques, data evaluation. 102. History of Sociology (3) The main trends in sociological thought that have gone into the formation of the present sociological tradition. 109. Culture and Personality (3) Class, status, and styles of life in modern American society are examined to study the effect of history upon personality and the American character.

American Society 120. Sociology of the United States (3) The social institutions of contemporary American Society, their interrelationships, the conflicts that arise within them and between them. 154

121. Juvenile Delinquency (3)* Juvenile delinquency in relation to the family, peer groups, community, and institutional structure. 122. Sociology of Deviant Behavior (3) Deviation in relation to societal reaction, group process and social roles, treatment of selected issues, e.g., homosexuality, prostitution, drugs, and mental illness. 124. Criminology (3)* The extent and growth of crime in the community; the varieties of crime—corporate crime, white-collar crime, street crime—and their interrelationships. 126. Social Problems in American Society (3) A study of events, conditions, or processes that disturb, or are interpreted as disturbing, the "efficient" functioning of a society. 128. Urban Society (3) A research seminar focusing on a particular economic or political issue and studying its social consequences for the urban population. 129. Urban Personality (3) The social psychology of urban life explores the human side of the city. 137. Sociology of Medicine (3) An overview of sociological research in medicine and health care, with emphasis on the organizational and institutional aspects of the health system. 138. Social Gerontology (3) A study of the behavior of older adults and of the social phenomena which relate to their presence in the population. 139. Environment and Technology (3) An introduction to the theories dealing with the environment and technology as systems which affect human choice within societies.

Community and Society 142. Sociology of the Family (3) Analysis of the family as an institution and a group; the problematical aspect of the institution. 148. Social Stratification A systematic examination of the causes and consequences of inequality. 150. Sociology of Religion (3) See Religious Studies 120r. 151. Sociology of American Catholicism (3) An examination of the historical and contemporary aspects of American Catholicism in terms of beliefs, organization, and communal structures.

*Offered in Evening College only. 155

152. Political Sociology (3) Politics viewed from a sociological perspective. 153. Sociology of Law (3) The foundations of legal order, the pattern of legal change, and the contribution of law to the fulfillment of social needs and aspirations. 157. Sociology of Language (3) The mutual relationship between a society and its language; language as a factor of social cohesion, social status, and social conflict. 159. Sociology of Education (3) The social and cultural roles of formal education in modern societies, with emphasis of higher education. 160. Complex Organizations (3) Major sociological problems created by decision making, power, authority, technology, computation, rule-making. 163. Social Change A systematic examination of the causes and consequences of social change.

Specialized Courses 171. Sociology of Karl Marx (3) The three great strands in Marx's thought: his ideal for humanity; his analysis of contemporary society; and his projection of a new society. 176. Institute on Marx (3) Interdisciplinary study of Marx's background, philosophy, and system, and of its impact on the world today. 180. Ireland: Culture and Society (3) Irish society in its great historical phases; the factors of social change within and without. 189. Population (3) A systematic examination of the causes and consequences of population change, with emphasis on fertility control and abortion. 191. Sociology of Capitalism (3) Growth of the capitalist system and philosophy. The social consequences of the system and the various reactions to these consequences. 194. Symbolic Interaction (3) Mind, self and society interrelated through language. 199. Directed Reading and Research (1-3) The written permission of instructor, chairperson, and dean is required. 156

COURSES IN SOCIAL WELFARE* 103. Welfare as a Social Institution (3) Social welfare as a primary institution in our social structure established to insure basic social, rehabilitative, health, and other services. 104. Welfare Policies and Services (3) Social policies relating to the social and health care services and income maintenance programs for the disadvantaged and lower-income groups. 106. Methods of Social Work (3) The concepts and practices of social case work, social group work, community, organization, general systems analysis, etc. 131. Introduction to Correctional Social Service (3) The social service component found in various correctional settings: probation, parole, and correctional social services. 132. The Prison Community (3) A survey of the prison culture, life style, and personal adaptations made by inmates and staff. 144. The Child in the Community (3) Community services for dependent and neglected children; care in institutions and foster homes; adoption services. 145. Field Experience (1-4) Students are placed in an agency under supervision to obtain first hand knowledge of social agencies and social work. 165. Interviewing in the Helping Professions (3) Interviewing techniques applicable to fields of social welfare, sociology, education, nursing, and business. 191. Knowledge Base for Social Work (3) Base of knowledge in community organization, clinical social work, group work, medical, psychiatric, child welfare, family service, and other areas. 192. Introduction to Group Work (3) Basic introduction to group techniques and the developing of an awareness and understanding of individual growth through the group process.

COURSES IN ANTHROPOLOGY 1. Physical Anthropology (3) Human origins: the fossil evidence and the evolutionary perspective; human variations; the genetics of population; human behavior; data from primate studies.

* Offered in Evening College only. 157

2. Cultural Anthropology (3) Cultural origins; the study of man's language, perceptions of reality, values, beliefs, tools, wants, the guidelines to human emotions. 3. Roots of Human Culture and Civilization (3) The prehistory of man, with emphasis on man's evolution and cultural adaptation, food production, settled farming life, civilization, and the appearance of cities. 102. Primate Social Organization (3) An advanced seminar with intensive reading on the social organization of non- human primates; films and zoo observations. 111. Prehistory of North America (3) History of Native American life before European contact, with emphasis on the ecological setting and the development of various regional cultural traditions. 112. Ancient Civilizations of Mexico and Guatemala (3) The origins and development of the great PreColumbian civilizations of the Olmec, Maya, Mixtec, Aztec, and others; their society, economy, religion, art, etc. 123. Native Peoples of California (3) Ethnographic survey of the origins, pre-contact and post-contact society of the Indians of California. 125a. Native Peoples of North America (3) A survey and description of the anthropology of native peoples of North America, their past, present, and future. 125b. Native Peoples of Mexico and Guatemala (3) Native peoples of Mesoamerica; their varied life styles, economies, politics, religion, ethnic relations, modernization and adjustment to city life. 129. Circumpolar Peoples (3) Ethnology course designed to examine the adaptation of polar people to arctic regions around the world. 134. Economic Anthropology (3) Economic systems of a variety of cultures and environments, with special attention to developing countries and their relationship to industrialized centers. 135. Urban Anthropology (3) Survey course dealing with highly complex, network societies and cultures that do not have clearly separable segments. 143. Archaeological Methods and Theory An introduction to method and theory, with emphasis on research, survey, excava- tion, analysis, etc. 166. Cognitive Anthropology (3) The analysis of language, cognitions, and cultures; cross-cultural classification of phenomena. 171. Anthropology of Religion (3) The comparative study of belief systems in a variety of cultures, with various ways of viewing this important aspect of society. 158

177. Medical Anthropology (3) Culture, disease, and healing are the focus of this cross-cultural survey course. 199. Directed Reading in Anthropology (1-3) The written permission of instructor, chairperson, and dean is required. COURSES IN ETHNIC STUDIES 1. Introduction to Ethnic Studies (3) History and philosophy of people of color, including techniques, resources, and skills in ethnic research and analysis. 2. Sociology of People of Color (3) A survey of the socio-cultural dynamics of People of Color, including interrelationships, problems, and prospects of minorities within a dominant culture. 9. Economics of the Third World (3) A study of economic issues, including poverty, exploitation, Black capitalism, reservation economy, welfare, urban renewal, neo-colonialism. 104. Ethnic Expression via Multi-Media (3) An examination of American minority ethnic groups through the use of multi-media techniques. 120. A Survey of Black Literature in America (3) Equivalent to English 135 An introductory survey of the writing of American Blacks from the early nineteenth- century beginnings to the present. 121. African Literature in English Translation (3) A survey course in contemporary representative African literature in English translation. 122b. Contemporary Hispanic Literature (3) Equivalent to English 189 The literature produced by Hispanic writers in North America, especially since World War II. 123. Afro-American Poetry (3) Equivalent to English 136 A chronological survey of poetic expression in Black America, with emphasis on the work of Cullen, McKay, Brooks, Jones (Baraka), and Knight. 124. Native American Literature (3) An investigation of the Native American oral tradition as literature, including oral history, folktales, and myths. 125. Afro-American Fiction (3) Equivalent to English 138 A survey of the principal works of Black novelists and short story writers in America, especially those of the Twentieth Century. 146. Health Issues of People of Color (3) Equivalent to Anthropology 177 A cross-cultural analysis of contemporary issues in the culture, diseases, and healing of people of color. 151a. Blacks in the United States (3) Equivalent to History 160a A political and social history of Blacks in the United States from the early seventeenth century to the end of the Civil War. 159

151b. Blacks in the United States (3) Equivalent to History 160b A political and social history of Blacks in the United States from 1870's to the present, with emphasis on specific themes during this period. 154a. History of the Hispanic Heritage of the Southwest (3) Exploration of the specific contributions of Hispanic people in the political, economic, and historical growth of America. 154b. Hispanic Social Revolutionary Movements (3) A comparison and evaluation of ideologies, goals, and strategies of Hispanic social revolutionary movements from the Mexican Revolution of 1910 to the present. 154c. Multi-cultural Heritage (3) A survey of the creative and domestic arts and literature of minorities. 155. Circumpolar Peoples (3) An ethnographic course focused on the native cultures of the Eskimo, Aleut, and Athabascan Indians of the Arctic region. 156. Native Peoples of North America (3) Same as Anthropology 125 An anthropological survey class, following the culture area concept, to provide an introduction to the culture and history of Native Americans. 157. Native Peoples of California (3) An analysis of the history, society, and contemporary life of California's Native Americans. 158. Asian Americans in United States History (3) An historical account of the immigration and early experience of the Asian Amer- icans. 160. The Black Oral Tradition (3) Equivalent to English 139 An exploration of the Black oral tradition in its relation to African and American literature. 170c. Native American Belief System (3) A cross-cultural survey of belief systems among selected populations of Native Americans. 185. Third World Women (3) Formerly 185b Third World Women (Black, Native American, Hispanic, and Asian) in the U.S. will be studied from a historical and sociological perspective. 189a. Community Studies (1-6) Practice and theory course to assist in the planning and implementation of cultural programs both on and off campus. 198. Special Topics in Ethnic Studies (3) 199. Directed Reading and Research (1-3) The written permission of the instructor, faculty member in charge, and the dean is required.

Spanish (See Modern and Classical Languages) 160

Theology and Religious Studies

Administrative Office: Harney 530 (Phone: 666-6601)

HAMILTON HESS JOSEPH F.EAGAN, S.J. Chairperson and Assistant Professor Associate Professor LYNDON J. FARWELL, S.J. FRANCIS J. BUCKLEY, S.J. Assistant Professor Professor JOSEPH D.FESSIO, S.J. REV. JOHN H. ELLIOTT Assistant Professor Professor DANIEL KENDALL, S.J. VERNON J. RULAND, S.J. Assistant Professor Professor FRANCIS E.KING, S.J. PAUL J. BERNADICOU, S.J. Assistant Professor Associate Professor SISTER MARY NEILL,O.P. CHARLENE McCARTHY Assistant Professor Associate Professor WILLIAM O. RICHARDSON, S.J. ALBERT J. ZABALA, S.J. Assistant Professor Associate Professor and THEODORE T. TAHENY, S.J. Summer Program Director Assistant Professor PHILIP P. CALLAGHAN, S.J. THOMAS E. SPLAIN, S.J. Assistant Professor Lecturer RABBI DAVID DAVIS Assistant Professor

UNDERGRADUATE PROGRAMS I. Students majoring in Theology and Religious Studies are required to complete the following curriculum: A. Fulfillment of the General Education requirement. For further information, consult pp. 42-44 of this Catalog and the Dean of the College of Liberal Arts. N.B. Students who entered USF before Fall, 1980, may fulfill the GEC requirement by following the provisions of the former Core Curriculum and the guidelines for equivalencies and substitutions (p. 43). For such students, the Core Curriculum Basic Skills required by the Theology and Religious Studies Department are: 1. English 5 (formerly English 1). 2. Communication Arts 74 or Communication Arts 128. 3. Philosophy 2 (Logic). 4. Three (3) or more units of a modern foreign language or a classical language. moral theology, or sacramental theology, or liturgies. Fifteen or more units taken in one area constitute specialization. A working knowledge of Hebrew or Greek is required of students specializing in Old Testament or New Testament studies respectively; a working knowledge of Latin or Greek is recommended for those specializing in systematic theology. This proficiency must be demonstrated by the time the student has completed six units of course work in the area of specialization. Language Requirement The student must demonstrate a proficiency in a language (other than English) which is substantially relevant to theological research. The student's advisor is to submit a written statement certifying the student's proficiency in this area to the Dean prior to the student's application for advancement to candidacy. Comprehensive Examination or Seminar The comprehensive examination covers the theological areas treated by the program's core syllabus, as well as the course work which the student has completed during his or her study in the program. The examination may be taken in two parts. The first part, a written examination on one or more of the syllabus areas, is given after the student has completed 18 units of course work. Areas which are satisfactorily handled at this point will not be probed further in the final written part of the examination. The second and final part of the comprehensive examination is both written and oral. The written examination covers the syllabus question areas not satisfactorily handled earlier by the candidate. The oral examination covers the entire core syllabus. Both the written and oral examinations focus on the candidate's course work. It is the student's responsibility to inform both the Dean and the chairperson of the department of his or her intention to take the final comprehensive examination. This notification must be given in writing one month before the date of examination indicated in the Catalog. The comprehensive examination requirement may be fulfilled alternately by means of the Graduate Comprehensive Seminar (Theology 298) which is offered each Spring semester. The student is responsible for research and seminar presentations on a selected topic treated in the areas of Scripture, historical/systematic theology, and religion in society.

Master's Program in Applied Spirituality The aim of this program is personal spiritual renewal and growth for the sake of mission in the contemporary Church. It begins with a directed Thirty Day Retreat off campus and concludes with a practicum in the fourth summer. The MAS will be offered during summer sessions only and may be completed in four to six summers. It is designed for persons who are, or expect to be, engaged in spiritual ministry or leadership. Degree Requirements Diagnostic Examination All students admitted to the program must take a written diagnostic examination (not an entrance examination). Designed to discern areas of strength and weakness in the student's theological background, the examination covers the Old Testament, New Testament, systematic theology, Christian social thought, and Church history. As a result, the Department can better guide the student into the most effective program of study. A student may be required to take certain specific undergraduate courses to correct deficiencies detected by the examination.

Program Structure The program consists of 30 units of course work and a thesis, for which six units are granted. With the approval of the faculty advisor and the department chairperson the student may choose to take 36 units of course work and substitute a major seminar research paper for the thesis. The option is designed for the benefit of students whose formational needs are extensive and who do not intend to proceed to doctoral studies. Two copies of the major paper or three copies of the master's thesis should be submitted. Only two courses, The Science and Method of Theology and Principles and Methods of Biblical Interpretation (Theology 200 and 210), are required of all students. Institutes and workshops given during the Summer Session may be taken for graduate credit ONLY with the permission of the Department Chairperson. All students must take a total of five seminars. The degree candidate must attain a reasonable mastery of a core syllabus covering the areas of biblical studies, systematic theology, and religion and society. The student must know the major issues in each area and have an appreciation of the historical development of the issues, as well as sufficient command of detail to be able to illustrate them. Proficiency will be determined by a comprehensive examination. The Department provides a list of key theological questions and a list of books recommended for reading toward the required proficiency. Some students will need considerable course work for proficiency in the specified areas. Other students will require less and will thereby be freed for specialization in course work. Each student must contact the Chairperson of the Department at the beginning of the first semester; at that time the Chairperson will assign a faculty advisor to provide the student with personal guidance in selecting a program. A record of each student's academic progress is kept in the Department office. Together with the advisor, the student is to review this record during each registration period. At the end of each semester the progress of all M.A. students is reviewed by the M.A. Committee. Specialization Any student who wishes to specialize must select an area of emphasis by the end of the first semester in the program so that such specialization may be designated on the transcript. After obtaining the approval of the faculty advisor, the student may emphasize the Old Testament, or the New Testament, or systematic theology, or Unit requirements in these specific areas may vary according to individual program design with approval of the chairperson. II. Recommendations. A. The Department specifically recommends the following for students who intend to do graduate work: reading competency in French and German, and, if necessary for planned specialization, Greek or Latin; courses in ancient, medieval, and modern philosophy, and ethics; and a knowledge of Greco-Roman civilization. B. The Department recommends for all majors the following history courses: History 4a, 4b, 101,107,114,117,162,190,191,192.

GRADUATE PROGRAMS The Department of Theology and Religious Studies offers the degree of master of arts with possibilities for specialization in the areas of Old Testament, New Testa- ment, systematic theology, moral theology, sacramental theology, liturgy, or religion and culture. The curriculum in theology is built around the five basic areas of the Text, the Founder, the Tradition, the Religious Experience, and the Mores. The Department also offers a Master's degree in Applied Spirituality (during summers only) and a Master's degree in Pastoral Theology in conjunction with the Depart- ment of Religious Education and Pastoral Ministries.

Master of Arts in Theology Program Prerequisites To be eligible for admission to the program, a student must have completed 18 units of undergraduate work in theology, including at least one introductory course in each of the following areas: the literature, history, and theology of the Old Testament; the literature, history, and theology of the New Testament; systematic or sacramental theology; Christian social thought or moral theology. A general knowledge of Church history is expected, but this need not have been acquired through course work. Students admitted to the program must have taken at least one undergraduate philosophy course in each of the following areas: late classical philosophy from Plato to Plotinus, Medieval or Renaissance philosophy, a survey of modern (nineteenth or twentieth century) philosophy, and ethics. Admission will be allowed provided that three out of these four areas have been covered by course work. The candidate's one deficiency must be made up immediately upon entrance to the program. The student must request at least two former teachers to forward letters endorsing his/her personal and academic qualifications to the Admissions Office. All applicants should have a B - (2.7) overall average in upper division courses, and a B (3.0) average in the upper and lower division courses taken in the field of theology and the specified prerequisite philosophy courses. B. Department requirements—Thirty-six (36) units in theology or religious studies: 1. Twenty-four (24) of these units must be upper division. 2. Each major student's program of study in theology/religious studies is designed in consultation with faculty advisor. 3. All majors, including double majors, must take Theology 198 (Senior Seminar) in their final year. 4. All majors and double majors must take a minimum of eighteen units of work in theology taught within the Department. C. Required Supporting Courses:The following courses also must be taken by all majors, including those in the Double Major Programs. 1. Three (3) additional units in English. 2. Three (3) units in Natural Science. 3. Twelve (12) units in social science. Courses are to be chosen in consultation with the student's advisor from the following areas: anthropology, economics, ethnic studies, government, psychology, and sociology. The twelve (12) units may be taken from any combination of courses in these areas. 4. Three (3) or more units of a modern or classical language. D. Double Major Program The Double Major Program offers students majoring in other disciplines the opportunity to broaden their educational experience by adding a second major in theology or religious studies. Students who make such a choice can enjoy the following advantages: two basic tracks, one focusing predominantly on Christian theology, the other focusing on the world's great religions; a flexible, creative, personalized program; unique balance of academic and practical experiences; value-orientation; a four-year advisor for each student. Two options are available: Plan A requires 36 units of theology or religious studies, twenty-four (24) of which must be upper division. Plan B requires 27 units and nine (9) units of approved upper division courses from another department. The program emphasizes a progression of goals and courses: First Year: Discovering One's Religious Experience (8 units)—Religious Dimension (or) Religious Experience (or) Religious Autobiography (3); Revelation, Christ, and the Church (or) History of Religions (or) Reli- gions in America (3); Religious Experience Practicum (2). Second Year: Identifying One's Religious Experience in a Specific Tradition (8 units)—Old Testament (or) Sacred Texts of World's Religions (3); Church History (or) Themes in World Religions (or) Protestantism (3); Foreign Country Religious and Cultural Experience (2). Third/Fourth Years: Synthesis, Orientation to Contemporary Life (20 units)—New Testament (3); God (or) Christ (or) Sacraments (or) Mar- riage (or) Theology of Religions (6); Christian Morality (or) Contempo- rary Moral Issues (3). Interdisciplinary Courses (6); Social Action Practi- cum (2). 165

Academic prerequisites: A bachelor's degree, a 2.7 (B-) overall grade point average in upper division courses and a 3.0 (B) average in the student's major field and in theology courses previously taken. Eighteen units of undergraduate theology, nine units of social science, six units of psychology. Retroactive credit for a maximum of three units for graduate theology courses previously taken at USF prior to admission may be obtained in accordance with the regulations of the Graduate Division. No transfer of credit from other institutions will be permitted. For further information regarding the program contact Albert J. Zabala, S.J., Director, Summer Theology Programs, University of San Francisco, Harney Science Center 527. Master of Arts in Pastoral Theology This program is jointly offered by the Department of Theology and Religious Studies and the Department of Religious Education and Pastoral Ministries. It is an off- campus program given at selected sites (Ascension Parish in Saratoga, California, and at Stockton, California). The program is directed toward the pastoral application of studies in scripture, doctrine, liturgy, Christian social thought, comparative religion, and ministry. For a full description, see pp. 149-150, under the Department of Religious Education and Pastoral Ministries. UNDERGRADUATE COURSES IN THEOLOGY AND RELIGIOUS STUDIES 10. The Religious Dimension (3) Christian religious experience from a Roman Catholic perspective. Is it really possible for man to know God? What has Jesus to say? 41. Christianity: Yesterday and Today (3) Four aspects of Christianity will be treated: 1) its origin; 2) its history; 3) its major beliefs and insights; 4) its life and characteristics today. 50. Revelation, Christ, and the Church (3) The basic realities of Christianity and the Catholic tradition: God's speaking to us; the person and message of Jesus; the community of believing Christians. 80. What Catholic Believe and Why (3) Introduction to fundamentals of Catholic doctrine, morality, worship, and practices, including reasons underlying them, and their importance for Christian living today. 110. God and Man in the Old Testament (3) Study of God's revelation of Himself, man's relationship to God and fellow men, basic themes of Old Testament, and their relevance to modern man. 118a. The Gospel of Mark (3) An exegetical analysis of the earliest Gospel, its sources, New Testament parallels, historical-political situation, and theological composition. 117b. The Gospel of John (3) A study of one of the most profoundly theological books in the New Testament. An intensive reading of the Gospel of John in its entirety. 166

118. The Meaning of Paul for Modern Man (3) Understanding serious questions man asks himself together with analysis of various forms these questions take; synthesis of Paul's answers to modern man's problems. 120. Introduction to the New Testament (3) Acts and some epistles; individual reading of Synoptics and John. What is a gospel? How was it formed? What does it say to us today? 123. Christ in the Gospels (3) Four gospel portraits of Jesus will be studied in relation to the historical situation in which the Gospels are written, then in relation to our portraits of Jesus today. 124. New Testament and Contemporary Christian Communities (3) A study of Christian enlightenment for community as inspired by the New Testa- ment. Evaluation of contemporary community lifestyles. 125. Jesus in History and Theology (3) A study of Jesus in scripture and in the Christian tradition, both as a man in history and as understood in the light of Christian faith. 126. The Parables of Jesus: Religious Comedy and Paradox (3) Humoro-serious peek at humor as an expression of the holy, parable and paradox, myth and mystery, Jesus and other prophets as comic symbols of transcendence. 127. C. S. Lewis and the New Testament (3) Six small paperbacks by Lewis, the master of lucidity and imagination. Matthew, Mark, Luke, John, and Paul—are they in agreement or not with Lewis? 128. God in Contemporary Thought (3) A study of approaches to God in contemporary Christian and non-Christian thinkers, and the possibilities for dialogue among them. 130. The Early Church (3) An analysis of the formation of the early Christian movement, its struggle for identity and cohesion, and its interaction with society. 136. Today's Church Today's living Church: human-divine, male-female, community-institution, one- many, liberal-conservative, holy-sinful. Its origins, inner life, structure, problems, and values. 139. The Church: Institution and Community (3) Nature and function of the Church in the modern world; biblical basis of the Church as a human-divine society; role of hierarchy and laity. 140. The Sacraments and Your Life (3) Sacraments as worship, faith celebrations of the Christian community, ritual actions. Historical and contemporary treatment of baptism-confirmation, eucharist, reconciliation, marriage. 143a and 143b. Ministry in the Church (3) Exploration and development of individual gifts for service through liturgy, out- reach, prayer-retreat, or social justice (for one or two semesters). 167

149. Christian Marriage Today (3) A study of the marriage relationship, its responsibilities, problems, joys, and goals; the roles of parenthood; marriage in society. 153. Introduction to Patristic Thought (3) An introduction to the theology and theologians of the classically formative period of Christian doctrines and institutions: 100-500 A.D. 155. Creating Liturgy (3) A study of the dynamics of ritual and the traditions of worship through first-hand experience and participation in liturgical design. 157. The Eucharist: History and Theology of the Mass (3) A theological and historical survey of the development of the Eucharist, its ritual forms and interpretations; apostolic period to the present. 160. Mary in the Life of the Church (3) Role of Mary in salvation history; relationship of Mary as creature to Father, Christ, and Spirit; Mary's place in the Church and the role of women in the world and Church. 168

166. Prayer in the Christian Tradition (3) An exploration of the roots of prayer in the Trinity, Christ, and the Church. A discussion of selections from great spiritual writers. 168. Building Christian Community (3) Cross Listed With Religious Education 268 An interdisciplinary approach, combining insights from psychology, sociology, and theology, will be used to explore why and how Christian communities, local and international, should be built. 170. Christian Social Thought (3) A study of the Church's social teaching in relation to contemporary social problems: marriage, family, culture, economics, politics, environment, peace. 172. Christian Morality Today (3) A treatment of basic Christian moral principles as these are discussed in the New Testament, the Christian moral tradition, and contemporary systems. 178. Sexuality in Theological Perspective (3) Analysis of the Biblical perspectives on sex and sexuality, their cultural contexts, and their impact on Western thought and practice. 191. Developmental Psychology and Christian Growth (3) Cross Listed With Religious Education 262 Study of goals, principles, and methods of the formation of Christians after baptism. An attempted synthesis of catechetics with sociology of religion, psychology of religion, and developmental and educational psychology. 195. Theology of Man in Nature (3) The relationship of man and nature as expressed in scripture and the Christian tradition. Conducted in the classroom and in the field. 198. Senior Seminar (3) Students write creative synthesis papers correlating their own religious credo with a review of their theology study. Individual tutorials and group critiques. 199. Directed Reading and Research (1-3) Permission in writing of the instructor, chairperson, and the dean is required.

GRADUATE COURSES THE 200-SERIES OF CLASSES IS OPEN TO GRADUATE AND UPPER DIVISION MAJORS ONLY, UNLESS OTHERWISE SPECIFIED. 200. Science and Method of Theology (3) Seminar A study of the nature of the theological task, its branches, and its methods; examination of faith, revelation, tradition, hermeneutics, and religious language. 207. Continuity and Change in Christian Doctrine (3) Seminar A study of the development of Christian doctrine as a dynamic process of faith expression within history and culture. 210. Methods and Principles of Biblical Interpretation (3) Seminar A critical mastering of the scientific pursuit of exegesis and its application to Old and New Testament texts. 169

215. Introduction to Rabbinic Literature (3) A survey of material drawn from Jewish Rabbinic sources. Students will be introduced to the style and message of the Mishnah, Talmud, and Midrashic sources. 220. Hebrew Scriptures (3) Seminar Israel's journey examined from the historical, psychological, and exegetical standpoints. Scripture as personally transforming. 225. Prophecy in the Old Testament, New Testament, and Today (3) Seminar Investigation of Old Testament prophecy, prophets, and principles of discernment; Jesus as prophet; norms for prophecy and prophet today. 230. New Testament Introduction I: The Pauline Literature (3) Introduction to the Pauline documents, their historical contexts, and the Pauline gospel as enunciated through the themes of Christology, Soteriology, and Eccle- siology. 231. New Testament Introduction II (3) An introduction to the historical context and theological message of the Catholic Epistles (James, I Peter, Jude, 2 Peter, Hebrews, 1-3 John), Hebrews, and the Apocalypse of John. 232. New Testament Introduction III (3) An introduction to the literature, historical context, and theology of the Gospels and Acts, with emphasis on method of interpretation as well as content. 234. The Markan Gospel (3) Advanced study of the situations, composition, and strategy of the first gospel, with emphasis upon the questions of tradition, form, and redaction. 270. The Development of Dogma: Christology (3) Seminar Traces the development of christological doctrine from the apostolic age to the present; emphasis on the patristic period and on modern theology. 272. Theology of Salvation (3) Seminar A study of the themes encountered in the theology of salvation from apostolic times to the present, with reflection on their meaning for today. 273. The Triune God (3) Seminar A study of the historical development and contemporary understanding of the Christian doctrine of the Trinity. 275. The Development of Dogma: Ecclesiology (3) Seminar Traces the development of the theology of the nature of the Church in scripture, the patristic and scholastic periods, Reformation, and Vatican II. 277. Catholic Sacraments (3) Seminar The seven Catholic sacraments from scriptural, historical, systematic, and pastoral viewpoints. Nature of sacramentality, function of symbol, myth, and ritual. 296. Research Elective (3) Open only to graduate students or upper division undergraduate students with written permission of the Chairperson of the Department. 170

298. Graduate Comprehensive Seminar (3) Prerequisites: 27 graduate units, fulfillment of language requirement. The final Gradu- ate Comprehensive Examination for the Master of Arts Program in Theology, conducted in seminar format. 299. Thesis Writing (6)

COURSES IN RELIGIOUS STUDIES 10R. The Religious Dimension (3) An exploration of the experiences and topics which are involved in the religious dimension of human life as expressed in the world's major religions. 30R. Religious Experience: Autobiography (3) Course offers a tool for understanding the religious and psychological processes at work in one's own life. 41R. Religions in Conflict: The Origins of Christianity (3) Study of the dynamic interrelation of early Christianity (its features, figures, and formations) and environment (political, cultural, and religious) within which it emerged. 60R. Philosophy of Religion (3) Introduction to some Western philosophical treatments of major religious themes, such as the existence of God, the problem of evil, afterlife, and the foundations of morality. 70R. Introduction to World Religions (3) Introduction to Hinduism, Jainism, Buddhism, Sikhism, Confucianism, Taoism, Shinto, Zoroastrianism, Judaism, Christianity, and Islam. 100R. Religion and Philosophers (3) Study of individual works by epoch-making modern philosophers which have made a lasting contribution to our understanding of religious thought. 107R. Love and Law (3) Course approaches more dilemmas of human experience from a personalist perspective, i.e., study of human relations as the matrix of morality. 108R. Biblical Greek (4) Cross Listed With Greek 20 and 21 109R. Biblical Hebrew (3) Cross Listed with Hebrew I Introduction to the Hebrew language. Emphasis: Syntax, grammar, vocabulary. Selected readings from Genesis, Deuteronomy, and books of Samuel and Kings. 120R. Sociology of Religion (3) Cross Listed With Sociology 150 A study of religion as a social force interacting with family, state, and other societal institutions. The cohesive force of religion in society and its potential for social change. 130R. Psychology and Religion (3) Jung's principles of interpretation used to attain a conscious approach to God images and their transcendence and immanence. 171

131R. Freud: Major Works (3) Cross Listed With Psychology 131 Exploring the basic controversial books from a multidisciplinary approach; Freud as therapist, psychologist, religious prophet, anthropologist, literary critic. 132R. Jung: Major Works (3) Cross Listed With Psychology 132 Jung's distinctive theories of guided fantasy, archetypes, and religious psychology, approached as efforts to reinterpret Freud and Christianity. 133R. Religion, Psychology, and Modern Literature (3) Cross Listed With Psychology 133 Neurotic distortions of power, sexual love, and religious faith in selected readings from Freud, Jung, Hesse, Kafka. 134a. History of Catholicism (3)* The Old Testament background, the foundation and expansion of early Christianity, the persecutions, Constantine, the Church in the early Middle Ages down to the Carolingian Renaissance. 134b. History of Catholicism (3)* The Church in the later Middle Ages, the Reformation and the Catholic Reform, the doctrinal and political disputes of the 17th and 18th centuries. 134c. History of Catholicism (3)* The French Revolution and the Church, the pontificate of Pius IX, Vatican Council I, the Papacy in the 20th century, Vatican Council II. 145R. A Psychology of Religious Experience (3) Cross Listed With Psychology 144 Correlation between the "religious" and genuine human values, with emphasis on readings from Allport, Freud, Fromm, Jung, May, Maslow, and other recent figures in psychology. 146R. The Psychology of Meditation (3) An exploration of some basic questions: the nature of meditation; types of meditation; meditation as a means to religious goals and wholeness. 148R. Death and Afterlife (3) Study of experience and insights of the world's major religions regarding death, human destiny in afterlife, and immortality. 150R. Jesus the Jew (3) Introduction to Rabbinic literature as seen through the times and life of Jesus. Attention will be given to the Rabbinic interpretation of eschatological terminology, e.g., Messiah, future world. 151R. Adventures in Judaism (3) Beginning study in the world of Judaica. Course presents the depth and richness of religious concepts, worship, spiritual practice, and social institutions found in Judaism. 153R. Introduction to Jewish Religious Thinkers (3) An introduction to Jewish religious thought featuring thinkers from the eastern European, German, and American schools of thought.

* Offered in Evening College only 172

154R. Introduction to Hebrew Scriptures (3) Introductory investigation of a great masterpiece of literature—the thirty-nine books of the Old Testament. 155R. Introduction to Holocaust Literature (3) Jewish German prose and poetry of the 1933-1945 Nazi era; Wiesel, Sachs, Bet- telheim. 156R. History of the Hebrew People (3) Introduction to Jewish history, with emphasis on the origin, development, and saga of the Jewish people from 2,000 B.C.E. to the destruction of the Temple in 70 C.E. 157R. Introduction to Buddhism (3) Introduction to the history and religious insights of Buddhism in India, Southeast Asia, Tibet, China, and Japan. 164R. Understanding the Bible (3) Principles for the accurate use of the Bible for one's own inner work will be educed from Old Testament and New Testament texts. 169R. Myth, Symbol, and Creativity (3) Jungian principles of interpretation brought to bear on myth, symbols, and dreams, to make more conscious our inner journey. 171R. Religious Myth, Fantasy, and Fairy Tale (3) Study of the function and purpose of myth, symbol, and metaphor in religious consciousness. Classic religious myths, contemporary fantasies, tales of the Brothers Grimm. 172R. Film Focus on the Future of Man in the Community (3) Media as mirrors to reflect the future of social models. The problematics of genetic engineering, cloning, extra-terrestrial biology, parapsychic powers, etc. 173R. Ingmar Bergman and the Silence of God (3) An exploration of ten Bergman films: mystic media as sacraments of meaning, healing, and communion: A word in silence: light in darkness. 176R. Fellini's Films: Flight to Freedom (3) A study of Fellini's films on the level of lived reality, personal commitment, and total involvement. 177R. Religious Dimensions of Eastern Cinema (Japan, China, India) (3) East meets West in the media: study of Eastern filmmakers (e.g., Kurosawa, Satyajit Ray, Mizoguchi) who break down religious, social, and political prejudices. 197R. China (Ancient Yet Modern): An Exposition of the Book of Change-I-Ching (3) Myth, mysticism, and method in the medium of the I-Ching. A holographic theory of Universal-Knowledge symbolized in the computer binary code of Yin-Yang. 180R. Mysticism: East and West (3) Selected writings of mystics, Eastern and Western. What manifestations of spiritual experience are common to all mystics or peculiar to each. 187R. Religions in America (3) American religious history as social, political, institutional, and intellectual development within various communities of belief and commitment. 173

190R. Environmental Ethics (3) A study of the ethical questions facing humankind in its relation with the natural environment. Team-taught, combining theology and biology. 103. Process Theology (3) 134. The Christian Church Through the Ages (3) 137. Prospects for Protestant-Catholic Unity (3) 138. Peter: Ministry and Order in the Early Church (3) 145. Sacraments of Initiation (3) 147. Sacraments of Growth and Renewal (3) 164. Biblical Prayer and Religious Experience (3) 181. Religious Experience: East and West (3) 188. Theology of Religions (3) 190. Christian Formation and Comparative Religion (3) 192. History of Christian Formation (3) 193. Christian Formation Today and Tomorrow (3) 209. Contemporary Theological Systems (3) 240. Theology, Ethics, and the New Testament (3) 279. Themes in Sacramental Theology: Reconciliation (3) 288. Religion and Contemporary Culture: Classic Texts (3) 170R. Religion and Literature (3) 182R. Religions of China and Japan (3) 184R. Religions of India (3) 72R. Sacred Texts of World Religions (3) 151. The Feminine (3) 226. Wisdom Literature and Situation Ethics (3) The following are courses which are offered at Russell College only: 107. Theology of Man (3) 114. The Spiritual Theology of John (3) 121. Theology of the Synoptic Gospels (3) 133. Nineteenth and Twentieth Century Church History (3) 182. The Spiritual Theology of Thomas Merton (3) 174

COLLEGE OF SCIENCE

Faculty Educational Programs Major Requirements Courses of Instruction 175

College of Science

Administrative Office: Harney Science Center 240 (Phone: 666-6373)

GENERAL DESCRIPTION The advance of scientific knowledge has progressively demonstrated the inter- dependence and interrelationship of the basic sciences. The departments of Biology, Chemistry, Computer Science, Mathematics, and Physics have therefore been grouped together to constitute the College of Science. The integration of these departments into a single college makes possible coordination and balanced development of the specific fields of instruction and interdisciplinary programs. Success in scientific pursuits requires an inquiring mind, thorough grounding in fundamental theory, a trained faculty of observation, and manipulative skill. Success is attained when these qualities are developed in the student against a broad background of cultural education. It is to this purpose and ideal that the College of Science is dedicated. The completion of the major curricula in the College of Science leads to the degree of Bachelor of Science. Biology, Chemistry, Computer Science, Mathematics, and Physics have standard curricula for their respective majors but also have specialized curricula which emphasize either one area of the major or a particular professional goal. Each department's program should be studied carefully. All have either a special curriculum for pre- professional health students (e.g., pre-medical, pre-dental, pre-pharmacy, pre- veterinary science and medical technology) or sufficient electives to complete the necessary requirement. The exception is medical technology; it must be taken in conjunction with the Biology major. (See section on pre-professional health course work, pp. 217.) The Department of Physics offers a two-year pre-engineering program which prepares a student to transfer to an engineering school. All curricula are designed to give students theory and techniques as well as the flexibility to develop an individual program. It is imperative that students plan their respective programs with a faculty advisor to meet their individual goals. Biology, Chemistry, and Computer Science each offer a Master of Science degree. The Biology graduate program offers both a research and an examination plan. The Chemistry department's graduate program is a research plan only. 176

Applied Science and Business PHILLIP S. APPLEBAUM Faculty Member in Charge

A multidepartmental program leading to the degree of Bachelor of Science that provides fundamental preparation for careers in management where a strong background in science and engineering is required. The student receives broad training in basic science, engineering fundamentals, and the principles of economics as the basis for more specialized training in management, systems analysis optimization and design.

I. Students majoring in Applied Science and Business are required to complete the following curriculum: A. Students must fulfill the General Education requirement. For further information, consult pp. 42-4 of this Catalog and the Dean of the College of Science. N.B. Students who entered USF before the Fall semester, 1980, may fulfill the General Education requirements by following the provisions of the former Core Curriculum, published in the 1979-80 Catalog and set out in this Catalog (p. 43). Such students, by completing the major Applied Science and Business, fulfill nine (9) units in Core Curriculum Area III, Category A; the remaining three (3) units required of them in this area must all be taken in Category B. The Core Curriculum Basic Skills required are English 5 and Communication Arts 74 or 128. B. Department requirements: 1. Business Administration 1 or 2 or 3. 2. Physics 4a-4b or Chemistry la, lb. 3. Math. 3a-3b or Math. 8, 9. 4. Math. 12 or Business Administration 30. 5. Computer science 50a or 40. 6. Business Administration 131,136,151,190. 7. Business Administration 137 or Computer Science 143. 8. Advanced Analysis and Science—Six (6) units selected with the written approval of the department chairperson from upper division courses in Business Administration, and six (6) units of upper division courses in Science. II. Recommendations Economics 1, 2, Principles of Economics; Physics 4c, General Physics; Mathe- matics 10, Linear Algebra; Mathematics 4a-4b; Calculus. Engineering 100, Engineering Systems Design; Economics 101, Microeconomics; Business Ad- ministration 134, Computer Models for Management; Business Administration

*See also the guidelines for equivalencies and substitutions allowed towards the fulfillment of the GEC requirements. 177

135, Decision Theory; Business Administration 140a, Marketing; Business Adminis- tration 158, Information Systems; Business Administration 169, Fundamentals of Management; Computer Science 50c, Introduction to COBOL: Computer Science 141a-b, Systems Analysis; Physics 115a-b, 116a-b, Advanced Electronics; Physics 104, Optics; Mathematics 112, Probability Theory; Psychology 168, Managerial Psychology; or other upper division science courses compatible with the interests of students who have completed the relevant prerequisite courses. III. Industrial Systems Emphasis This option is intended for students planning careers in industrial engineering and design. Required Courses Lower Division Upper Division Math 3a-3b, 4a-4b- (12) Mathematics 101a ( 3) Physics 4a-b-c, 15 (15) Engineering 100,101,102 ( 9) Engineering 1,16, 17,18 (12) Computer Science 141a-b ( 6) Computer Science 50a ( 3) Business Ad 136,151,190 (9) Chemistry 40 ( 4) (27) Business Ad 30 ( 3) Writing ( 3) Com. Arts 74 or 128 (3) (55) Core and Electives (48)

Astronomy (See Natural Sciences, pp. 209-11)

Biology Administrative Office: Harney 342 (Phone: 666-6755)

R. JAMES BROWN ROBERTA. SCHOOLEY Chairperson and Associate Professor Associate Professor THOMAS J. ZAVORTINK DAVID A. MULLEN Associate Professor Professor CAROL J. CHIHARA LUCY TREAGAN Assistant Professor Professor PATRICIA J. SCHULZ PAUL K. CHIEN Assistant Professor Associate Professor GARY L. STEVENS WILLIAM P. JORDAN Assistant Professor Associate Professor 178

Undergraduate Program The Biology Department offers a program designed to lay the foundation for a broad spectrum of careers in the life sciences. Within the Biology major, curricula are available that satisfy requirements for admission to professional schools and clinical medical technology and graduate programs. The Major in Biology I. Students majoring in Biology are required to complete the following curriculum: A. Fulfillment of the General Education Curriculum requirement. For further information, consult pp. 42f. of this Catalog and the Dean of the College of Science. N.B. Students who entered USF before Fall, 1980, may fulfill the General Education requirements by following the provisions of the former Core Curriculum, published in the 1979-80 Catalog (pp. 61-62) and set out in this Catalog (p. 43)*. Such students in completing the major in Biology are exempt from the Natural Science requirement. For the basic skills required by the Core Curriculum, these Biology majors must take either English 13 or an upper division English course. B. Departmental Requirements—forty-two (42) units in Biology: 1. Biology la, lb, 107,110,147. 2. One (1) course with laboratory in organismal biology chosen from the following:** Biology 116,133,134,140,142,143,145. 3. Nineteen (19) additional units of upper-division Biology: (a) A total of no more than eight (8) units from courses numbered 120, _121,123 may be applied to the upper-division biology requirements. (b) No more than three (3) units from cross-referenced courses or Bio- chemistry may be applied to this requirement without the consent of the Chairperson and the Dean.

N.B. For students entering prior to Fall Semester, 1980, a total of thirty-eight (38) units in Biology: 1. Biology 2a, 2b, 2c (11 units); 2. Twenty-seven (27) additional upper division units in Biology; 3. Economics 1 or 2; 4. Thirteen (13) units in chemistry; Chemistry la-lb; Chemistry 3 or Chemistry 10a; 5. Eight (8) units in physics: Physics 2a-2b. C. Required supporting courses. 1. Thirteen (13) units of Chemistry; General Chemistry la-lb; Organic Chemistry (Chem. 3 or 10a-10b). 2. Eight (8) units of Physics; General Physics 2a-2b or 4a-4b.

*See also the guidelines for equivalencies and substitutions allowed towards the fulfillment of the GEC requirements. **Biology majors wishing to complete a degree with an emphasis in Medical Technology may petition to have Biology 102 satisfy this requirement at the time of their graduate check. 179

II. Recommendations: A. Students' programs will vary with their goals. These goals should be discussed and the program determined in consultation with a Biology faculty advisor. B. Students intending graduate work in Biology are strongly advised to take a course in Biochemistry, preferably Chemistry 102a-102b, and Mathematics 3a-3b. C. The following curricula are set out in detail because of strong student interest. The Freshman Year All Biology students should follow the basic course plan below. FALL SPRING Bio. la 5 Bio. lb 5 Chem. la 5 Chem. lb 5 Eng. 5 3 C.A. 74 or 128 3 Gen. Ed. requirements _3 Math. 12 16 16 Sophomore, Junior and Senior Years After successfully completing the freshman year, students may choose, with the approval of their faculty advisor, a program individually designed to suit their needs with respect to breadth and specific areas of interest. The "Minimal Curriculum for Biology Majors" is the minimal curriculum to receive a degree in biology. The "Typical Curriculum for Biology Majors who plan Application to Medical, Dental, Veterinary, or Pharmacy Schools" is also an excellent foundation for students interested in advanced biology degrees. The "Typical Curriculum for Biology Ma- jors with Emphasis on Medical Technology" is a broad-spectrum approach to the discipline. Any student interested in this curriculum should contact the Program Director through the Department office. Minimal Curriculum for the Biology Major: Sophomore Year FALL SPRING Bio. 110 3 Bio. 107 3 Gen. Ed. 6 Bio. 147 3 Chem. 3 3 Electives 3 Electives 3 Gen. Ed. 6 15 15 Junior Year FALL SPRING Phys. 2a 4 Phys. 2b 4 U.D.Bio. 7 U.D.Bio. 4 Gen. Ed. 6 Gen. Ed. 6 17 Electives 17 180

Senior Year FALL SPRING U.D.Bio. 6 U.D.Bio. Gen. Ed. 3 Gen. Ed. 3 Electives 7 Electives _7 16 16

Typical Curriculum for Biology Majors Who Plan Application to GRAD- UATE, MEDICAL, DENTAL, VETERINARY, OR PHARMACY SCHOOLS: Biology majors who plan to apply for graduate, medical, dental, veterinary, or pharmacy school should elect the following courses: Biology 100,110; Chemistry 3, 9, and 125. These courses are generally required by most medical, dental, veterinary, and pharmacy schools for admission. Sophomore Year FALL SPRING Bio. 110 3 Bio. 107 3 Chem. 3 3 Bio. 147 3 Chem. 9 3 Electives 3 Gen. Ed. 6 Gen. Ed. 6 15 15 Junior Year FALL SPRING Phys. 2a 4 Phys. 2b 4 Math. 3a 3 Math. 3b 3 U.D.Bio. 7 U.D. Bio. 4 Gen. Ed. 3 Gen. Ed. _6 17 17 Senior Year FALL SPRING Chem. 125 3 U.D.Bio. 6 U.D. Bio. 3 Gen. Ed. 3 Gen. Ed. 6 Electives 7 Electives 16 16

Typical Curriculum for Biology Majors with Emphasis in MEDICAL TECHNOLOGY: Biology majors planning a career in medical technology should elect Biology 102, 103,103L, 104,107,108,115, and 130: Chemistry 3, 5,103, and 125. 181

Sophomore Year FALL SPRING Chem. 3 3 Electives 3 Chem. 5 4 Bio. 147 3 Bio.110 3 Bio. 107 3 Gen. Ed. 6 Gen. Ed. 6 16 15 Junior Year FALL SPRING Phys. 2a 4 Phys. 2b 4 Bio. 108 4 Bio. 103 2 U.D. Bio. 3-4 Bio. 103L 2 Gen. Ed. 3 Bio. 102 4 Electives 3 Gen. Ed. 3 17-18 Electives 1-3 16-18 Senior Year FALL SPRING Chem. 125 3 Chem. 103 4 Bio. 115 4 Electives 3 Bio. 104 4 Gen. Ed. 6 Gen. Ed. 6 Electives 2-3 17 15-16 Graduate Program in the Department of Biology The Department of Biology offers the Master of Science degree with graduate work encompassing the fields of botany, developmental biology, ecology, genetics, invertebrate biology, marine biology, microbiology, physiology, and vertebrate zoology. The program is designed to provide students with a solid foundation in biology and to prepare them to teach in high schools or community colleges, to pursue further graduate or professional training, or to secure a position in industry or government. Program Prerequisites: The applicant's preliminary academic background should include the following course work: 1) 20 units of biology with at least 12 units in upper division work; 2) 12 additional upper division units in science; 3) a year's course in general chemistry and an introductory course in organic chemistry; 4) a year's course in general physics; and 5) an introductory course in statistics. Minor deficiencies may be corrected during the first year. Furthermore, the applicant should submit the results of the Graduate Record Exam (GRE) and have at least a B (3.0) grade-point average in his/her undergraduate major and in all upper division work in biology. Degree Requirements: During the first semester of the graduate program, the student must, in consultation with the major advisor, select either Plan A or B, before application for advancement to candidacy. 182

PLANA: A total of 24 units of course work in biology, including a thesis based upon original research, is required. At least 10 of the 24 units must be in the 200 series. A minimum of 2 of the 10 units in the 200 series will be in seminar courses; a maximum of 4 units of research and 4 units of thesis writing normally constitute the 8 additional units in the 200-series. A graduate student may also receive graduate credit for an upper division (100 series) course by special arrangement with the instructor and the approval of the dean. The student who opts for Plan A is expected to meet sequentially the following conditions and requirements: 1. The student and major professor will establish a plan of formal course work which will meet the needs of the student and complement the chosen research program. 2. Under the guidance of the major professor, the student will select a graduate committee, which is to be composed of the major professor and two additional professors. 3. The committee and student will define a specific biological problem or point of inquiry and formulate a research program directed to the issue. 4. The student, in consultation with the committee, will prepare and submit to the Biology Department a request for departmental research funds. Allocated funds will make possible the purchase of essential equipment, supplies, and travel expenses. 5. The student will submit a Thesis Approval Form to, and file for advancement to candidacy with, the dean. 6. In addition to the successful completion of the required formal course work, the student will conduct a research program and write a thesis based upon the findings. 7. Towards the end of the research program, the student's major professor may require that a seminar, based on the research conducted, be presented to the Biology Department. 8. The thesis must be approved by the student's graduate committee before its submission to the Dean for formal approval. PLAN B: A total of 24 units of course work in biology, including readings for the comprehensive examinations, is required. At least 10 of the 24 units must be in the 200 series, a minimum of 2 of the 10 units in the 200-series will be in seminar courses. A maximum of 2 units of research may be applied toward the 24 unit requirement at the discretion of the student's major professor. A graduate student may receive graduate credit for an upper division (100-level course) by special arrangement with the instructor and the approval of the Dean. The Plan B student is expected to meet sequentially the following conditions and requirements: 183

1. The student and major professor will establish a plan of formal course work which will meet the needs and expand the student's knowledge of general biology. 2. Under the guidance of the major professor, the student will select a graduate committee, which is to be composed of the major professor and two additional professors. 3. The committee and student will select five areas for intensive study (two specialty and three auxiliary areas) which may be selected from the subject areas within the Biology Department. 4. The student, in consultation with the committee, will define the pattern of study for the five areas. The student will be supplied with the reading lists essential to preparation for the master's examinations. 5. The student will submit a written study program to the Biology Department as a matter of record. 6. The student will file for advancement to candidacy with the Dean. 7. The student must successfully complete the written examination and the oral examination. Re-examination will be allowed only at the discretion of the student's graduate committee. a. The written examination will evaluate the student's competency of the five areas selected. The examination is prepared and evaluated under the direction of the student's graduate committee. b. The oral examination, conducted by the graduate committee, will focus on the student's conceptual understanding and ability to integrate knowledge of the five selected areas. COURSES IN BIOLOGY la-lb. General Biology (5-5) Introduction to the concepts and principles of Biology. Completion of Biology la with grade "C" or better is a prerequisite for Biology lb. Three lectures, two laboratories weekly. 3. Elementary Microbiology (4) An elementary study of bacteria and other microorganisms causing disease, and of immunity in man. Not open to majors. Two lectures, two laboratories weekly. 4. Biology of People (3) A course designed for the non-major covering the basic principles of biology as they pertain to mankind. Three lectures, one discussion weekly. 5a-5b. Anatomy and Physiology (4-4) A survey of the structure and function of the tissues and organs of the human body. Two lectures, two laboratories weekly. 21. Work Experience (1-4) An opportunity to obtain lower division credit for work experience in an area of interest. A weekly average of at least three (3) hours volunteer work per unit is required. 184

66. Environmental Ethics (3) The problems touching mankind and the environment are examined, using scientific and ethical analyses in the light of various religious viewpoints. Three lectures weekly. Students must complete the basic requirement of Biology la-lb and Chemistry la-lb or their equivalents in order to take upper-division courses in biology. Additional prerequisites appear under the course listings. 100. Vertebrate Embryology (4) A course designed to acquaint the student with the general features of vertebrate development, beginning with the formation of germ cells. Laboratory studies are based on the early development of the chick and the pig. Three lectures, one laboratory weekly. 101. Comparative Anatomy of the Vertebrates (4) A phylogenetic study of the anatomy of the vertebrate classes. Laboratory dissec- tions of primitive and advanced vertebrates. Two lectures, two laboratories weekly. 102. General Parasitology (4) Prerequisite: Chemistry 3. A study of animal parasitology with emphasis on the organisms that cause protozoan and helminthic infections of man. Two lectures, two laboratories weekly. 103. Medical Microbiology (2) Recommended: Biology 108. Pathogenesis of microbial infections of man and animals, including the principal characteristics of microbial pathogens. Two lectures weekly. 103L. Medical Microbiology Laboratory (2) Prerequisite: Biology 108. A study of microbial pathogens and their identification. Two laboratories weekly. 104. Immunology (4) An introduction to the principles of antigen-antibody reactions, structure and function of antibody molecules, cellular immunity, immunopathology. Two lectures, two laboratories weekly. 105. Virology (3) The structure, replication, and genetics of viruses; dynamics of virus-host relationships. Two lectures, one discussion weekly. 106. Comparative Physiology (3) Prerequisite: Chemistry 3, Biology 107. A study of the structure and function of animals, their control mechanisms, and relation to the environment. Three lectures weekly. 106L. Comparative Physiology Laboratory (3) Prerequisite: Consent of instructor. Project-oriented course with an emphasis on invertebrate physiology and adaptive mechanisms. Two laboratories, one discussion weekly. 107. Cell Physiology (3) Prerequisite: Chemistry 3. A study of cell action, with emphasis on the fundamental 185 relationships between structure and function at the cellular and molecular levels. Three lectures weekly. 108. General Microbiology (4) Recommended: Chemistry 3. An introduction to micro-organisms: structure, metabolism, biological properties. Two lectures, two laboratories weekly. 109. Ecology (3) Prerequisite: Upper-division standing. A study of the concepts and principles of plant and animal ecology. Three lectures weekly. 110. Genetics (3) Basic principles of Mendelian and molecular genetics covering both prokaryotic and eukaryotic organisms. Three lectures, one discussion weekly. 110L. Genetics Laboratory (3) Completion of or concurrent enrollment in Biology 110 is required. Techniques for studying genetics in the laboratory, utilizing primarily fruitfly cultures (Drosophila melanogaster). Two laboratories, one lecture weekly. 111. Advanced Genetics (3) Prerequisite: Biology 110. Study of topics in modern genetics, including human, population, developmental, and somatic cell genetics. Three lectures weekly. 115. Hematology (4) Prerequisite: Chemistry 3. Concepts of blood composition and physiology. Labora- tory includes techniques for identification of normal and abnormal blood cell types, venipuncture, blood counts, hemoglobin volumes, and electrophoresis. Two lectures, two laboratories weekly. 116. Biology of Insects (4) Prerequisite: Upper-division standing. An introduction to insects—their morphology, physiology, systematics, natural history, and relationships with man. Two lectures, two laboratories weekly. Additional field trips. 118. Developmental Biology (3) Prerequisite: Biology 110, Chemistry 3. Explores the processes of organismal development and the techniques used to study them. 120. Research for Advanced Undergraduates (1-4) Original elementary research, supervised by a member of the staff, with credit to be fixed in each case. Designed for outstanding upper-division students to give them an acquaintance with, and an appreciation of, the principles and methods of original scientific investigation. A copy of the report must be filed with the Department. 121. Work Experience (1-4) An opportunity to obtain upper-division credit for work experience in a biological or related area of interest. 122. Organic Evolution (3) Prerequisite: Biology 110. A survey of evolutionary principles—origin of variability, speciation, and phylogenetic concepts. Three lectures weekly. 123. Readings for Advanced Undergraduates (1-2) Inquiry into a specific topic requiring a literature search for current information, 186 supervised by a faculty member, with credit to be fixed in each case. Designed for outstanding upper-division students. 125. Techniques in Molecular and Cell Biology (4) Prerequisite: Consent of instructor. The principles and practices of modern laboratory techniques used in molecular and cell biology. Two lectures, two laboratories weekly. 126. Techniques in Organismal and Environmental Biology (3) Prerequisite: Consent of instructor. Principles and practices of modern laboratory and field techniques used in organismal and environmental biology. One lecture, two laboratories weekly. 128. Histology (4) A laboratory oriented course involving an intensive study of the microscopic anatomy of cells, tissues and organs of the human body. Two lectures, two laboratories weekly. 130. Comparative Endocrinology (3) Prerequisite: Chemistry 3. A study of the biology of hormonal mechanisms in the animal and plant phyla. Intersession only. 133. Natural History of the Cold-Blooded Vertebrates (4) An intensive, field-oriented study of the natural history, behavior, classification, and ecology of amphibians, reptiles, and fish, with emphasis on local species and habitats. Two lectures, two laboratories weekly. Additional field trips. 134. Natural History of the Warm-Blooded Vertebrates (4) Field-oriented study of the natural history, behavior, classification, and ecology of the birds and mammals, with emphasis on local species and habitats. Two lectures, two laboratories weekly. Additional field trips. 139a-139b. Human Anatomy and Physiology (4) A survey of the structure and function of the human body. Two lectures, two laboratories weekly. 140. Mycology (4) A study of the phylogeny and ecology of the fungi, including species beneficial and detrimental to mankind. Two lectures, two laboratories weekly. Additional field trips. 142. Phycology (4) A study of the phylogeny and ecology of marine and freshwater algae. Two lectures, two laboratories weekly. Additional field trips. 143. Lichenology (3) A study of the biology of lichens, including aspects of symbiosis, ecology, and systematics. One lecture, two laboratories weekly. Additional field trips. 145. The California Flora (4) An introduction to the vascular plants of California—their morphology, systematics, ecology, and identification. Two lectures, two laboratories or field trips weekly. 146. Plant Physiology (3) Prerequisite: Chemistry. Recommended: Physics 2a-2b. A study of plant growth and 187 development, metabolism, nutrition, and response to the environment. Three lectures, one discussion weekly. 147. Evolution and Ecology (3) An introduction to the basic concepts and principles of evolution and ecology, with emphasis on the interrelationships between these two disciplines. ISO. Paleontology (3) (Same as Natural Sciences 150) 160. General Pharmacology (3) (Same as Nursing 106) Lecture course surveying the mechanisms, actions, and physiological effects of medicinal chemicals and drugs. 175. Primate Social Organization (3) (Same as Anthropology 102) Permission of instructor.

GRADUATE COURSES 200. Seminar in Biology (1-2) Conferences with the faculty and other graduate students for the presentation and discussion of current biological literature and research endeavors. May be repeated for credit. 220. Research in Biology (1-4) 228. Directed Readings (1-4) OPEN TO, AND REQUIRED OF, PLAN B MASTER CANDIDATES ONLY. 299. Thesis Writing (1-4) OPEN TO, AND REQUIRED OF, PLAN A MASTER CANDIDATES ONLY.

CHEMISTRY

Administrative Office: Harney 439 (Phone: 666-6157)

THEODORE H. D. JONES JOHN G. COBLEY Chairperson Assistant Professor Associate Professor ANDREW C. DACHAUER, S.J. ARTHUR FURST Assistant Professor Professor JOHN A. SODERQUIST ROBERT J. SEIWALD Assistant Professor Professor JOHN S. HARRINGTON THOMAS A. GRUHN Instructor Associate Professor KIM D. SUMMERHAYS Associate Professor and Graduate Student Advisor 188

The Chemistry Department offers three degree programs. The first leads to the Bachelor of Science in Chemistry, certified by the American Chemical Society (ACS). This program is designed to develop chemists thoroughly competent in both the theoretical and practical aspects of the field. The ACS program is intended for those who wish to work as professional chemists in private industry, government, and research foundations. It is also an excellent preparation for those who contemplate graduate studies in any area of chemistry or its allied fields. The second program leads to the Bachelor of Science in Chemistry, with emphasis in Biochemistry. Designed for those whose interests lie in areas where biology and chemistry overlap, it prepares the student for a wide range of employment in this area and for graduate work. It is an excellent preparation for those seeking admission to medical, dental, pharmacy, and other professional schools. The third program leads to the Bachelor of Science in Chemistry, with emphasis in Chemical Engineering. This program is designed for students who contemplate a career in one of the chemical industries, with an orientation toward the design, operational, and developmental aspects of industrial processes and facilities. It is also an excellent preparation for students who wish to pursue advanced studies in chemical engineering. The Major in Chemistry—All Programs All students majoring in Chemistry must fulfill the General Education requirements. For information, consult pp. 42f. of this Catalog and the Dean of the College of Science. N.B. Students who entered USF before Fall, 1980, may fulfill the GEC requirements by following the provisions of the former Core Curriculum, published in the 1979-80 Catalog (pp. 61-62) and set out in this Catalog (p. 43)*. Such students, in completing the major in Chemistry, are considered to have fulfilled nine (9) units in Core Curriculum Area III, Category A. The remaining three (3) units required of them in this area must all be taken in Category B. Major in Chemistry, ACS Certified This program requires the completion of the following: 1. Forty-eight units in Chemistry as follows: Chemistry la, lb, 5, 9, 10a, 10b, 104, 108a, 108b, 108c, 110, 135, 198, and three additional units in upper division Chemistry. All junior and senior Chemistry majors are required to attend the Department seminar (Chem. 198), whether they enroll for credit or not. 2. Required Supporting Courses A. Math. 3a-3b, 4a-4b. B. Physics 4a-4b-4c C. Computer Science 50a

*See also the guidelines for equivalencies and substitutions allowed towards the fulfillment of the GEC requirements. 189

D. Language Requirement. ACS Chemistry majors should develop the ability to translate chemical literature in German. This requirement may be satisfied in several ways: a) By passing German 1, and either German 2 or 17. b) By passing German 1 and the competency examination administered by the Department (see Chairperson for details). This requirement should be fulfilled during the student's Junior year. Credit for German 1 or 2 may be obtained by advance placement or competency exams certified by the Department of Modern Language and Classics. In special cases, the Chem- istry Chairperson may allow the substitution of another modern language. 3. Recommended Supporting Courses. A. Other upper division courses in Chemistry.

Major in Chemistry, Biochemistry Emphasis This program requires the completion of the following: 1. Forty-eight units in Chemistry as follows: Chemistry la, lb, 5, 9, 10a, 10b, 102a, 102b, 102c, 112, 130, 135, 141a, 141b, 198, and at least two additional upper division units in Chemistry. All junior and senior Chemistry majors are required to attend the Department seminar (Chem. 198), whether they enroll for credit or not. 2. Required Supporting Courses A. Math. 3a-3b B. Physics 4a-4b C. Biology la-lb D. Computer Science 50a 3. Recommended Supporting Courses A. Other upper division courses in Chemistry B. Biology 107,110,125 Major in Chemistry, Chemical Engineering Emphasis This program requires the completion of the following: 1. Forty-eight units in Chemistry as follows: Chemistry la, lb, 5, 9,10a, 10b, 108a, 108b, 108c, 110 or 130, 152, 180, 182, 198, and at least three additional units in upper division Chemistry. 2. Required Supporting Courses A. Math. 3a-3b, 4a-4b, 101a B. Physics 4a-4b-4c C. Engineering 17,100,101,102 D. Computer Science 50a 190

3. Recommended Supporting Courses A. Other upper division courses in Chemistry B. Economics 2 C. Engineering 14

Recommendations—All Programs A. Students intending to apply for medical, dental, veterinary, or pharmacy school should obtain up-to-date admission requirements for schools of interest. Many require the equivalent of Biology 100 and 110. B. Students intending to pursue graduate work are strongly advised to elect specialized upper division chemistry courses in their field of interest and to obtain research experience through courses such as Chemistry 120. Students should consult with faculty in the area of their interest. C. All Chemistry students should have practical experience with a variety of chemical instruments, and be able to interpret data obtained from them. Regarded as basic is the apparatus associated with visible, U. V., I.R., and NMR spectroscopy, and gas and liquid chromatography. Students are strongly advised to take one or more of the special instrument modules available from the department as supple- ments to their regular laboratory program. D. It is highly recommended that students obtain some chemically-related work experience before graduation. This could be in a commercial, industrial, or government laboratory or facility. The Chemistry Department and other offices on campus (i.e., Career Planning and Placement, Professional Internship Pro- gram) can assist the student in securing such an opportunity. The work experience is particularly important for students in the Chemical Engineering Emphasis program. E. Chemistry majors who intend to pursue a California Teaching Credential program should contact the Credential Analyst in the School of Education before the end of their freshman year. F. All students majoring in Chemistry are required to consult with their assigned faculty advisor each semester.

Typical Curriculum for Chemistry Majors, ACS Certified Degree Freshman Year Sophomore Year Chem. 1a-1b 5-5 Chem. 10a-10b 3-3 Math. 3a-3b 3-3 Chem. 9-5 3-4 - Phys. 4a -4 Phys. 4b-4c 4-4 C.S. 50a 3- Math. 4a-4b 3-3 Engl. 5 3- Electives or GEC 3-3 Electives or GEC -3 16-17 14-15 191

Junior Year Senior Year Chem. 104 3- Chem. 105 4- Chem. 108a-108b 3-3 Chem. 110 3- Chem. 108c -3 Electives or GEC 9-17 Chem. 135-198 2-1 16-17 German 1 4- Electives or GEC 6-9 18-16 Typical Curriculum for Chemistry Majors, Biochemistry Emphasis Freshman Year Sophomore Year Chem. la-lb 5-5 Chem. 10a-10b 3-3 Math. 3a-3b 3-3 Chem. 9-5 3-4 Engl. 5 3- Physics 4b 4- Physics 4a -4 Biol. 1a-1b 5-5 C.S. 50a 3- Electives or GEC 1-5 Electives or GEC -3 16-17 14-15 Junior Year Senior Year Chem. 102a-102b 3-3 Chem. 130 -3 Chem. 141a-141b 3-2 Chem. 112 3- Chem. 102c -3 Electives or GEC 13-15 Chem. 135-198 2-1 16-17 Electives or GEC 10-6 18-15 Typical Curriculum for Chemistry Majors, Chemical Engineering Emphasis Freshman Year Sophomore Year Chem. la-lb 5-5 Chem. 10a-10b 3-3 Math. 3a-3b 3-3 Chem. 9-5 3-4 Engl. 5 3- Physics 4b-4c 4-4 Physics 4a -4 Math. 4a-4b 3-3 C.S. 50a 3- Electives or GEC 3-3 Electives or GEC -3 16-17 14-15 Junior Year Senior Year Chem. 108a-108b 3-3 Chem. 152 3- Chem. 108c -3 Chem. 180-182 3-3 Chem. 198 -1 Chem. 110 or 130 3 or 2 Math. 101a 3- Electives or GEC 9-12 Engr. 101-102 3-3 18-17 Engr. 17-100 3-3 Electives or GEC 3-3 15-16 192

Graduate Programs The Department of Chemistry offers the master of science degree with graduate work in the fields of biochemistry, inorganic, organic, physical, and analytical chemistry. The program is designed for the student who intends to work as a professional chemist, or who will continue to study for the Ph.D., or seek further training, e.g., in business or engineering. The program also prepares students for teaching at the high school or community college level. Program Prerequisites The preliminary academic background for the degree of Master of Science in Chemistry should be substantially the equivalent of that represented by the Bachelor of Science degree in Chemistry at the University of San Francisco (see this Catalog). Any applicant whose undergraduate preparation does not include a proper foundation for graduate work in the field of chemistry must devote some time to specified undergraduate courses. Furthermore, the applicant should have a B- (2.70) overall average in upper division courses and a B (3.0) average in the upper division courses taken in the field of chemistry. Degree Requirements After a student has been accepted into the graduate program, the graduate advisor will appoint a committee of three faculty members, with the student's research director as chairperson, to supervise the student's program. During the student's first semester the student and the committee will decide on the program of study to be followed and have this approved by the graduate advisor and department chairperson. A total of 24 units, including a thesis, is required. The courses must be graduate courses or upper division courses approved by the Department of Chemistry. At least 12 of the required units must be in Chemistry 220 and 299. Competency in reading scientific literature in an appropriate language (usually German) must be demonstrated by passing a language examination administered by the Department; advanced skills in another appropriate area (e.g., computer science or electronics may be accepted in place of this language requirement). All graduate students are required to present seminars on their research work. UNDERGRADUATE COURSES IN CHEMISTRY C. Prechemistry (3) Designed for students intending to take Chem. la-lb, with intensive study of problem solving. la-lb. General Chemistry (5-5) Prerequisites: High school chemistry, physics, algebra (two years) and trigonometry. Grade of C- (1.7) or higher in Chem. la is prerequisite for Chem. lb. A study of the fundamental chemical principles which are necessary for understanding the composition and properties of matter and the changes which it undergoes. Three lectures and two laboratory periods weekly. 193

3. Elementary Organic Chemistry (3) Prerequisite: Chem. lb with grade of C or higher. A survey of the fundamentals of organic chemistry. May be taken prior to, or along with, Chemistry 9. This course may not be substituted for Chemistry 10A. 5. Quantitative Analysis (4) Prerequisite: Chem. lb with a grade of C (2.0) or higher. Modern and classical methods of quantitative analysis. Detailed chemical equilibria. Two lectures and two laboratory periods weekly. 9. Elementary Organic Laboratory (3) Prerequisite or corequisite: One semester of organic chemistry. Techniques for the isolation, purification, preparation, and characterization of organic compounds. lOa-lOb Organic Chemistry (3-3) Prerequisite: Chem< lb with grade of C (2.0) or higher. Course 10a surveys the structure, nomenclature, and reaction of common organic molecules. Course 10b emphasizes polyfunctional compounds of biological interest, stereochemistry, spectroscopy, and aromatic chemistry. 20. The World Around Us: The Chemistry of Man and His Environment (3) For non-majors. Study of the content and genesis of major ideas in Chemistry which elucidate the nature of man and the physical world. 40. Survey of General, Organic and Biochemistry (4) Prerequisite: High school algebra, high school chemistry, or consent of instructor. Designed primarily for nursing students, with emphasis on the application of chemistry in the living organism. 102a-102b. Biochemistry (3-3) Prerequisite: Chemistry 10b. Recommended: Chemistry 5, Biology la-lb. Chemistry 102a, a prerequisite for 102b, surveys the physical and chemical properties of biomolecules and shows how they lead to observed biological functions. Chemistry 102b surveys the major metabolic pathways and describes the regulation of metabolism at the nucleic acid and protein level. 102c. Experimental Biochemistry (3) Prerequisite: Chemistry 102a or 125. Enrollment limited. Techniques commonly used in biochemical research, with emphasis upon protein isolation and characterization, are taught through the performance of a research project. 103. Clinical Biochemistry (4) Prerequisite: Chemistry 102a or 125. The principles and techniques of chemical analysis of human fluids as applied to the prevention, diagnosis, and treatment of disease. 104. Advanced Organic Chemistry Laboratory (3) Prerequisites: Chem. 5, 9, one year of Organic Chemistry. Synthetic methods with an emphasis on advanced techniques and instrumentation. 105. Instrumental Quantitative Analysis (4) Prerequisite: Chemistry 108a-108b. Chromatographic, electrochemical, and spectroscopic methods of analysis. Two lectures and two laboratory periods weekly. 194

108a-108b. Physical Chemistry (3-3) Prerequisites: Chemistry 5, Physics 4b, Mathematics 4b. Corequisite for 108b: Physics 4c. An intensive, mathematical treatment of physical chemistry. 108c. Physical Chemistry Laboratory (3) Laboratory work to accompany 108a-108b. An instrumental approach is used to obtain significant structural, energetic, and dynamic properties of molecules. 110. Advanced Inorganic Chemistry (3) Prerequisite: Chemistry 108b. Bonding, structure, and reactivity of the elements, inorganic, and organometallic compounds. Three lectures weekly. 111. Inorganic Chemistry: Laboratory (2) Prerequisites: Chemistry 110 or 130. Experimental study of selected reactions and of synthetic inorganic methods. Methods of inorganic and organometallic synthesis and characterization. Two laboratory periods weekly. 112. Intermediate Biochemistry (3) Prerequisites: Chemistry 102ab. Students present in turn seminars on the detailed molecular functioning of living organisms. 120. Research Students whose academic performance and preparation are satisfactory can elect to do original research with a faculty member. 121. Independent Study (1-2) A study of a selected topic is under the guidance of a member of the staff. The consent of the instructor is required. 125. Survey of Biochemistry (3) Prerequisites: One semester of Organic Chemistry. A study of the chemicals of life: how they interact in metabolism and how these reactions are regulated. 130. Basic Inorganic Chemistry (3) Prerequisites: Chemistry 108a or 141a. Periodicity, structure, and reactivity of the elements and their compounds, with emphasis on coordination and bioinorganic chemistry. Two lectures weekly. 135. Chemical Literature (2) Instruction in the use of library materials as an aid in retrieving and reporting chemical information. 141a-141b. Physical Chemistry for the Life Sciences (3-2) Prerequisites: Chemistry 5, 10b, Physics 4b, Mathematics 3b. A study of the principles of physical chemistry, using calculus, with emphasis on those aspects of particular importance to biological systems. 152. Polymer Chemistry (3) Prerequisites: Chemistry 108b or 141b, Chemistry 10b. A study of the chemical and physical properties of important industrial polymers, with emphasis on the relation of structure to function, synthetic design, and methods of characterization. 160. Scientific Glassblowing (1) Permission of instructor. 195

161. NMR Spectroscopy: Instrument Module (1) Permission of instructor. 162. Fluorescence Spectroscopy: Instrument Module (1) Permission of instructor. 163. I.R. Spectroscopy: Instrument Module (1) Permission of instructor. 164. Gas/Liquid Chromatography: Instrument Module (1) Permission of instructor. 165. Atomic Absorption Spectroscopy: Instrument Module (1) Permission of instructor. 166. High Performance Liquid Chromatography: Instrument Module (1) Permission of instructor. 180. Separation Processes (3) Prerequisites: Chem. 108b or equivalent. A thorough treatment of the chemical engineering principles underlying the design of important industrial separation processes. Organized according to equilibrium stage, diffusional rate, membrane and mechanical separations. 182. Reactor Design (3) Prerequisites: Chem. 108b or equivalent. Application of the principles of chemical kinetics, and mass and heat transfer to the design of industrial chemical processing equipment and reactors. 198. Undergraduate Seminar (1) Practice in the preparation and presentation of research topics to an audience.

GRADUATE COURSES The following courses may be taken by advanced undergraduates and graduate students: 200. Seminar (1) 214. Advanced Organic Chemistry: Structural and Spectroscopic Methods (3) Prerequisite: One year of Organic Chemistry, Chem. 108a, or 141a. A study of the use of modern spectroscopic methods including NMR, IR, UV, and MS. 216. Advanced Organic Chemistry: Reaction Mechanisms and Synthesis (3) Prerequisite: One year of Organic Chemistry, Chem. 108a, or 141a. A detailed study of reactions in organic chemistry and their application to synthesis. 220. Research (1-4) 232. Chemistry of Heterocyclic Compounds (2) Prerequisite: One year of organic chemistry. A study of the ring compounds with hetero atoms which constitute about one third of all known organic compounds. Given in alternate years. 236. Chemistry of Organic Medicinal Compounds (2) Prerequisite: One year of organic chemistry. The relationship between the chemical 196 structure and biological activity of organic compounds of medicinal importance. Given in alternate years. 250. Chemical Applications of Group Theory (2) Prerequisites: Chem. 108a and Computer Science 50a. Corequisite: Chem. 108b. The methods of group theory provide a relatively simple but powerful means to derive the allowed number and type of atomic and molecular energy states as determined by molecular and atomic site symmetries. 272. Bioenergetics (3) Prerequisites: Chemistry 102ab or 125. The detailed mechanisms by which living cells generate and utilize energy. 299. Thesis Writing (4)

Computer Science*

Administrative Office: Harney 220 (Phone: 666-6530)

GEORGE LEDIN, Jr. RICHARD G. PEDDICORD Chairperson and Assistant Professor Assistant Professor YTHA Y. YU JAMES N. HAAG Assistant Professor Professor MICHAEL A. KELLY MICHAEL D. KUDLICK Lecturer and Associate Professor Director, Computer Center To major in Computer Science, a USF student must have successfully completed four years of high school mathematics, including the equivalent of two years of algebra and the basic elements of plane geometry and trigonometry. Deficiencies in high school mathematics background may be removed by successfully taking the equivalent college-level mathematical prerequisites at USF. To receive a B.S. in Computer Science from USF, the student must successfully complete a total of at least 128 units within the following curriculum. A. Fulfillment of the General Education Curriculum requirement. For further information, consult pp. 42-44 of this Catalog and the Dean of the College of Science. N.B. Students who entered USF before Fall, 1980, may fulfill the GEC requirements by following the provisions of the former Core Curriculum, published in the 1979-80 Catalog (pp. 61-62) and set out in this Catalog (p. 43).** Such students, in

*For Master in Computer Science program, see special publication. **See also the guidelines for equivalencies and substitutions allowed towards the fulfillment of the GEC requirements. 197 completing the major in Computer Science, automatically fulfill nine (9) units of Core Curriculum Area III, Category A; the remaining three (3) units required of them in this area must all be taken in Category B. Core Curriculum Basic Skills required by the Computer Science Department are English 5 and three (3) more units of English, Communication Arts 74 or 128, and Mathematics 15. B. Department requirements—Fifty-one (51) units in Computer Science: All upper division computer science courses must be taken at USF. 1. Computer Science 51a, 51b, 52, 53, 54, 55,150,151,152,153,154, and 155 with a grade of C (2.0) or higher in each course. 2. Three (3) units of Computer Science chosen from among courses numbered in the 190's. 3. Six (6) units of Computer Science chosen from among courses numbered in the 160's. 4. Six (6) additional upper division units in Computer Science.

D. Required supporting courses. 1. Math. 3a, 3b, 4a, 4b with an average grade of C (2.0) or higher. 2. One course chosen from any of the following: Biology 2a, 2b, 2c, Chemistry la, lb, Math. 10a, 12, Physics 4a, 4b. Computer Science majors, upon completing the Freshman year, will have the option of choosing a particular area of emphasis in their computer science education. The area of emphasis will be partially determined by selecting appropriate elective courses in computer science.

The Freshman Year All freshman Computer Science majors should follow the course plan below (the electives with the asterisk are courses from the General Education Curriculum): Freshman Year Fall Spring CS 51a 3 CS 51b 3 Math. 3a 3 Math. 3b 3 Electives* 9 Electives* 9 15 15

The Sophomore, Junior, and Senior Years After successful completion of the freshman year, students may, with their faculty advisor's approval, choose one of several course plans for the remaining three years of their computer science education at USF. The course plan recommendations are described in a brochure available from the Department. These plans include em- phases in programming languages, systems programming, numerical methods, theoretical topics, and hardware. 198

COURSES IN COMPUTER SCIENCE 30. Fundamentals of Data Processing (3) Prerequisite: None. A survey course in the use of computers for various applications, and for solving data processing problems. Three hrs. lect. 40. Computers: Programming in BASIC and Social Implications (3) Prerequisites: None. Introduction to programming with the BASIC language. Com- puter concepts and computers and society. Two hrs. lect. and two hrs. lab. 50a. Computer Programming in FORTRAN (3) Prerequisite: Two yrs. HS algebra. Introduction to programming with the FOR- TRAN language for non-majors. Two hrs. lect. and two hrs. lab. 50b. Computer Programming in PASCAL (3) Prerequisite: Two yrs. HS algebra. Introduction to programming with the PASCAL language. Two hrs. lect. and two hrs. lab. 50c. Computer Programming in COBOL (3) Prerequisite: Two yrs. HS algebra. Introduction to programming with the COBOL language. Two hrs. lect. and two hrs. lab. 51a. Introduction to Computer Science I: Programming Methodology (3) Corerequisite: Math 3a or 9. Writing of computer programs; programming techniques, programming style, intensive team workshops. Two hrs. lect. and two hrs. lab. 51b. Introduction to Computer Science II: Systems Approaches (3) Prerequisite: CS 51a. Fundamental system command language features, overview of computer organization, usage of peripherals. Two hrs. lect. and two hrs. lab. 52. Assembly Language Programming (3) Prerequisite: CS51b. Introduction to machine structures and programming in assembly language; I/O programming and macros. Two hrs. lect. and two hrs. lab. 53. Introduction to Discrete Structures (3) Prerequisite: Math 15 and CS 51b. Algebraic structures, graph theory, Boolean algebra and propositional logic. Two hrs. lect. and two hrs. lab. 54. Introduction to Computer Hardware Organization (3) Prerequisite: CS 51b. Switching circuits, logic design, I/O processing, control, inter- rupts, microprogramming, parallel processing. Two hrs. lect. and two hrs. lab. 55. Introduction to the Theory of Algorithms (3) Corequisite: CS 53. Algorithms and algorithmic languages. Turing machines, Mar- kov algorithms. Language description formalisms. Recursion. Two hrs. lect. and two hrs. lab. 140a. Advanced Programming Techniques in FORTRAN (3) Prerequisite: CS 50a with a grade of C or higher. Programming with FORTRAN'S advanced features. Two hrs. lect. and two hrs. lab. 140b. Advanced Programming Techniques (3) Prerequisite: CS50b or CS51b. Programming using a particular language's advanced features (language to be chosen). Two hrs. lect. and two hrs. lab. 199

140c. Advanced Programming Techniques in COBOL (3) Prerequisite: CS 50c with a grade of C or higher or instructor's consent. Programming with COBOL's advanced features. Two hrs. lect. and two hrs. lab. 141a. Introduction to Systems Analysis (3) Prerequisite: Any course above CS 51a. Computer system development via system flowcharts, transaction codes; role of systems analyst. Three hrs. lect. 141b. Advanced Systems Analysis and Design (3) Prerequisite: CS 141a. Analysis, design, and implementation of on-line business applications; performance evaluation. Three hrs. lect. 142. Numerical Methods in Linear Algebra (3) Prerequisite: Math 10b and any CS course above CS 51a. Direct and iterative methods for typical computations in matrix theory. Three hrs. lect. 143. Introduction to Linear Programming (3) Prerequisite: Math 3b or 6 or 9 and any CS course above CS 51a. Methods for finding optimal solutions to systems of linear inequalities. Three hrs. lect. 146. Microcomputer Organization and Design (3) Prerequisite: CS 54 and 52. Digital electronic circuits; microprocessor logic, memory, buses, I/O interface, and microcomputer systems. Two hrs. lect. and two hrs. lab. 148. Usage of Software Products (3) Prerequisite: Any CS course above CS 40 or consent of instructor. Use and application of a software product (e.g., SPSS, BMD, text editors). Two hrs. lect. and two hrs. lab. 149a. Introduction to Microcomputer Programming (3) Prerequisite: Any two CS courses. Microcomputer programming principles and applications; PL/M and system language usage. Two hrs. lect. and two hrs. lab. 149b. Advanced Microcomputer Programming (3) Prerequisite: CS 149a. Assembly language applications and systems programming for microcomputers. Two hrs. lecture and two hrs. lab. 150. Elementary Numerical Analysis (3) Prerequisites: Math 4b and CS51a. Fundamental numerical algorithms; error analysis, solution of equations, numerical integration, data-fitting. Three hrs. lect. 151. Computer Architecture (3) Prerequisites: CS 52, 53, and 54. Fundamental architecture; addressing methods; storage organization; multiprogramming; virtual memory systems. Two hrs. lect. and two hrs. lab. 152. Programming Languages (3) Prerequisites: CS 52, 53, and 55. Design and description of programming languages. Comparison of different languages, thorough study of one. Three hrs. lect. 153. Data Structures (3) Prerequisites: CS 52, 53, and 55. Data representation, storage, and manipulation models. Lists, strings, arrays, trees; sorting and searching methods. Three hrs. lect. 200

154. Systems Programming (3) Prerequisite: CS 152. Corequisite: CS 153. Structure, design, and implementation of system modules. I/O and interrupt handling, assemblers, text editors, data base systems. Three hrs. lect. 155. Introduction to Automata Theory and Formal Languages (3) Prerequisites: CS 53 and 55. Analysis and synthesis of finite state acceptors; regular sets, minimization; grammars, languages, and automata. Three hrs. lect. 162. Operating Systems (3) Corequisite: CS 154. Design study of the management of multiprogramming and time-sharing system resources (hardware and software). Three hrs. lect. 163. Data Management Systems (3) Prerequisite: Consent of Instructor. Design and implementation of data management systems; comparison of user environments. Three hrs. lect. 164. Compiler Construction (3) Corequisite: CS 154. Translation, loading, execution, and storage allocation. Com- piler organization; optimization techniqus; compiler compilers. Three hrs. lect. 169. Interactive Computer Graphics (3) Prerequisite: Senior CS standing or equivalent. Display devices; files with two- dimensional and three-dimensional transformations. Two hrs. lect. and two hrs. lab. 190. Computer Privacy, Security, and Ethics (3) Prerequisite: Consent of Instructor. Seminar discussion on value systems and human factors, and about use and misuse of computers. Three hrs. lect. 196. Special Topics in Computer Science (3) Topics not covered by other CS curriculum offerings. Students may register for CS 196 in more than one semester. Consent of Instructor Req. 3 hrs. lect. or 2 hrs. lect. and 2 hrs. lab. 198. Computer Science Seminar (1-3) Weekly lecture on current developments in computer science. Students may register for CS 198 in more than one semester. 199. Directed Reading and Research (1-3) Written permission of the instructor, chairperson, and dean is required.

Engineering Science

Administrative Office: Harney 101 (Phone: 666-6155)

PHILLIP A. APPLEBAUM Faculty Member in Charge The University offers three curricula for students interested in a program in engineering or fields associated with engineering: 1) a two-year pre-engineering program, 2) a four-year major in engineering physics, and 3) a four-year major in 201 applied science and business. Each of the four-year curricula requires the completion of the General Education curriculum and demonstration of oral and written communication skills. The communication skills requirement is satisfied by successful completion of (a) Writing (English 5) or equivalent and (b) Communication Arts 74 or 128 or the equivalent departmental oral communication requirement. Interna- tional students must satisfy the written and oral communication requirements through the testing and programs of the World English Center. Students interested in an engineering curriculum should consult with their departmental advisor during their first semester at the University to design a tentative program. The Pre-Engineering Program The University offers a lower-division program for those students intending to major in a field of engineering, such as civil, electrical, mechanical, etc. The recommended curriculum is equivalent to that generally prescribed for the first and second years at accredited engineering colleges. Upon successful completion of this program, a student will be qualified to transfer into an upper-division curriculum at an engineering college of his/her choice or continue in a four-year major at the University of San Francisco. Engineering Physics Major The major in Engineering Physics is designed to give the student broad training in engineering fundamentals, physics, mathematics, computer science, and applied science, with an emphasis on general understanding rather than specialized skills, although specialized courses are among the electives open to the student. The student may choose to study in one of the several areas where engineering interacts with the natural and mathematical sciences. Pre-Engineering Program Lower Division Requirements Units Chemistry la General Chemistry 5 Physics 4a, b, c General Physics 12 Math. 3a-3b, 4a-4b Analytic Geometry and Calculus 12 CS 50a Computer Programming in FORTRAN 3 Engineering Twelve (12) units of engineering selected from Engineering 1, Descriptive Geometry; Engineer- ing 13, Geology for Engineers; Engineering 14, Structural Statics; Engineering 16, Dynamics; En- gineering 17, Mechanical Properties of Matter; Engineering 18, Computer Applications in En- gineering; Physics 15, Fundamental Electronics Recommended Electives: Engineering 2, Graphical Mathematics; Mathematics 10, Linear Algebra; Chemistry lb, General Chemistry; Physics 16, Electronic Instrumentation. I. Students majoring in Engineering Physics are required to complete the following curriculum. 202

A. Fulfillment of the General Education Curriculum requirement. For further information, consult pp. 42ff. of this Catalog and the Dean of the College of Science. N.B. Students who entered before Fall, 1980, may fulfill the GEC requirements by following the provisions of the former Core Curriculum published in the 1979-80 Catalog (pp. 61-62) and set out in this Catalog (p. 43).* Such students, in completing the major in Engineering Physics, automatically fulfill nine (9) units of the Core Curriculum Area III, Category A; the remaining three (3) units required of them in this area must all be taken in Category B. Core Curriculum Basic Skills required by the Engineering Department are English 5, Communication Arts 74 or 128, Mathe- matics 3a, and Computer Science 50a. B. Department requirements: 1. The lower division requirements are the same as the Pre-Engineering Program. 2. One course selected from: Physics 101a, 102a, 104,106. 3. One course selected from Physics 103,105,108,117. 4. Three (3) units selected from Physics 111a, 116a, 116b, 116c. 5. Fifteen (15) units selected with the written approval of the departmental chairperson from upper division courses in the College of Science.

II. Recommendations Recommended Electives: Engineering 100, Engineering Systems Design; Engineering 101, Fluid Dy- namics; Engineering 102, Heat Transfer; Mathematics 101a, Differential Equations; Physics 115a-b, Advanced Electronics; Computer Science 143, Linear Programming; Chemistry 3, Organic Chemistry.

III. Science Instrumentation Emphasis The curriculum is intended for students seeking careers emphasizing the design, utilization, servicing, and marketing of instrumentation used in modern scientific work. Although the curriculum is basically intended for those seeking immediate employment after graduation, proper choice of electives can serve to qualify the student applicant for graduate work. Consult your faculty advisor. REQUIRED COURSES Lower Division Upper Division Math. 3a-3b, 4a-4b, 12 (15) Phys. 103,104, 111a-b, 115a-b, Phys. 4a-b-c, 15, 16 (18) 116a-b (20) Chem. 1a-b, 5 (13) Chem. 161,162,163,164 (4) CS 50a (3) CS 140a, 149 (6) (49) (30)

*See also the guidelines for equivalencies and substitutions allowed towards the fulfillment of the GEC requirements. 203

GEC and Electives (49) Recommended electives: Physics 102ab, Physics 106, Chemistry 108ab, Business Administration 140, 145. IV. Energy Systems Emphasis For students pursuing careers in power generation and transmission engineering, including thermofluid, thermoelectric, plasma, and solar technologies. REQUIRED COURSES Lower Division Upper Division Mathematics 3a-b,4a-b (12) Mathematics 101a ( 3) Chemistry 1a-b (10) Physics 102a-b, 103,105 (12) Physics 4a-b-c, 15 or 16 (15) Engineering 100,101,102,103 (12) Engineering 16,17,18 (12) (27) Computer Science 50a ( 3) English 5 ( 3) Communication Arts 74 or 128 ( 3) (55) GEC and Electives (46) V. Environmental Systems Emphasis For students intending graduate studies and careers in environmental science or engineering fields such as pollution control, environmental hazards, arti- ficial environments, etc. REQUIREMENTS Lower Division Upper Division Mathematics 3a-3b, 4a, 12 (12) Mathematics 101a (3) Chemistry 1a-b, 3 (13) Chemistry 125 (3) Biology 3, 6 (7) Biology 109,119, or 126 (6) Physics 4a-b-c, 15 or 16 (15) Physics 106 ( 3) Computer Science 50a ( 3) Natural Science 100 ( 3) English 5 ( 3) Engineering 100,101,102 _(9) Communication Arts 74 or 128 (3) (27) (56)

GEC and Electives (42) COURSES OF INSTRUCTION IN ENGINEERING 1. Descriptive Geometry (3) Principles of orthogonal projective geometry applied to civil engineering. Vector diagrams and static equilibrium. 2. Graphical Mathematics (2) Prerequisite: Mathematics 3a. Data plotting, curve fitting, and elementary empirical equations. Introduction to functional scales and nomography. 204

13. Geology for Engineers (3) A study of fundamental geologic processes and the surface and subsurface features of the earth's crust; emphasis on the earth's materials, structures, sedimentation, subsurface movements, and maps as applied to engineering problems. 14. Structural Statics (3) Prerequisites: Physics 4a concurrently. Vector analysis of determinate structures. Internal forces in trusses, cables, and beams. Virtual work and stability. Introduction to stress analysis. 16. Dynamics (3) Prerequisites: Physics 4a or Engineering 14. Dynamic analysis of mechanisms and elementary machines. Introduction to mechanical vibrations. 17. Mechanical Properties of Materials (3) Prerequisite: Sophomore standing. Survey of metals, ceramics, and polymers used in structures and machines. Relation of atomic and molecular structure to mechanical strength, thermal properties, and corrosion resistance. Laboratory exercises and demonstrations. 18. Computer Applications in Engineering (3) Prerequisite: Sophomore standing. Review of programming in a scientific language. Computer programs are written for use in engineering and scientific systems. Topics include subroutine usage, numerical methods, and analysis and design. 100. Engineering Systems Design (3) Prerequisites: Upper division standing, majoring in Engineering, Science or Applied Science and Business. Computer-oriented approach to optimal location of facilities; routing of roads, pipelines, and power lines. Effects of environmental and economic constraints. Simulation of dynamic systems. Elementary theory of stability and control. 101. Fluid Dynamics (3) Prerequisites: Physics 4b, Mathematics 4b. Dynamics of fluid flow in closed conduits, hydraulic devices, and open channels. Effects of viscosity, turbulence, compressibil- ity, and multiple phases. 102. Heat and Mass Transfer (3) Prerequisite: Engineering 101. Conductive, radiative, and convective transport processes. Evaporation, condensation, and diffusion. Heat exchanges; combined heat and mass transfer systems. 103. Energy Conversion Systems (3) Prerequisite: Physics 4c. Conversion of energy from primary thermal, chemical, solar, and atmospheric sources to electrical and mechanical form. The technology of industrial and domestic conversion systems. 104. Introductory Science of Materials (3) Prerequisite: Physics 4c and Chemistry la, or consent of instructor. Geometry of perfect crystals, imperfections in crystals, diffusion, dislocation, metallic solutions and compounds, electronic states in solids, and the physical properties of semiconductors. 205

Mathematics

Administrative Office: Harney 220 (Phone: 666-6530)

MILLIANNE LEHMANN GEORGE D. SULLIVAN Chairperson and Assistant Professor Associate Professor JOHN H. THOMAS EDWARD J. FARRELL Assistant Professor Professor DAVID J. WALSH, S.J. ALLAN B. CRUSE Assistant Professor Professor ROBERT A. WOLF JAMES K. FINCH' Assistant Professor Associate Professor DANIEL GALLIN Associate Professor

Mathematics Major The major in mathematics requires the completion of the following curriculum and has, for high school prerequisites, four years of high school mathematics, which must include the equivalent of two years of algebra and the basic elements of plane geometry and trigonometry. I. Requirement for the mathematics major. A. Fulfillment of the General Education Curriculum requirement. For further information, consult pp. 42ff. of this Catalog and the Dean of the College of Science. N.B. Students who entered USF before Fall, 1980, may fulfill the GEC requirements be following the provisions of the former Core Curriculum, published in the 1979-80 Catalog (61-62) and set out in this Catalog (p. 43). * Such students, in completing the major in Mathematics of Biomathematics, automatically fulfill nine (9) units of the Core Curriculum Area III, Category A; the remaining three (3) units required of them must all be taken in Category B. Core Curriculum Basic Skills required by the Mathematics or Biomathematics Department are English 5 and English 13, Com- munication Arts 74 or 128, and Computer Science 51a. Any introductory programming course may be substituted for CS 51a with the permission of the Department Chairperson. B. Thirty-nine (39) units in mathematics: 1. Mathematics 3a-3b, 4a-4b, 10,15 with grades of C (2.0) or higher.

*See also the guidelines for equivalencies and substitutions allowed towards the fulfillment of the GEC requirements. 206

2. Twenty-one (21) additional upper division units in mathematics. With the permission of the Mathematics Department Chairperson, three of these units may be taken in another department in which mathematics is applied. II. Recommendations for the mathematics major. A. Computer Science 50a or 51a. B. For students intending to pursue graduate studies in mathematics, Math. 103 and 115, as well as a thorough grounding in German, Russian, or French, are strongly recommended. C. The Mathematics Department recommends that its majors acquire as broad a background as possible in an area in which mathematics is applied, such as physics, chemistry, computer science, biology, economics, or business. D. Majors who intend to pursue a California Teaching Credential program should contact the credential advisor in the School of Education. III. Suggested Schedule Freshman Year First Semester Mathematics 3a, 10 Second Semester Mathematics 3b Sophomore Year First Semester Mathematics 4a, 15 Second Semester Mathematics 4b The seven elective courses in mathematics should be scheduled with the consultation and approval of a mathematics advisor. The Biomathematics Major (including pre-medical preparation) The Biomathematics Major is designed to provide the student with a strong background in the application of mathematics in the biological sciences. The program prepares the student for professional training in medicine, dentistry, veterinary medicine, pharmacy, and for all areas of graduate study in the biological sciences, including biostatistics. For further information concerning the Biomathematics major please contact the chairperson of the Mathematics Department. The Mathematics Minor For students minoring in mathematics, the Department requires the following course of study: Mathematics 3a, 3b, 4a, 10, and two upper division courses in mathematics.

COURSES IN MATHEMATICS D. Intermediate Algebra (3) Prerequisite: One year of high school algebra. Linear and quadratic equations; determinants; ratio, proportion, and variation; progressions; inequalities; Binomial Theorem. 207

2. Precalculus (3) Prerequisites: Two years of high school algebra or Mathematics D. Polynomial functions; Factor and Remainder Theorems; complex roots; exponential, logarithmic, and trigonometric functions; co-ordinate geometry. 3a. Analytic Geometry and Calculus, First Course (3) Prerequisites: Three and one-half years of high school mathematics or Mathematics 2. Mathematics 3r should be attended concurrently. Differentiation of algebraic and trigonometric functions; related rates, optimization, and other applications. 3r. Problem Course with Mathematics 3a (0) A supervised problem session accompanying Mathematics 3a. 3b. Analytic Geometry and Calculus, Second Course (3) Prerequisite: Mathematics 3a. Math. 3s should be attended concurrently. Integration; logarithmic, exponential, and inverse trigonometric functions; arc length, volume, and other applications. 3s. Problem Course with Mathematics 3b (0) A supervised problem session accompanying Mathematics 3b. 4a. Analytic Geometry and Calculus, Third Course (3) Prerequisite: Mathematics 3b. Math. 4r should be attended concurrently. Parametric curves; second degree curves; vectors, vector functions and derivatives; lines, planes and surfaces; partial derivatives; optimization. 4r. Problem Course with Mathematics 4a (0) A supervised problem session accompanying Mathematics 4a. 4b. Analytic Geometry and Calculus, Fourth Course (3) Prerequisite: Math. 4a; Math. 4s should be attended concurrently. Infinite series; multiple integrals; line and surface integrals; Stokes' and Divergence Theorems; applications. 4s. Problem Course with Mathematics 4b (0) A supervised problem session accompanying Mathematics 4b. 7. Great Ideas in Mathematics (3) Prerequisites: Two years of high school mathematics. A survey for non-mathematics majors. Topics chosen from algebra, number theory, geometry, logic, probability, and calculus. 8. Finite Mathematics (3) Prerequisites: Two years of high school algebra or Mathematics D. Probability theory and applications; introductions to linear systems and linear programming; vectors and matrices. 9. Basic Calculus (3) Prerequisites: Two years of high school algebra or Mathematics D. Introduction to differential and integral calculus; applications to problems in business and economics. 10. Elementary Linear Algebra (3) Prerequisites: Three years of high school mathematics. Systems of linear equations; 208 matrix algebra; determinants; vectors and linear independence; applications in engineering, business, and the sciences. 12. Elementary Statistics (3) Prerequisites: Two years of high school algebra or Mathematics D. Descriptive statistics; probability; sampling; confidence intervals; hypothesis testing; correlation. 13. Fundamental Concepts of Mathematical Logic (3) Prerequisites: Two years of high school mathematics. A study of the logical principles underlying mathematical reasoning; connectives, quantifiers, identity and descriptions; validity and provability. 15. Fundamental Concepts of Algebra (3) Prerequisite: Math. 3b, or consent of the instructor. The integers: mathematical induction, divisibility and factorization, order. Rational, real, and complex numbers; theory of polynomials. (This course fulfills upper division requirement for majors.) 100. Advanced Linear Algebra (3) Prerequisite: Math. 10, or consent of the instructor. Vector spaces, coordinate bases, inner products, linear transformations, eigenvalues, similarity, canonical form. 101a. Differential Equations I (3) Prerequisite: Math. 4b. First order and linear differential equations, numerical solutions; Laplace transforms; existence theorems. 101b. Differential Equations II (3) Prerequisite: Math. 101a. Systems of differential equations; partial differential equations; Fourier series; Legendre and Bessel equations. 103. Mathematics Analysis (3) Prerequisite: Mathematics 4b. Theoretical foundations of calculus: the real number system; limits and continuity, topology of Euclidean spaces; the derivative and Riemann integral. 104. Complex Variables (3) Corequisite: Mathematics 4b. Integration and differentiation of functions of a complex variable; Laurent series; conformal mapping; Residue and Cauchy's Theorems. 105. Advanced Calculus (3) Prerequisites: Mathematics 4b, 10. Advanced topics in multivariable calculus, vector analysis, series, and calculus of variations. 106. Foundations of Mathematics (3) Prerequisite: Math. 15. Informal set theory; construction of the natural and real numbers; order types; cardinal and ordinal numbers; transfinite arithmetic; axiom of choice and Zorn's Lemma. 109. Graph Theory (3) Prerequisite: Math. 3b. Graphs; circuits, trees; maps; networks; traversibility; pla- narity; colorability; applications. 110. Linear Optimization (3) Prerequisite: Math. 10. Theory of linear programming; simplex algorithm; principle of duality; integer programming. 209

112a. Mathematical Statistics I (3) Prerequisite: Math. 4a. Probability; discrete and continuous random variables; mathematical expectation; probability distributions; Central Limit Theorem. 112b. Mathematical Statistics II (3) Prerequisites: Math. 4b, 112a. Estimation of population parameters; Bayesian methods; tests of hypotheses; regression; analysis of variance; nonparametric methods. 113. Theory of Numbers (3) Prerequisites: Math. 115a. Congruences and quadratic reciprocity; number theoretic functions; Diophantine equations; continued fractions; distribution of the primes. 115. Modern Algebra (3) Prerequisite: Math. 15. A survey of the theory of groups, rings, fields; the algebra of classes; ideals; algebraic number fields; Galois Theory. 116. Fundamental Concepts of Geometry (3) Prerequisites: Four years of high school mathematics. Examination of Euclid's Ele- ments and the parallel postulate; elementary non-Euclidean geometry; axiom systems and the foundations of geometry. 117. Differential Geometry (3) Prerequisite: Mathematics 4b. Classical differential geometry of curves and surfaces: curvature, the bending of surfaces, shortest paths in a surface, tensors in geometry and physics. 118. Biomathematics (3) Prerequisites: Mathematics 4b, 10. A survey of mathematical applications to the biological sciences. 119. Selected Topics in Mathematics (3) This course treats topics not covered in other mathematics courses but of interest to current faculty and students. 199. Directed Reading and Research (1-3) The written permission of the instructor, chairperson of the department, and the dean is required.

Natural Sciences

Administrative Office: Harney 101 (Phone: 666-6155)

PHILLIP S. APPLEBAUM Faculty Member in Charge The Natural Sciences Interdisciplinary course work, because of its scope and content, falls outside the usual offerings of the departments of the College of Science. Courses are contributed to the program by science faculty and are open to all students regardless of their major. 210

COURSES IN NATURAL SCIENCES

1. Introduction to Physical Science (3) Models of the solar system, force, motion, mechanical energy, heat, kinetic theory, electricity, and magnetism. Appropriate aspects of the Einstein Revolution. 2. Contemporary Physical Science (3) Matter and change, a coherent development of the quantum theory atomic structure and chemical phenomena, including inorganic and organic topics. 3. Introductory Astronomy I (3) A review of man's changing concept of the universe; the work of astronomers and their impact upon our present culture; the nature of the celestial radiation, the atom, and the cosmic forces; the origin of the earth and life. 4. Introductory Astronomy (3) A review of the evolving picture of our galaxy, its stellar and gas-dust composition; the evolution of the stars and the galaxies; the nature of the pulsars, quasars, and black holes; the expansion and evolution of the universe. 5. The Changing Earth (3) A geologic study of the earth's composition, the processes that modify and shape the earth's crust, and the historical development of the earth's surface and lifeforms. 6. General Earth Science (3) An introduction to the physical features of planet earth within the earth-sea-air and solar systems, as studied within the disciplines of astronomy, meteorology, geology, oceanography, and related geosciences. 7. Environment and Man (3) Prerequisite: Permission of instructor or one year college science. An introduction to environmental systems which involve geoscience and ecoscience. Contemporary human problems and possible solutions are discussed. Among these problems are those related to conservation of natural resources, natural disasters, health issues, pollution and the like. 10. Intelligent Life in the Universe (2) How scientists and philosophers view the prospects of discovering intelligent life on other worlds. The techniques of search strategy leading to communication with advanced societies and the profound consequences for our civilization. 121. Energy: Principles and Prospects (3) Prerequisite: Two semesters of introductory science courses, or consent of instructor. An examination of this country's energy needs and present and future ways of meeting those needs while preserving the environment. Topics will include earth's fossil fuel reserves, the pros and cons of nuclear power, and alternative energy sources. 123. Weather and Climate (3) A study of the physical features of the atmosphere and the climatic regions of the world; effect of climate on the earth's natural features. 211

124. Natural Environment of the San Francisco Bay Region (3) A survey of the natural features of the San Francisco Bay area and their interrelationships with mankind as well as with one another. 150. Paleontology (3) An introduction to the study of past life on the earth as recorded in the fossil record; emphasis will be on principles and relevance to geology and other fields of knowledge. Same as Biology 150. Physics Administrative Office: Harney 101 (Phone: 666-6155) PHILLIP S. APPLEBAUM JAMES N. HAAG Chairperson and Professor Assistant Professor EDWARD BUEL J. CLIFTON ALBERGOTTI Assistant Professor Professor RICHARD A. OSWALD EUGENE V. BENTON Assistant Professor Professor The Department of Physics offers four curricula leading to the degree of Bachelor of Science: 1) the major in physics; 2) the major in biophysics (including pre-medical preparation); 3) the major in electronics physics; and 4) the major in engineering physics.

Physics Major The major in physics provides a thorough foundation in classical and modern physics in both its experimental and theoretical aspects. The program is designed for students planning careers in applied science and as preparation for graduate study in physics, astronomy, engineering, and related fields. I. Students majoring in Physics are required to complete the following curriculum. A. Fulfillment of the University Core Curriculum requirement. For further information, consult pp. 42ff. of this Catalog and the Dean of the College of Science. N.B. Students who entered USF before Fall, 1980, may fulfill the GEC requirements by following the provisions of the former Core Curriculum, published in the 1979-80 Catalog (pp. 61-62) and set out in this Catalog (pp. 43).* Such students, by completing the major in Physics, automatically fulfill nine (9) units of the Core Curriculum Area III, Category A; the remaining three (3) units required of them in this area must all be taken in Category B. The Core Curriculum Basic Skills required by the Physics Department are English 5, Communication Arts 74 or 128, Mathematics 3a, and Computer Science 50a.

*See also the guidelines for equivalencies and substitutions allowed towards the fulfillment of the GEC requirements. 212

B. Department requirements—Thirty-nine (39) units in Physics. 1. Physics4a-4b-4c, 15, 101a, 102a-102b, 103,111a. 2. Nine (9) additional upper division units in physics selected with the approval of a departmental advisor. C. Required Supporting Courses 1. Math 3a-3b, 4a-4b, 101a. 2. Chemistry la. 3. Computer Science 50a. II. Recommendations. A. Physics 104, Optics; Physics 105, Statistical and Thermal Physics; Physics 106, Acoustics; Physics 107, Quantum Mechanics; Physics 108, Nuclear Physics; Physics 114a, Mathematical Methods; Physics 117, Solid State Physics; Mathematics 101b, Differential Equations; Mathematics 104, Complex Variable; Computer Science 140a, Advanced Fortran. B. Students preparing for graduate study are recommended to take a year of French, German, or Russian. III. Atomic and Optical Physics Emphasis For students pursuing careers in the field of spectroscopy, lasers, plasmas, and related technologies. Required Courses Lower Division Upper Division Mathematics 3a-b, 4a-b (12) Mathematics 101a ( 3) Chemistry la-b (10) Physics 102a-b, 103,104,105, Physics 4a-b-c, 15 or 16 (15) 107,111a,117 (24) Computer Science 50a ( 3) (27) Writing ( 3) Communication Arts 74 or 128 _(3) (46) Core and Electives (55) 213

IV. Planetary Physics Emphasis For students intending graduate study and careers in geoscience, atmospheric sciences, oceanography, or astrophysics. Required Courses Lower Division Upper Division Mathematics 3a-b, 4a-b (12) Mathematics 101a ( 3) Chemistry 1a-b (10) Physics 101a-b, 103,102a-b, Physics 4a-b-c, 15 or 16 (15) 104,111a (21) Computer Science 50a ( 3) Engineering 101,102 ( 6) Natural Science 3 ( 3) Natural Science 123,131a _(6) Writing ( 3) (36) Communication Arts 74 or 128 _(3) 49 Core and Electives (45)

Biophysics Major (including pre-medical preparation) The major in Biophysics is designed for students who are interested in applying knowledge of physics to biological and medical problems. The program provides a solid foundation in physics, biology, and chemistry. It is appropriate for students who desire a diverse background in the natural sciences and as preparation for graduate study in biophysics, biological and medical instrumentation, bioengineer- ing, nuclear medicine, and radiology. Additional courses required for entry into most medical schools are also indicated. I. Students majoring in Biophysics are required to complete the following curriculum. A. Fulfillment of the General Education Curriculum requirement. For further information, consult pp. 43ff. of this Catalog and the Dean of the College of Science. N.B. Students who entered USF before Fall, 1980, may fulfill the GEC requirements by following the provisions of the former Core Curriculum, published in the 1979-80 Catalog (pp. 61-62) and set out in this Catalog (p. 43).* Such students, by completing the major in Biophysics automatically fulfill nine (9) units of the Core Curriculum Area III, Category A; the remaining three (3) units required of them in this area must all be taken in Category B. The Core Curriculum Basic Skills required by the Biophysics Department are English 5, Communication Arts 74 or 128, Mathematics 4a, and Computer Science 50a.

*See also the guidelines for equivalencies and substitutions allowed towards the fulfillment of the GEC requirements. 214

B. Department requirements. 1. Physics 4a-b-c, Biology 2a-b-c, Mathematics 4a-b, Mathematics 4a-b. 2. One course selected from Physics 101a, 102a, 104,106. 3. One course selected from Physics 103,105,107,108,117. 4. Three (3) units selected from Physics 111a, 116a, 116b, 116c. 5. Chemistry la-lb. 6. Chemistry 3 (pre-meds take Chemistry 9,10a). 7. Computer Science 50a. 8. Fifteen (15) units selected with the approval of a departmental advisor from upper division courses in biology and physics, or from other appropriate courses in the College of Science. Pre-medical preparation should include Physics 100, Medical Physics; Biology 100, Embryology; Biology 110, Genetics; Chemistry 10b, Organic Chemistry. II. Recommendations. Recommended Electives: Chemistry 5, Quantitative Analysis; Mathematics 10, Linear Algebra; Physics 15, Electronics; Physics 16, Electronic Instrumen- tation; Mathematics 101a-b, Differential Equations; Mathematics 118, Biomathematics; Chemistry 102a-b-c, Biochemistry; Chemistry 108a-b-c, Physical Chemistry.

Electronics Physics Major The Electronics Physics major is designed to prepare students for careers in the electronics or communications industries, or for graduate study in the area of electronics or electrical engineering. I. Students majoring in Electronics Physics are required to complete the following curriculum. A. Fulfillment of the General Education Curriculum requirement. For further information, consult pp. 43ff. of this Catalog and the Dean of the College of Science. N.B. Students who entered USF before Fall, 1980, may fulfill the GEC requirements by following the provisions of the former Core Curriculum, published in the 1979-80 Catalog (pp. 61-62) and set out in this Catalog (pp. 43).* Such students, by completing the major in Electronics Physics automatically fulfill nine (9) units of the Core Curriculum Area III, Category A; the remaining three (3) units required of them in this area must all be taken in Category B. The Core Curriculum Basic Skills required by the Physics Department are English 5, Communication Arts 74 or 128, Mathe- matics 3a, and Computer Science 50a.

*See also the guidelines for equivalencies and substitutions allowed towards the fulfillment of the GEC requirements. 215

B. Department requirements. 1. Physics 4a-4b-4c, 15,102a-102b, 115a-115b, 116a-116b-116c, 117. 2. Six (6) additional upper division units in physics selected with the approval of a departmental advisor. 3. Mathematics 3a-3b, 4a-4b, Math. 101a. II. Recommendations. Recommended Electives: Physics 103, Atomic and Molecular Physics; Physics 111a, Upper Division Laboratory; Physics 104, Optics; Mathematics 101b, Differential Equations. Minor in Physics The minor in physics requires completion of 18 units of physics, including Physics 4a-b-c, General Physics, and six (6) units of upper division physics, excluding Physics 120. California Teaching Credential Majors who intend to pursue a California Teaching Credential program should, by the end of the freshman year: 1) contact the special faculty advisor within the Department who is responsible for teaching credential candidates; 2) contact the Credential Analyst in the School of Education to enroll in the credential program. Major in Engineering Physics Honors Program Departmental students with an overall gradepoint average of 3.0 or better and a gradepoint average of 3.2 or better in courses offered by the Physics Department may participate in the Honors Program. Under this program, the student completes an individual research project and submits a written report on it to the department chairperson in addition to fulfilling the requirements of the major. Normally, honor projects are performed under faculty direction in Physics 120 (Special Study for Advanced Undergraduates). However, in special circumstances and with the approval of the chairperson of the Department, the requirement may be fulfilled by summer or intersession employment relating to physics. Successful completion of the Honors Program will be noted on the student's transcript.

COURSES IN PHYSICS 2a-2b. General Physics (4-4) Prerequisites: (a) either high-school physics or chemistry; (b) one and one-half years of high school algebra; (c) trigonometry. Calculus is not required. Mechanics, properties of matter, heat, electricity and magnetism, sound and light. Three lectures and one laboratory period weekly. 4a-4b-4c. General Physics (4-4-4) The fundamental sequence of physics for students taking Mathematics 3b-4a-4b. Analytic Geometry and Calculus concurrently. Designed to meet the needs of the students whose major is physics, biophysics, chemistry, mathematics, computer 216

science, or engineering. Mechanics, properties of matter, wave motion, thermodynamics, electricity and magnetism, optics, relativity, quantum theory. Three lectures and one laboratory period weekly. 11. Conceptual Foundations of Physics (3) An introduction, designed for the non-science major, to the fundamental structure and behavior of matter and energy, with emphasis on the intellectual and aesthetic insights of physics into the nature of the universe. Three lectures per week. 15. Fundamental Electronics (3) Prerequisite: Physics 4b or 2a, b. Elementary analysis of electronic devices and circuits. Two lectures and one laboratory period weekly. 16. Electronic Instrumentation (3) An introduction to the use of integrated circuits in electronic instrumentation. Intended for anyone interested in using electronic devices for measurement and analysis of data. No prior knowledge of electronics is assumed. 100. Introduction to Medical Physics (3) Prerequisite: Lower division physics (e.g., Physics 2a-2b). A broad introduction to those aspects of medical physics of special value for biology, medicine, or medical technology. lOla-lOlb. Analytical Mechanics (3-3) A mathematical presentation of the fundamental principles of classical kinematics and dynamics. Topics covered include Newtonian mechanics, Hamilton's principle, La Grangian mechanics, particle dynamics, vibrating systems, and rigid body motion. 102a-102b. Electricity and Magnetism (3-3) First semester; scalor and vector potential theory, stationary electric and magnetic fields, dieletric and magnetic properties of isotropic media. Second semester: Max- well's equations and propagation of plane electromagnetic waves in dielectrics, metals and plasmas. Waveguides, dipole radiation, and antenna arrays; relativistic electrodynamics. 103. Atomic and Molecular Physics (3) Elementary quantum mechanics, selection rules for atomic transitions, atomic spectra, vibrational and rotational molecular spectra, x-rays and solids. 104. Optics (3) (1) A study of geometrical optics in a form suitable for computer calculations; (2) physical optics; polarization, multiple-layer dielectric films, etc. 105. Statistical and Thermal Physics (3) Basic concepts of statistical mechanics, leading to macroscopic thermodynamics and its applications. 106. Acoustics (3) Corequisite: Physics 101a or Math. 101a. Accoustical properties of materials and transducers. Introduction to ultrasonic technology and acoustical imaging. 107. Quantum Mechanics (3) Conceptual and experimental foundations leading to the mathematical formulation of quantum theory and its applications. 217

108. Nuclear Physics (3) Prerequisite: Physics 103. Radioactive decay, interaction of charged particles with matter, nuclear energy levels, nuclear structure, high energy physics, nuclear reactions. llla-lllb. Upper Division Laboratory (3-3) Prerequisite: completion of or concurrent registration in Physics 103. First semester: selected experiments from atomic physics, special relativity, measurement of fundamental constants and scintillation spectrometry. Second semester: selected experiments from nuclear physics and optics. Two afternoons per week. 114. Methods of Mathematical Physics (3) A study of selected topics emphasizing the application of mathematical techniques to physical problems. 115a-115b. Advanced Electronics (3-3) Prerequisite: Physics 15. 115a—Advanced analysis of electronic devices and circuits. 115b—Linear analysis of circuits and waveforms. 116a-116b-116c. Electronics Laboratory (1-1-1) Prerequisite: Physics 15. Advanced electronics experimentation and design. 117. Solid State Physics (3) Thermal properties of solids, x-ray diffraction, free-electron model, band theory of solids, semiconductors. 120. Special Study for Advanced Undergraduates (1-3) With the written consent of the instructor and the department chairperson, it is possible for a student to undertake special study (of various forms and credit values) in experimental or theoretical physics.

Pre-Professional Health Course Work Students planning to pursue medical, dental, pharmacy, veterinary, or allied health programs after graduation should note carefully the general and specific information that follows. A student graduating from USF will have an academic major as determined by the academic department listed in this Catalog. Within a major, a student may follow a pre-medical or other curriculum (designed program of courses) which will meet the University and departmental requirements of that major. Hence, a student may be a "pre-med," for example, within any major in the College of Science or, for that matter, any major in the College of Liberal Arts. In other words, a "pre-med" is fulfilling specific course work required or recommended by medical schools while completing an academic major. It is important that the major be selected as the framework for a specific curriculum. That major should reflect a student's general interest and curiosity in addition to offering alternate career possibilities should a student decide not to pursue a health career or be unable to be accepted into a particular program. All majors in the Colleges of Liberal Arts and Science have sufficient program flexibility for students to fulfill course requirements for a professional health program. The following courses are normally the minimal requirements. However, it is 218

important that each student study the catalogs of professional health schools for any variance in requirements. The science course requirements for medical (including podiatry), dental, pharmacy, and veterinary school, and almost all allied health programs vary little for the lower division courses: 1. General Biology (including vertebrate zoology), two semesters, lecture/lab. 2. General Chemistry, two semesters, lecture/lab. 3. General Physics, two semesters, lecture/lab. 4. Organic Chemistry, two semesters, lecture/lab. 219

5. Calculus, two semesters (not always required but strongly recommended by most schools). Other lower division courses such as quantitative chemistry (Chemistry 5 at USF) is required for a few medical schools, required of pharmacy schools, and highly recommended, if not required, by veterinary schools. Quantitative Chemistry is a prerequisite for the two semester sequence of biochemistry, and a necessity for students desiring a strong background in biochemistry for research opportunities. Upper division science courses are required in the following general pattern: 1. Genetics, one semester—medical, veterinary schools; highly recommended, if not required, for pharmacy school, and highly recommended for dental school. 2. Embryology, one semester—medical, pharmacy (varies), and veterinary school; highly recommended for dental school. 3. Biochemistry, highly recommended, if not required.

General Course Work for a Pre-Professional Health Curriculum at USF Freshman Fall Spring Biology la (5) Biology lb (5) Chemistry la (5) Chemistry lb (5) Math. 3a* (3) Math. 3b* (3) Sophomore Organic Chemistry1 (3-6) Organic Chemistry1 (3) Physics 2a (4) Physics 2b (4) Chemistry 52 (Quantitative Chemistry) (4) Junior Biology 110 (Genetics) (3) Biology 107* (cell physiology) (3) Biochemistry3 (3) Biochemistry3 (3)

Senior Biology 100 (Embryology) (4)

* Recommended elective. 1. The minimum organic chemistry should be Chem. 3 and Chem. 9. A thorough background would be Chem. 10a, 10b, and 9. 2. Quantitative chemistry is required only by a very few medical schools but is always required for pharmacy, veterinary, medical technology, or graduate study in quantitative science. 3. The minimum biochemistry course is Chem. 125. A stronger background would be Chem. 102a, 102b. 220

RESEARCH AND SUPPORT SERVICES

The Institute of Chemical Biology

Administrative Office: Harney 439 (Phone: 666-6415)

ARTHUR FURST, Director CARLOS HILADO, Director, Fire Safety Center The Institute of Chemical Biology was founded in 1961 and since that time, under the leadership of Dr. Arthur Furst, the director and founder, it has gained world wide recognition for its research programs. Located in the Harney Science Center, the ICB is equipped with modern scientific instruments and animal laboratories and is involved in cancer research, drug studies, and various aspects of toxicology in general, especially those of heavy metals. The University's Fire Safety Center was established in 1975 as part of the Institute of Chemical Biology to study the effects of toxic gases emitted from combustible materials. From an engineering standpoint, scientists explore fire conditions, the spread of fire and smoke, and gases produced from fire and smoke. Research conducted in the Center leads toward developing fire specifications for human safety, from materials used in aircraft to those used in home furnishings.

Physics Research Associated with the Physics Department is Physics Research, a group of faculty and research scientists engaged in research funded by agencies outside the University. Their major activity involves study of heavy nuclear particle tracks in solids and applying their properties to heavy particle detection. Plastic particle detectors designed, constructed, and analyzed at USF have flown on all the NASA Apollo and Skylab missions, and most recently as one of the US experiments on the Soviet recoverable biosatellite, Cosmos 936. USF's detectors are also used in medical physics experiments in which heavy nuclear particles are used for radiography. Physics Research has extensive laboratory facilities at USF and also makes use of particle accelerators at the University of California, Berkeley. Physics Research provides opportunities for student involvement in research and its staff scientists sometimes teach courses and generally interact with students, enriching our programs by their presence in the Department.

California Academy of Sciences A mutual agreement between the California Academy of Sciences and the Universi- ty of San Francisco permits students of the biological sciences at the University to utilize the educational resources of the Academy under the supervision of the Academy scientists. Members of the Academy may supervise research projects of graduate students and serve as faculty members of their committees. McLAREN COLLEGE OF BUSINESS ADMINISTRATION

Administration Faculty Educational Programs Major Requirements Courses of Instruction Rehabilitation Administration 7 222 McLaren College of Business Administration

Administrative Office: Campion Hall C-6 (Phone: 666-6771)

BERNARD L. MARTIN KARL A. BOEDECKER Dean and Professor Associate Professor GREGORY ULFERTS LESTER GREENE Associate Dean and Associate Professor Associate Professor STEPHEN J. HUXLEY ROSE ANN M. BELLANCA Associate Professor Assistant Dean NICHOLAS IMPARATO RICHARD BABCOCK Associate Professor Professor HARVEY M. KAPLAN EAMONN BARRETT Associate Professor Professor LUCY CHAO LEE ANDREW C. BOSS, S.J. Associate Professor Professor Emeritus PAUL V. LORTON EDWARD G. NOLAN Associate Professor Professor MICHAEL R. MIDDLETON WILLIAM J. REGAN Associate Professor Professor L. WILLIAM MURRAY JOHN G. RHODE Associate Professor Program Director, Accounting, and Professor MARVIN M. OKANES Associate Professor EDWIN S. SHAPIRO Professor ANDRE SAN AUGUSTINE Associate Professor JOSEPH P. SIMINI Professor DANTE E. SANTOS Associate Professor HAROLD R. WALT Professor DAVID P. WEINER Associate Professor W. MICHAEL BECKER Associate Professor 223

ALEV M. EFENDIOGLU AVI RUSHINEK Assistant Professor Assistant Professor WILLIAM R. GARDNER DAVID G. SCALISE Assistant Professor Assistant Professor OREN HARARI JEROME E. SHEA Assistant Professor Assistant Professor ESTHERS. HUDES ROBERT A. STOCK Assistant Professor Assistant Professor EUGENE J. MUSCAT ROBERT G. SCHWARZ Assistant Professor Visiting Assistant Professor CLIFTON W. OHMAN RICHARD E. MULCAHY, S.J. Assistant Professor Adjunct Professor AUTERY PORTER RICHARD E. TWOHY, S.J. Assistant Professor Adjunct Professor

HISTORY AND GENERAL AIMS Throughout its long and distinguished existence the McLaren College of Business Administration, as it is now officially called, has educated students at the University of San Francisco and successfully prepared them for career opportunities in Califor- nia and, more recently, throughout the United States and the rest of the world. The present comprehensive undergraduate and graduate business curriculum has evolved from a four-year evening certificate program established in 1924. The bachelor of science degree was first awarded to graduates in 1935. In 1947, the College of Business Administration was established as a separate academic division. The American Association of Collegiate Schools of Business accredited the undergraduate business school in 1953. The MBA program was founded eleven years later in 1964. The aim of the McLaren College of Business Administration is to prepare the student for positions of leadership and responsibility in the business world or in other administrative environments. Because the demands of modern administration are constantly changing, students should develop the flexibility that comes from a broad education. The Jesuit tradition of developing a life-long awareness of social, religious, and moral values is cultivated through exposure to philosophy and theology courses. The faculty members of McLaren College are continually integrating into their courses the newer concepts and techniques generated from research not only in science, engineering, and technology, but also in philosophy, the behavioral sciences, and communication arts. The resulting synthesis of knowledge prepares the student for careers in business and many other areas. Since knowledge is necessary, but not alone sufficient, for long-run success in business, from the freshman year onwards attention is devoted to the identification, measurement, and development of effective values, attitudes, and administrative skills. 224

The City of San Francisco is the University's laboratory. The interrelation of City and University creates countless opportunities for students to relate the theory of the classroom to the realities of the market place. Leaders from industry, government, business, health, and other administrative associations, provide a dynamic environment to support all facets of a sound professional education for business. The Business Administration faculty at USF is vital to the quality and character of its activities. McLaren faculty come from nearly all walks of life. Many joined USF after pursuing successful business careers. They include industrial and social psychologists, lawyers, political scientists, accountants, and specialists in computer operations, mathematics, statistics, marketing, communications, education, and international trade. GOALS AND PRIORITIES 1. To provide undergraduate students with a broad base of knowledge for entering the world of business by giving them an understanding and appreciation for business and its social environment; by developing their analytical, creative, and decision-making abilities; by serving the whole person through a broad liberal arts education in addition to professionally oriented courses; by providing off-campus internships and work projects where appropriate—particularly for undergraduate students—so that they may have a meaningful laboratory in which to apply business-oriented concepts, techniques, and skills acquired in the classroom; and by encouraging student participation in meetings of professional societies on and off campus. 2. To insure that the undergraduate and graduate programs are appropriate to contemporary and future business practice. 3. To encourage continued faculty development. 4. To encourage faculty research to enhance teaching performance and effectiveness. 5. To encourage faculty participation in University, business, community, and government affairs, as well as professional organizations, at the national, regional, and local levels, and thereby meet the University goal of service to the community at large by resource sharing. REGULATIONS In addition to the General Regulations stated at the beginning of this Catalog, McLaren College of Business Administration applies the following regulations to all students enrolling in Business Administration courses and programs: A. Listed prerequisites for all business courses must be met before the course can be taken. B. No more than three credits of business statistics will be accepted as transfer credit by the McLaren College of Business Administration. Students who transfer with more than three credits on their record must pass a proficiency test given by the McLaren College of Business Administration before any additional credit will be granted. 225

C. Transfer students must complete 18 units of upper division business courses in the McLaren College of Business Administration. The remaining upper division business units required by the McLaren College of Business Administra- tion may be fulfilled through credit from other sources (other institutions, examination, or prior experiential learning) after a re-evaluation of those credits by the Dean's office. D. The McLaren College of Business Administration does not grant second undergraduate degrees. E. McLaren College of Business Administration students must have the prior written consent of the Dean before enrolling at another institution during any session. Normally, only three units of equivalent elective courses will be considered for transfer during any one session. Required business courses may not be transferred. If a course is being taught at USF during any session, it may not be taken at another institution during that session.

UNDERGRADUATE PROGRAMS The McLaren College of Business Administration offers three programs leading to the degree of Bachelor of Science in Business Administration: 1. General Business (providing generalized knowledge in Business Administra- tion). 2. Business Administration for the Accounting Specialist (providing training for those desiring careers in public accounting, industry, or government. Graduates of this program are eligible to sit for the California CPA Exam). 3. Business Administration with area of emphasis (providing generalized knowledge in Business Administration with 15 units of specialization in the chosen field area): Finance Marketing Industrial Relations Management Science International Business The faculty of the McLaren College of Business Administration is available to advise students, but the students are expected to use this Catalog and other information in planning their own course of study each semester. To this end, curriculum planners for each area of emphasis are available in the Dean's Office. Students are urged to use these in planning their four-year program.

I. Students majoring in Business Administration are required to complete the following curriculum: A. Fulfillment of the General Education Curriculum requirement. For further information, consult pp. 42ff. of this Catalog and the Dean of Business Administration. (N.B. Students who entered USF before Fall, 1980, may fulfill the GEC requirements by following the provisions of the former Core Curriculum, published in the 1979-80 Catalog (pp. 61-62) and set out in this 226

Catalog (pp. 43).* The Core Curriculum Basic Skills required by the College of Business Administration are English 5, Communication Arts 74, 76, or 128, BA 30, and Computer Science 40.) B. Department requirements—thirty-nine (39) units of Business Administration. 1. BA 1, 2, 4, 30, 31,118,140,151,158,168,190,192,194. 2. Minimum average grade of C (2.0) in Business core courses. C. Required Supporting Courses. (15 units for accounting specialist, 21 units for all others). 1. Three (3) additional units in English composition (English 6). 2. Economics 1, 2,101,102 (accounting specialists are not required to take EC 101,102). 3. Math 8, 9. D. Fulfillment of the Program and/or Area of emphasis Requirements: General Business students do not have any required major courses. The remainder of the units needed for graduation after fulfillment of A-C above are electives. A minimum average grade of C(2.0) must be maintained in all course work. Business administration for the Accounting Specialist students must take twenty-four additional units with a minimum average grade of C(2.0): BA 101 Intermediate Accounting I (3) BA 102 Intermediate Accounting II (3) BA 119 Legal Aspects of Business II (3) BA 181 Cost Accounting (3) BA 182 Auditing (3) BA 183 Federal Taxation (3) BA 189 Advanced Accounting Theory (3) plus one of the following: BA 187 Advanced Accounting—Consolidations (3) BA 188 Advanced Accounting—Special Topics (3) Accounting Specialists in the last full semester prior to graduation must take the American Institute of Certified Public Accountants—Level II (2 hours) Examination. Business Administration students with an optional area of emphasis must take 15 units from the courses listed below for their chosen area of emphasis with a minimum average grade of C (2.0) in that area. Within each area some courses are required, as indicated by an asterisk (*). Students choosing this program are limited to a maximum of two areas of emphasis in each of which at least 15 units must be taken without any unit counting for both. Under special circum-

*See also the guidelines for equivalencies and substitutions allowed towards the fulfillment of the GEC requirements. 227

stances and upon the advice of the faculty advisor and the consent of the Dean, the student may elect courses other than those specifically listed in the area of emphasis. Students entering this Business Administration program prior to July 1, 1978, should follow the guidelines of the 76-78 USF Catalog.

Areas of Emphasis Finance BA 101 Intermediate Accounting I (3) BA 102 Intermediate Accounting II (3) BA 119 Legal Aspects of Business II (3) BA 152 Investment Analysis (3) BA 153 Financial Institutions and Markets (3) BA 154 Thrift Institutions (3) BA 155 Commercial Banking (3) BA 156 Financial Management of Corporations (3) BA 178 International Financial Management (3) Econ. 151 Central Banking and Monetary Policy (3) Econ. 130 Public Finance (3)

Industrial Relations BA 161 Public Relations (3) BA 162 Personnel Management (3) BA 163 Negotiations, Mediation, and Arbitration of Collective Bargaining Agreements (3) BA 169 Fundamentals of Management (3) BA 191 Small Business Management (3) Econ. 164 Labor and Social Legislation (3) Econ. 165 History, Structure, and Policies of American Labor Unions (3) Econ. 140 Industrial Organization (3) Econ. 161 Labor Economics and Problems (3) Soc. 171 Social Change (3)

International Business *BA 171 International Business (3) BA 172 Legal Aspects of International Business (3) *BA 177 International Marketing Management (3) *BA 178 International Financial Management (3) BA 179 International Accounting and Taxation (3) Econ. 170a International Economics (3) 228

Marketing *BA 141 Marketing Research (3) BA 142 Principles and Problems of Advertising (3) BA 143 Consumer Behavior (3) *BA 144 Management of Promotion (3) BA 145 Principles of Sales (3) *BA 146 Marketing Problems (3) BA 159 Computerized Business Systems—Analysis and Design (3) BA 161 Public Relations (3) BA 174 Tourism (3) BA 175 Careers in Tourism and Special Interest Travel (3) BA 176 Hotel Management and Tourism (3) BA 177 International Marketing Management (3)

Management Science BA 134 Computer Models for Management (3) BA 135 Decision Analysis (3) *BA 136 Methods of Operations Research (3) BA 137 Applied Mathematical Programming (3) BA 138 Statistical Forecasting Techniques (3) BA 141 Marketing Research (3) BA 159 Computerized Business Systems—Analysis and Design (3) BA 181 Cost Accounting (3) *Econ. 123 Econometrics (3) CS 141a Introduction to Systems Analysis (3)

II. Recommended Schedule The McLaren College of Business Administration recommends the following schedule for all students in the freshman and sophomore years. For specific areas of emphasis and upper division course sequences, see curriculum planners available in the Dean's office.

FRESHMAN YEAR Fall Spring Engl. 1 3 Engl. 3 Math. 8 3 Math. 9 3 Econ. 1 3 Econ. 2 3 BA 4 or CA 74 3 BA 4 or CA 74 3 Core Curriculum/GEC 3 Core Curriculum/GEC 3 Elective _1 Elective 16 16 229

SOPHOMORE YEAR Fall Spring BA1 3 BA 2 3 BA 30 3 BA 31 3 CS 40 3 Core Curriculum/GEC 6 Core Curriculum/GEC 3 Electives _4 Electives _4 16 16

N.B. Electives—All courses indicated as elective should be selected from outside the field of business administration in any of the other undergraduate colleges.

MASTER IN BUSINESS ADMINISTRATION PROGRAM The pursuit of a Master in Business Administration degree is conducted in a laboratory environment consisting not only of the University, but of the entire business community from which students and faculty are drawn. In a broad sense, the teaching is done not only by the University faculty, but by all members of our community: employers, supervisors, fellow citizens, and by the students themselves, who are assembled from many lands, and represent many levels of experience and interest. The perspective of the MBA program, then, is one of a mature student embarked upon a serious and ambitious program of self-development. Objective The degree of Master of Business Administration is professional in nature. The objective of the program is to educate forward-looking managers for business, industry, and government. Admission Requirements The program is open to any qualified holder of a bachelor's degree from a recognized college or university, regardless of undergraduate major field of study. Since the program has limited enrollment, admission is highly competitive and only those students will be selected who can present evidence of their qualifications and potential to participate successfully in graduate-level studies. The Admissions Committee considers both the undergraduate grade point average (GPA) and the score on the Graduate Management Admissions Test (GMAT). The following guidelines are suggested for those who are considering applying to the program. The student should have a total of 950 or more based on the formula: 200 x the undergraduate GPA (4.0 system) + the GMAT score. Candidates who apply within one year of graduation from undergraduate school must score 1020 points or more. A GMAT score below 400 is unacceptable. Applicants from non-English speaking countries must also achieve a score of 550 or more on the Test of English as a Foreign Language (T.O.E.F.L.). This examina- 230

tion is generally given bimonthly in major cities worldwide; details are available from any U.S. Embassy or Information Office. Students must arrange to complete and forward the results of the T.O.E.F.L. examination to the University of San Francisco through Educational Testing Service, Princeton, New Jersey 08540, U.S.A., (609) 882-6601, or from the Educational Testing Service, Berkeley, California 94709, (415) 849-0950. Academic records of international students must be translated into English. The University of San Francisco admits qualified students of any race, color, and national or ethnic origin; it does not discriminate on the basis of handicap in admission or access to its programs.

Application Procedures To apply, the following items should be submitted: (1) a completed application form; (2) the score of the Graduate Management Admission Test; (3) two official transcripts of all college work; (4) other information as requested by the Admissions Committee. Eligible students may enter in the Fall, Spring, or Summer semester. Applicants should plan to take the GMAT examination at the earliest opportunity. The examinations are given four times a year, usually in January, March, July, and October. The closing date for registration to take a test is generally the 15th day of the preceding month, though late registration is sometimes possible at an extra charge. Test application forms may be obtained from Educational Testing Service, 1947 Center Street, Berkeley, California 94704, (415) 849-0950, or from the Educa- tional Testing Service, Box 966, Princeton, New Jersey 08541, (609) 883-8519.

Tuition and Fees 1. Application (non-refundable) $ 20.00 2. Tuition per unit $155.00 3. Graduation Fee $35.00 4. VITA's Binding Fee $ 25.00 5. Activity Fees $ 5.00

General Requirements Successful completion of the MBA requires course work in the basic disciplines, in the functional areas, and in integrative analyses. The structure of the program covers the common body of knowledge and breadth components as suggested by the American Assembly of Collegiate Schools of Business. Students may choose to generalize their education, concentrate on a selected, functional field, or participate in USF's unique VITA program. All courses are taken at the graduate level. The program can be completed in two calendar years on a full-time basis or three to four years on a part-time basis, depending upon the student's undergraduate preparation in business. 231

Program of Studies The Master of Business Administration program consists of four groupings: (A) foundation courses; (B) management core courses; (C) concentration options or free electives; (D) management policy courses. A. The Foundation Courses are designed to make certain that all applicants have a common background in concepts and skills used in subsequent courses and in business. Each applicant's undergraduate transcript will be evaluated to determine which foundation courses might be waived in lieu of equivalent undergraduate training. Since the faculty is interested in current proficiency in the subject, automatic waivers should not be anticipated. MBA 100 Graduate Survey in Accounting MBA 110 Quantitative Fundamentals for Business Decisions MBA 120 , Statistics for Business Decisions MBA 130 Computers and Management Information Systems MBA 140 Fundamentals of Management and Organizational Behavior MBA 150 Managerial Accounting MBA 160 Analysis of Microeconomic Decision Making MBA 170 Analysis of Macroeconomics: Theory and Policy Conditions for waiver: MBA 100 Applicant must have satisfactorily completed six undergraduate semester hours of accounting within a reasonable time. Students who have lost the use of accounting terminology and procedures should not accept this waiver without reviewing the material before starting the program. MBA 110 Applicant must have satisfactorily completed finite mathematics and basic calculus, or calculus. MBA 120 Waived by examination only. MBA 130 Applicant must have satisfactorily completed courses in computer and information systems. Some candidates may have knowledge from their work experience. MBA 140 Applicant must have satisfactorily completed three undergraduate semester hours of upper division management principles or organization behavior. MBA 150 Applicant must have satisfactorily completed three hours of upper division (intermediate) accounting within a reasonable time. MBA 160 Applicant must have satisfactorily completed three undergraduate semester hours of upper division (intermediate) microeconomics. MBA 170 Applicant must have satisfactorily completed three undergraduate semester hours of upper division (intermediate) macroeconomics. Satisfactory performance in undergraduate courses will be interpreted to mean a grade of B or better. All of the above courses may also be waived by examination if the MBA director agrees that a sufficient knowledge base exists to warrant taking the examination. Challenge examinations must be taken during the student's first year in the MBA program. 232

B. The Management Core is required of all candidates to insure the comprehen- siveness of the program, to introduce the functional areas of business at a sophisticated level, and to insure a conceptual framework for the analysis of business problems. MBA 201 Organization Behavior MBA 202 Management Science MBA 203 Managerial Finance MBA 204 Marketing Management MBA 205 Operations Management MBA 206 Managerial Environment (Students with undergraduate majors or concentrations in organizational behavior, finance, marketing, or management must choose substitute courses for MBA 201, MBA 203, MBA 204, respectively, from the advanced level (MBA 200-level) offerings. C. Concentration Options (three courses) are advanced level courses designed to give the student additional depth in one of the following areas: 1. Management:* MBA 210 Organization Theory (Required) MBA 211 Human Resources Management MBA 212 Organizational Research and Applications MBA 213 Entrepreneurs and Small Business Matters MBA 214 Managing the Multinational Firm Also: MBA 240 in the VITA Program 2. Finance and/or Banking:* MBA 220 Investment Management MBA 221 Financial Institutions and Markets MBA 222 Advanced Corporate Finance MBA 223 International Finance MBA 226 Thrift Institutions MBA 227 Commercial Bank Management 3. Marketing Management:* MBA 230 Consumer Behavior MBA 231 Marketing Research MBA 232 Legal Aspects of Marketing Management MBA 233 International Marketing 4. International Business MBA 214 Managing the Multinational Firm MBA 223 International Finance MBA 233 International Marketing In addition, students who substitute other courses for MBA 201, MBA 203, or MBA 204, must select ECON 280 Comparative Economic Systems. Others are encouraged, but not required, to take ECON 280.

* Concentration courses are illustrative only and will not all be offered in any given semester. 233

The INTERNATIONAL BUSINESS concentration, or major, is offered in recognition of the emergence of the world economy and the multinational enterprise, and of the need to train professional managers who can demonstrate competence in international commerce and finance. The IB concentration is cross-functional. It builds upon the traditional functional areas, such as management, finance, and marketing. The IB student who has not as yet established himself functionally through either academic or professional experience, is encouraged, but not required, to elect two additional courses in a functional area. This in effect constitutes a double concentration, and clearly identifies the student's functional expertise, be it in management, finance, or marketing. Students electing a double major will be required to take 13 courses (200-level) in their MBA program.

5. General: Students may elect to generalize their program by selecting three courses from any of the concentration options. Other specialized concentrations can also be arranged to fit the specific needs and interests of students who desire an individualized program.

6. The VITA Program: The VITA Program is a unique, award-winning approach to the M.B. A. The VITA Program pattern has the following required courses in addition to areas A, B, and D: MBA 210 Organization Theory MBA 240 Development Laboratory in Management Skills MBA 302a VITA Seminar MBA 302b VITA Report (One of the policy courses will be waived for VITA students.) The VITA Program was developed to help managers achieve improved mastery and integration of those values and attitudes, information and knowledge, techniques and skills, necessary for effective managerial performance. The specific purposes of VITA are to help students: become realistically aware of their professional assets and liabilities; integrate more fully the intellectual, emotional, and moral aspects of their personalities; improve their administrative abilities and skills in specific ways; to adopt a rational, goal-oriented, lifelong approach to their professional growth; and develop to their fullest potential in their chosen fields. For a more detailed description of the VITA Program consult the MBA Office.

D. Management Policy. These capstone courses attempt to integrate the program and must be taken by all students in their last two semesters. MBA 290 Management Decision Making MBA 291 The Manager in the World Economy 234

MASTER OF SCIENCE IN PERSONNEL The Master of Science in Personnel is designed for personnel professionals in any field, but particularly in law enforcement, the military, government, and hospital administration, who wish to improve and update their skills in such important areas as federal legislation and labor practices, the function of personnel within an organization, and sophisticated methods of interviewing, counseling, testing, and evaluation. A special feature of this program is that it allows the student to elect an area of emphasis in either Personnel Administration or Labor-Management Relations. The choice will be dictated by a person's current position and career objectives. The Labor-Management emphasis follows the traditional labor management philosophy, stressing the use of practitioners in the field of labor-management relations. A tripartite teaching approach exposes the student to the ideas and experience of labor and management officials as well as those of mediators and arbitrators. Faculty members are drawn from the College of Business Administration, Department of Psychology, and outstanding professionals currently engaged in practice in the field of labor-management relations. Admission Requirements, Application Procedures, Tuition and Fees, are identical with those in the Master of Business Administration Program. See preceding section.

Program of Studies The Master of Science in Personnel contains a mixture of preliminary courses which are subdivided into required and elective courses, depending on the choice of emphasis. The advanced courses are similarly divided into those required of all and those required by reason of the area of emphasis, namely, Personnel Administra- tion, or Labor-Management Relations.

A. Foundation Courses (Transcripts are reviewed individually for possible waivers.) 1. Courses common to all students: Econ. 161 Labor Economics and Problems MBA 120 Statistics for Business Decisions MBA 130 Computers and Management Information Systems MBA 150 Managerial Accounting MBA 160 Analysis of Microeconomic Decision Making 2. Students emphasizing Personnel Administration: Psych. 115 Psychological Testing Psych. 117 Interviewing Techniques 3. Students emphasizing Labor-Management Relations: BA 163 Negotiations, Mediation, and Arbitration of Collective Bar- gaining Agreements B A 164 Analysis of Past Labor Events and Practices 235

B. Advanced Courses Common to all Students MBA 201 Organizational Behavior MBA 204 Marketing Management MBA 210 Organization Theory MBA 215A Evaluation Techniques in Personnel (GC 203) MBA 216 Labor Market and Collective Bargaining (GC 212) MBA 211 Human Resources Management MBA 290 Management Decision Making C. Advanced Courses Depending on Emphasis I. Personal Administration 1. MBA 215B Training—Program Development and Evaluation (GC 204) MBA 219 Policy Issues in Contemporary Personnel (GC 207) 2. Labor Management Relations MBA 218 Labor Management Environment (GC 206) MBA 217 Conflict Resolution in Labor-Management Relations: Seminar (GC 213) D. Common Final Special Project GC 304a Special Project: Design GC 304b Special Project: Report ALL COURSES ARE THREE UNITS.

UNDERGRADUATE COURSES IN BUSINESS ADMINISTRATION (BA) 1. Principles of Accounting I (3) The accounting cycle; preparation of financial statements; the concept of internal control; accounting for cash, receivables and payables, plant assets, depreciation, and intangibles. 2. Principles of Accounting II (3) Prerequisite: BA 1. Accounting for partnerships and corporations, income taxes, analysis of financial statements, cost accounting systems, budgeting, standard costs, and capital budgeting. 3. Introduction to Financial and Managerial Accounting (3) Preparation, use, and interpretation of financial statements; evaluation of internal control; accounting for, and analysis of, costs; budget preparation; use of standard costs. For non-business administration majors only. 4. Elementary Organization and Dynamics of Business (3) Social, legal, and economic frames of reference which control business operations. Communications, group dynamics. Occupational alternatives in business. 30. Quantitative Methods I (3) Formerly BA 7 Prerequisite: Two years of high school algebra or Mathematics D, Math 8. Introduc- tion to the fundamental techniques of analyzing statistical data, including descriptive 236 statistics, probability, random variable, expectation, probability, and sampling distributions. 31. Quantitative Methods II (3) Formerly BA 131 Prerequisite: BA 30, Math. 9 (may he taken concurrently). Continued investigation of the fundamental techniques of analyzing statistical data. Topics include inferences, chi square, analysis of variance, index numbers, time series, regression, and correlation. 101. Intermediate Accounting I (3) Prerequisites: BA 1, 2, Junior standing. Theory and principles underlying income measurement and the determination of financial position of business entities. Princi- ples of accounting applicable to working capital, plant assets, and long term liabilities. 102. Intermediate Accounting II (3) Prerequisite: BA 101. Theory and principles underlying accounting for stockholders equity, income taxes, and leases; analysis of earnings per share, statement of change in financial position, and price changes. 114. Government and Business (3) A study of the relationship between American political and economic institutions as seen in the effects of government influence on business decisions and business activities. 118. Legal Aspects of Business I (3) Prerequisite: Junior standing. Introduction to the legal system: basic elements of contracts, agency, partnerships, and corporations. 119. Legal Aspects of Business II (3) Prerequisite: BA 118. Introduction to the law of commercial and marketing transactions through study of sales, documents of title, secured transactions. Real and personal property; bankruptcy; accountant's legal responsibility. 120. Introduction to Real Estate (3) Prerequisite: BA 118. Basic legal, financial, and tax aspects of real estate transactions, including cash flow, equity, leverage, appraisal, contract drafting, negotiations, acquisition, record keeping, tax deferred exchanges, or residence sales. 123. Legal Aspects of Real Estate (3) Prerequisite: BA 120. Continuation of BA 120, with emphasis on legal aspects involved in real estate. 134. Computer Models for Management (3) Prerequisites: CS40, BA 31; Junior standing. Management applications of computer- aided corporate models, including design, implementation, and interpretation. 135. Decision Analysis (3) Prerequisites: BA 31; Junior standing. Management applications of probability and decision theory to problems of decision-making under uncertainty. 136. Methods of Operations Research (3) Prerequisites: BA 31; Junior standing. The analysis and application of operations research techniques to problems of business, such as inventory, allocation, replacement, and sequencing. 237

137. Applied Mathematical Programming (3) Prerequisite: BA 190. Analysis of allocation problems, using the methods of linear, integer, network, and nonlinear programming. 138. Statistical Forecasting Techniques (3) Prerequisites: BA 31, CS 40; Junior standing. Advanced time series analysis for forecasting: auto correlation and analysis of stationary and non-stationary time series; models for seasonal variation; stochastic model-building and estimation. 140. Principles of Marketing (3) Prerequisites: Econ. 1, 2; Junior standing. The place of marketing in the economic system; the evolution of markets and marketing; market structure, organization, and behavior; marketing function; price theory and policy; trade theory; governmental regulation. 141. Marketing Research (3) Prerequisites: BA 31, 140. Survey of research strategies, especially design and statistical issues; application of techniques to a research project. 143. Consumer Behavior (3) Prerequisite: BA 140. Application of behavioral concepts to marketing management and research problems. 144. Management of Promotion (3) Prerequisite: BA 140. The promotional mix of personal selling, advertising, public relations, and merchandising is examined in relation to product or service, distribution channels, pricing and marketing, and organizational goals. 145. Principles of Sales (3) Prerequisites: BA 140; Senior standing. Practical study of the business techniques of selling, from initial interview through product close. Includes sales, face-to-face communications, correspondence, records, meetings, and presentation of self. 146. Marketing Problems (3) Prerequisite: BA 140. A case problem approach to a broad range of marketing problems: merchandising, advertising, sales promotion, selling, pricing, research, and legal requirements. 151. Survey of Corporation Finance (3) Prerequisites: BA 1 and 2, or BA 3; Junior standing. Financial management as a function in the organization and operation of a business enterprise, together with the role of the financial executive. 152. Investment Analysis (3) Prerequisite: BA 151. Methods and techniques of determining investment merit of various types of securities are evaluated. Study of the place of bonds, preferred stocks, and common stocks, in various types of investment portfolios. 153. Financial Institutions and Markets (3) Prerequisite: BA 151. Survey of the nature, functions, and management of financial institutions and of the markets in which they participate. 154. Thrift Institutions (3) Prerequisite: BA 151. A survey of the thrift industry—savings and loans, mutual savings banks, and credit unions—from their inception to the present. 238

155. Commercial Banking (3) Prerequisite: BA 151. A detailed investigation of the commercial bank industry, its structure, management, and organization; regulation, sources, and uses of funds; lending and investing policies, and relationships of these policies to the financial system. 156. Corporate Financial Management (3) Prerequisite: BA 151. A continuation of corporate finance, with emphasis on in- depth case studies and analytical techniques. 158. Information Systems (3) Prerequisites: CS 40; BA 1 and 2; Junior standing. A study of financial transactions and resultant document flow; flowcharting and management information systems; unit records systems and the computer processing of data. 159. Computerized Business Systems—Analysis and Design (3) Prerequisites: BA 158; Senior standing. A system-study approach with computer experimentation. Simulations, data base, software utilities, and network design are stressed. Expands information systems concepts. 161. Public Relations (3) Prerequisite: BA 140. A thorough review of public relations theory; case studies presented through the use of consultants, round table discussions, panel, and other resources, including films, tours, and exhibits, to encourage an understanding of public relations in practice. 162. Personnel Management (3) Prerequisite: Junior standing. Principles and techniques of the development and maintenance of sound personnel relations; selection; placement; general morale; comparative analysis of various wage systems. 163. Negotiations, Mediation and Arbitration of Collective Bargaining Agreements (3) Prerequisite: Junior standing. The theoretical and empirical nature of collective bargaining, including mediation and arbitration of disputes over the interpretation and the terms of trade agreements. 165. Social and Ethical Issues in Administration (3) Prerequisite: Junior standing. Examination of moral and pragmatic criteria directed toward a rational and ethical value-matrix involving management objectives and social responsibility. 168. Organizational Behavior (3) Formerly Managerial Psychology Prerequisite: Junior standing. A survey of the interrelationships among the psychological, social, and legal consequences of different organizational styles and environments. 169. Fundamentals of Management (3) Prerequisite: BA 168. Comprehensive investigation of the management role, including planning, organizing, directing, staffing, and control; relation of knowledge of human behavior to problems of organizational life. 171. International Business (3) Prerequisite: BA 140. Conceptual and operational problems of international busi- 239 ness. Analysis of foreign markets; implications of economic, cultural, political, social, and religious environment for the conduct of world business. 172. Legal Aspects of International Business (3) Prerequisites: BA 118, BA 171. U.S. law and practice as it affects the conduct of multinational corporations. 174. Tourism (3) Formerly BA 175 Prerequisite: BA 140. Organization of the travel and tourism industry. Competitive and cooperative relationships are examined among transporters, travel trade, hos- pitality services, convention centers, and government agencies. 175. Careers in Tourism and Special Interest Travel (3) Formerly BA 174 Prerequisite: BA 174. Presentation of the broad spectrum of career opportunities available in tourism, with emphasis on the identification, development, costing, and promotion of special interest travel. 176. Hotel Management and Tourism (3) Prerequisite: BA 174. Overview of hotel management operations and systems, and their relations with other segments of the tourism industry. 177. International Marketing Management (3) Prerequisites: BA 140,171. How differences in the economic, cultural, political, and legal environments of countries influence the marketing function of multinational firms. 178. International Financial Management (3) Prerequisites: BA 151,171. Financial decision-making in multinational firms, including working capital management, the avoidance of foreign exchange risks, and the financing of international trade and investment. 179. International Accounting and Taxation (3) Prerequisites: BA 1, 2, BA 171. The problems involved in accounting and reporting activities in the multinational firm, including translation and consolidation of accounts, foreign accounting systems, and tax planning. 181. Cost Accounting (3) Prerequisites: BA 1, 2; Junior standing. The study of manufacturing cost flows, accounting for labor, materials, and overhead; job-order and process cost accounting; standard cost accounting; variance analysis. 182. Auditing (3) Prerequisite: BA 101, 102. Objectives and responsibilities of the independent accountant in the examination of financial statements. 183. Federal Taxation (3) Prerequisite: BA 101, 102. Detailed study of the Federal Income Tax Laws and regulations, the California State Income Tax Laws, Social Security Taxes, income tax problems, and the preparations of income tax returns. 184. Federal Income Tax Problems (3) Prerequisite: BA 183. Income tax problems of partnerships, corporations, estates, and trusts; formation and dissolution of partnerships and corporations; a study of the tax problems inherent in various contractual relationships. 240

187. Advanced Accounting—Consolidations (3) Prerequisites: BA 101, 102. Principles and practices of business combinations, including home office and branch accounting, and the methodology involved in the preparation of consolidated financial statements. 188. Advanced Accounting—Special Topics (3) Prerequisites: BA 101, 102. Application of accounting principles to governmental accounting, corporate insolvency, estates and trusts, installment sales, consign- ments, partnership accounting, and joint ventures. 189. Advanced Accounting Theory (3) Prerequisites: BA 101, 102. Study of Accounting Principles Board opinions and statements, research studies, and other accounting literature, directed toward a critical examination of conventional procedures and generally accepted accounting principles. 190. Operations Management (3) Prerequisites: BA 31, 151, CS 40. Management science techniques of optimization and analysis, with special emphasis on the planning and control of production and distribution operations in varied institutional environments. 191. Small Business Management (3) Prerequisites: Ba 151; Senior standing. Establishment and operation of small firms to make or market consumer or industrial products or services. 192. Organization Theory (3) Prerequisites: BA 140, 151, 190; Senior standing. Analysis of organizational problems of structure and function, goal determination, coordination, and control. 194. Administrative Policy and Decision Making (3) Prerequisites: BA 192; Senior standing. A terminal, integrating course designed to show relationships of cooperating internal functions as the organization operates in its competitive external environment. 195. Student Internship (3) 199. Directed Reading and Research (1-3) Directed study in some field of business administration. Requires a description of content, materials used, and schedule of arranged meetings, as well as the prior approval of a consulting faculty member and the Dean of the McLaren College of Business Administration.

GRADUATE COURSES MBA Course Descriptions Note: Courses required for graduate business programs but not taught specifically in McLaren College are listed and described under the appropriate department by which they are offered. MBA 100. Graduate Survey in Accounting (3) Prerequisite: None. Analysis and interpretation of financial statements; different measurement concepts and their impact on financial statements in the decision process. 241

MBA 110. Quantitative Fundamentals for Business Decisions (3) Prerequisite: None. Review of Algebra; matrices; calculus (derivatives); use of descriptive statistics for data analysis; index numbers; basic time series analysis; measurement scales (cardinal vs. ordinal scales); elementary probability theory. MBA 120. Statistics for Business Decisions (3) Prerequisite: MBA 110. Statistical logic (experimental design vs. observational studies); theoretical distributions (binomial, Poisson, exponential, normal); confidence intervals; hypothesis testing (Type I and II errors; one and two sample tests), simple and multiple regression, and correlation analysis; non-parametric tests. MBA 130. Computers and Management Information Systems (3) Prerequisite: None. Basic elements of computer organization, programming, and management information systems. A survey course intended to prepare the student for the use of current technology in further study. MBA 140. Fundamentals of Management and Organizational Behavior (3) Prerequisite: None. Comprehensive investigation, drawing on various disciplines, of the management role, including such basic functions as planning, organizing, directing, staffing, and control; relation of knowledge of human behavior to problems of organizational life. MBA 150. Managerial Accounting (3) Prerequisite: MBA 100. Preparation and utilization of financial information for internal management purposes; usage of data appropriate for quantitative measure- ments for business planning, decision making, and performance evaluation. MBA 160. Analysis of Microeconomic Decision Making (3) Prerequisite: None. Economic principles of managerial decision making; supply and demand schedules, principles of production, economics of costing, pricing, output relationships, and product distribution. MBA 170. Analysis of Macroeconomics: Theory and Policy (3) Prerequisite: None. The dynamics of a modern economic state and their effects on managerial decisions. MBA 201. Organizational Behavior (3) Prerequisite: None. Key factors that influence performance and attitudes, and their relationship to levels of analysis: Application of theory to the solution of common organizational problems, using case studies. MBA 202. Management Science (3) Prerequisites: MBA 110 and MBA 120. Models of decision problems, rational choice under uncertainty, Bayesian analysis, linear programming, queuing theory, and inventory control. (Applications oriented.) MBA 203. Managerial Finance (3) Prerequisites: MBA 100 and MBA 150. Financial planning and control, management of working capital, capital budgeting, financial structure, cost of capital, and capital sources. MBA 204. Marketing Management (3) Prerequisites: MBA 160 and MBA 170, reading of a text, PRINCIPLES OF MAR- KETING. Problems related to formulation of marketing strategies, including prod- 242 uct mix, pricing, communications, and distribution; managerial tasks pertaining to the marketing plan, with emphasis upon decision-making. MBA 205. Operations Management (3) Prerequisites: MBA 110 and MBA 120. Linear Programming applications, facilities location and layout; sequential production planning; equipment replacement theory; quality control. MBA 206. Managerial Environment (3) Prerequisites: MBA 160 and MBA 170. Analysis of the role of the business firm in societal, political, legal, and ethical contexts; analyses of changes in both business and society, and the resulting modifications of the relationships between the two. MBA 210. Organization Theory (3) Prerequisites: MBA 140 and MBA 201. Analysis of organizational design and change; survey of ,organizations in view of their differing environments; application of current theory, tools, and techniques, in designing appropriate structures. MBA 211. Human Resources Management (3) Prerequisite: MBA 140. Legal and technological background of selection, testing, and hiring; evaluation of methods, models, and cases; performance appraisals; job analysis techniques; wage and salary administration; human resources accounting. MBA 212. Organizational Research and Applications (3) Prerequisites: MBA 140 and MBA 201, MBA 202 and MBA 210. Procedures and problems associated with applied research in organizational settings. MBA 213. Entrepreneurs and Small Business Ventures (3) Prerequisite: All Core courses. Essentials of establishing small business ventures: management techniques unique to small business operations. MBA 214. Managing the Multinational Firm (3) Prerequisite: Management Core courses. Explores the special range of managerial decisions facing the manager of a multinational corporation (MNC). The case method is used extensively to examine MNC marketing decisions, financial operations, personnel processes, and strategic planning. MBA 220. Investment Management (3) Prerequisites: All Foundation courses and MBA 203. Investment principles; security analysis; portfolio management; investment policies; portfolio construction and a company analysis by the individual student. MBA 221. Financial Institutions and Markets (3) Prerequisite: MBA 203. The U.S. financial system, including its institutions and markets. Sources and uses of funds. MBA 222. Advanced Corporate Finance (3) Prerequisite: MBA 203. In-depth analysis, through case approach, of topics pertinent to the financial manager, including capital budgeting under conditions of uncertainty, cost of capital, and financial structure. MBA 223. International Finance (3) Prerequisite: MBA 203. Key variables in the international financial environment; sources of finance; management of the firm's foreign exchange and assessment of 243

political risks; designing capital budgets for the multinational firm. The case method is used extensively. MBA 226. Thrift Institutions (3) Prerequisite: MBA 203. A survey of the thrift industry—savings and loans, mutual savings banks, and credit unions—from inception to the contemporary financial institution. MBA 227. Commercial Bank Management (3) Prerequisite: MBA 203. Introduction to bank management for graduate students. Review of history and evolution of financial intermediation in the American economy; selected current aspects of commercial banking. MBA 230. Consumer Behavior (3) Prerequisite: MBA 204. Application of behavioral concepts to marketing management and research, problems. MBA 231. Marketing Research (3) Prerequisite: All Foundation courses, MBA 202, and MBA 204. An overview of the market research process, including problem formulation, research design, and collection; analysis and interpretation of data, and preparation of the report. MBA 232. Legal Aspects of Marketing Management (3) Prerequisite: MBA 204. Aspects of the legal environment with implications for managerial strategy and decision making. The impact of legislation, judicial decisions, and administrative rules/regulations, upon marketing strategy alternatives. MBA 233. International Marketing (3) Prerequisite: MBA 204. Development of methods of examining foreign socioeco- nomic environments, and design of marketing mix strategies to fit them. Extensive use of case method. MBA 240. Development Laboratory in Management Skills (3) Prerequisite: MBA 210. Experiential approach designed to build competence in managerial skills such as problem identification and solving, decision making, communication, and interpersonal relations. MBA 290. Management Decision Making (3) Prerequisites: All Core courses. Formulation, evaluation, and implementation of organizational policies and strategies from a management perspective through extensive use of case studies, computer-assisted executive decision games, and field projects. MBA 291. The Manager in the World Economy (3) Prerequisite: All Core courses; taken in final semester. Survey of the theory, institutions, and practices related to international trade, investment, and finance. MBA 299. Individual Study (3) Prerequisite: Advancement to candidacy status. Topics will range from in-service internships to service activities with business or non-business organizations, or selected trends and issues in comparative administrative problems. MBA 300a-300b. Thesis (3-3) Prerequisites: Formal advancement to candidacy; non-probationary status. Indi- vidual study with acceptable, problem-testable hypothesis and suitable research 244 technique. Prior written permission of the Dean required. Graded Satisfactory/ Unsatisfactory. Binding fee in MBA 300b, $25.00. 245

MBA 301a-301b. Special Projects (3-3) Prerequisites: Formal advancement to candidacy; non-probationary status. Indi- vidual study based on proposal which must have the advanced written approval of the MBA coordinator. Proposals, with the signature of the faculty sponsor, must be submitted by November 1 for registration in the Spring semester, by April 1 for registration in the Fall. Substantial investigation and report comparable in magni- tude to VITA Report or Thesis. Graded Satisfactory/Unsatisfactory. Binding fee in MBA 301b, $25.00 MBA 302a. VITA Seminar (3) Prerequisites: MBA 210 and MBA 240. Research phase, extensive psychological assessment, feedback counseling, and literature search. Emphasis on identification, measurement, and integration of key dimensions of values, attitudes, knowledge, and skills. Graded Satisfactory/Unsatisfactory. MBA 302b. VITA Report (3) Prerequisite: MBA 302a. Additional counseling and preparation of written report of individual development. Graded Satisfactory/Unsatisfactory. MBA 215A. Evaluation Techniques in Personnel (3) (GC 203) Evaluation of job performance with emphasis on current practices, techniques, legal emphasis and requirements as they pertain to personnel evaluation. MBA 215B. Training—Program Development and Evaluation (3) (GC 204) The theoretical and empirical bases of learning as applied to organizational training needs. Specialized topics include training of the hard-core unemployed, and development of second careers. MBA 217. Conflict Resolution in Labor-Management Relations: Seminar (3) (GC 213) The theoretical and empirical nature of grievance handling and arbitration of labor- management disputes over the interpretation and application of collectively bar- gained contracts. MBA 218. Labor Management Environment (3) (GC 206) The laws, regulations, agencies, procedures, and practices, under which employer- employee relations develop in the fields of Personnel and Labor-Management Relations. MBA 219. Policy Issues in Contemporary Personnel (3) (GC 207) Current issues facing management, including job enrichment, organizational development, discipline, the unionization of professionals. GC 304a. Special Project: Design (3) Identification of an appropriate project for research; statement of research methodology and techniques to be applied. Development of project proposal, emphasizing scope and relevance to the given area of personnel; review and evaluation of data research findings. MSP candidates only. GC 304b. Special Project: Report (3) Completion of work essential to the project; collection and analysis of relevant data. Submission of first and subsequent drafts for evaluation by appropriate faculty. Final report to be approved by the Committee on Graduate Studies. Binding fee $25.00. MSP Candidates only. 246 Rehabilitation Administration

Administrative Office: Campion Hall C-4 (Phone: 666-6333) KEITH A. GARDNER, Ph.D. Director Robert H. McDaniel, Ph.D. Candidate (A.B.D.) Associate Director Janette B. Loutzenhiser, B.A. and O.T.R. Coordinator of Bachelor's/Certificate Program Mary F. Jacobs, M.A. Assistant Director, M.R. A JOYCE L. PIGG, M.S. Coordinator, State In-Service Program MARY McGOVERN, M.Ed. Coordinator, Short-Term Training Program Adjunct Faculty JAMES ANDERSON, Ph.D. GEOFFREY BALL, Ph D JAMES A. BITTER, Ed.D. MYLES COOPER, M.P.H. PETER HOUTS, Ph.D. CRAIG MILLS, M.S., L.H.D. JOAN MINNINGER, Ph.D ISADORE SALKIND, M.A.

REHABILITATION ADMINISTRATION PROGRAM The McLaren College of Business Administration sponsors undergraduate and short-term training programs in Rehabilitation Administration, designed for persons who are employed on a full-time basis in rehabilitation facilities and agencies which deliver services to handicapped people. All the programs are operated on a work- study structure, under adult education, experiential models. Since the Rehabilita- tion Administration Program is partially funded by HEW, the cost of the programs is significantly reduced. Participants remain employed throughout the various programs. 247

Bachelor's Degree Program The bachelor's degree is one of management development, particularly for facility directors, but also for production managers and rehabilitation supervisors. Its focus is on the realities of work-related rehabilitation facilities, such as sheltered workshops and work activity centers, but is applicable to other rehabilitation centers. Participants must have already completed at least two years of college. The course of study becomes the student's senior year of college. Students who lack sufficient credits to graduate (as, for example, the equivalent of either part or whole of their junior year) have an opportunity to submit a Prior Learning Portfolio to the University Assessment Center to request credit for documented learning acquired in their personal life and work-training experience. Participants will complete their undergraduate major on campus by attending seven intensive sessions, each of seven days, over a period of one and a half years, and then developing job-related projects. The progress of each student is monitored and promoted by the close attention of the student's field coordinator both on-campus and on-the-job. The course work is in such areas as management, utilization of community resources, financial control, personnel management, rehabilitation foundations, production management, field supervision, and self-study. Inquiries about the program and requests for literature, applications, and cost information, should be directed to the University of San Francisco, Rehabilitation Administration, 2130 Fulton Street, San Francisco, CA 94117, or call (415) 666- 6333. Certificate Program/Rehabilitation Administration The Certificate Program is designed for participants who are not seeking an undergraduate degree. The program of courses is identical with that of the B. A. program and earns a successful participant the professional Certificate. The entire program must be completed for the Certificate. Participants may take the program on a credit or non-credit basis. Short-Term Training/Rehabilitation Administration The Rehabilitation Administration Program also offers a wide array of short-term institutes where particular topics for training are isolated, e.g., client goal planning, job placement, contract procurement, program evaluation, role of the supervisor, and management simulation. These institutes run from two to four days and are work-study in format, requiring learning through job-related projects. Participants may usually take the institutes on a credit or non-credit basis. Certificates of completion are awarded to all who fulfill the institute's requirements. Requests for literature, applications, and cost information, should be directed to the Office of Rehabilitation Administration, University of San Francisco. Master's Degree Program The Rehabilitation Administration Program offers graduate work leading to a Master's degree in Rehabilitation Administration. The purpose of this M.R.A. program is to provide graduate level education to rehabilitation managers who represent a cross section of rehabilitation programs nationwide. As a result of 248

participation in this program, students are expected to demonstrate knowledge and skills in the areas of general rehabilitation issues, management of rehabilitation programs, and general management procedures. A major goal of the M.R.A. program is to make a direct impact on management practices in the rehabilitation agencies where students are employed during their enrollment. This impact is expected to produce improved agency management operations and effective services to handicapped people. Through a combination of six 8-day (Saturday to Saturday), intensive-study, campus terms spread over an 18-month period, quarterly individual field consultation and supervision, and independent study, the M.R.A. students receive both theoretical background and practical educational experiences. Students are expected to complete all program requirements in a 24-month period. The program emphasizes applied learning by using the employed student's work environment to practice and utilize campus training. The M.R.A. faculty is comprised of national Rehabilitation leaders. Program Prerequisites The applicant should have a bachelor's degree, at least three years experience in rehabilitation work, and two years experience in a management-level position. Students in the M.R.A. Program must be concurrently employed in a management- level position in a rehabilitation agency. Evidence of employment permitting application of course work is required. There must also be evidence of an acceptable work history that reflects achievement and indicates potential leadership. Degree Requirements The M.R.A. program is offered as a total package, with each class participating as an intact group in each campus course. Students must satisfactorily complete the thirteen required campus courses, two oral competency reviews, and two independent study courses. Competencies will be measured by course instructors and field faculty. Acquired competencies will be demonstrated by completion of career- related field projects and course-related field activities. Individual, job-related field consultation and supervision is provided for each student. Two oral competency reviews will be satisfactorily completed during the campus instructional period. Two independent study courses, each including an in-depth project, must be completed.

UNDERGRADUATE COURSES IN REHABILITATION ADMINISTRATION Bachelor of Arts/Certificate Program RA 102. Rehabilitation Foundations (4) Available only to facility managers or their immediate subordinates. Provides basic understanding of disabilities and key rehabilitation concepts for managers. Special emphasis given to working with State and other referral sources. RA 111. Personnel Management (4) Personnel administration relevant to small organizations. Current practices are examined against business principles, techniques, and statutes. 249

RA 122. Financial Control (4) Consideration of a financial and statistical system which will permit managerial control of the rehabilitation/development and commercial operations of a facility. RA 130. Utilization of Community Resources (4) Available only to facility managers or their immediate subordinates. Establishes information foundation for carrying out a program of public relations, fund-raising, developing good relationships with governmental and professional agencies, and identifying additional sources of services to clients. RA 140. Principles of Management in the Rehabilitation Facility (4) Available only to facility managers or their immediate subordinates. Addresses problems of coordination and planning through the use of team-building, management by objectives, problem analysis and solving, management of time, delegation and leadership techniques. Emphasis on experiential approaches. RA 180. Production Management (4) Practice in the use of work simplification and layout techniques; establishment of production standards, quality control systems, and scheduling methods. RA 192. Supervised Independent Study (4) A course providing field visitation and consultation in the achievement of special, job-related projects selected and designed by the participant.

GRADUATE COURSES RA 201. Philosophy and Practices in Rehabilitation A historical review of the philosophies behind contemporary practices and definitions of rehabilitation, with emphasis on the State/Federal Vocational Rehabilitation programs. RA 202. Management Skills (4) Managerial behaviors and management styles in effective organizational development. Emphasis on planning, decision-making, problem-solving, leadership, and developing an integrated management system. RA 203. Community Relations in Rehabilitation (2) Use of the community as a management resource, with focus on fund-raising, grantsmanship, public relations, and working with boards of directors. RA 204. Financial Management (3) The place of financial management in the management control process. Specific attention to the budget process, alternative accounting systems, interpretation of financial statements, relationship of financial decision-making to overall organizational management. RA 205. Management of Rehabilitation on Services (2) The concept of planning, developing, and monitoring an integrated service delivery system, with focus on provision of services and alternative programs for the more severely disabled; emphasis on the managerial information needed for program decisions. 250

RA 206. Economics and Quantitative Measures (2) Cost-benefit analysis in rehabilitation management and use of statistical data for administration. Impact of economic and social trends on rehabilitation management and programming. RA 207. Independent Study (2) Student-developed course study, with faculty approval, based on rehabilitation administration issues. Course includes a proposal phase, systematic study, and approved method of assessment. RA 208. Independent Study (2) Student developed course study, with faculty approval, that includes a completed proposal, research or investigation phase, and approved in-depth project. RA 209. Medical Aspects for Rehabilitation Managers (2) Overview of medical information relevant to the rehabilitation manager, including use of medical consultants, interpretation of medical terminology, classification of severe disabilities, and expected recovery period. RA 210. Psychological/Sociological Aspects in Rehabilitation (2) The psychological and sociological concepts and practices that affect rehabilitation programs, with emphasis on the difference between psychological and social expla- nations of behavior in relation to the handicapped. RA 211. Program Evaluation (3) General concepts of program evaluation and outcome-oriented research methodology. Specific attention to systems design and information utilization in management and services planning and decision-making. RA 212. Communication Skills (2) General concepts critical for the development of self-awareness and insight into how others perceive. Specific group and public communications techniques helpful to the manager. RA 213. Legislative and Government Aspects in Rehabilitation (2) Identifies legislative processes significant for the rehabilitation manager, with emphasis on the effective formulation of rehabilitation legislation and the federal network of governmental programs related to the disabled. RA 214. Facilities in Rehabilitation (2) Historical development of private, non-profit rehabilitation facilities; dilemmas that facilities face in meeting the needs of the disabled. Attention given to developing a community, inter-agency, cooperative network. RA 215. Personnel Management (2) Basic concepts of human resources directed toward employee performance and organizational effectiveness. Specific attention to organizational structure, staff development, performance appraisal, wage and salary administration, and labor relations. 251

SCHOOL OF NURSING

Administration Faculty Educational Programs Major Requirements Courses of Instruction 252 School of Nursing

Administrative Office: Cowell Hall 102 (Phone: 666-6681)

Sister Mary Geraldine Mary T. Fortin McDonnell, s.m. Assistant Professor Dean and Professor Kathleen A. Hickel Joan L. Green Assistant Professor

Associate Dean and Professor Akemi P. Hiraki Catherine H. T. Foster Assistant Professor

Associate Dean and Katharine A. Keppel Associate Professor Assistant Professor Connie L. Curran Maribelle B. Leavitt Director, Nursing C.E. and Assistant Professor Associate Professor Patricia V. Lynch Assistant Professor Frances Monet Carter Professor M. Jean Nicholson Assistant Professor Eleanor C. Hein Professor Modesta S. Orque Assistant Professor

Judith E. Barrett Mae E. Paulfrey Associate Professor Assistant Professor Sister Mary Brian Kelber, s.m. Ann C. Watkins Associate Professor Assistant Professor

Eleanor L. Metz Maryanne Werner-McCullough Associate Professor Assistant Professor

Betty J. Carmack Pamela A. Baj Assistant Professor Instructor

Jane R. Corbett Carol A. Brosnan Assistant Professor Instructor

Terry C. Corwin Sister Mary Ellene Egan, s.m. Assistant Professor Instructor Lois C. Dunlap Karen C. Frykman Assistant Professor Instructor

Sharon L. Eaton Assistant Professor 253

Sister Mary Peter McCusker, s.m. Rebecca Partridge Instructor Instructor

Sheila M. Pacheco Sally A. Seybold Instructor Instructor

INTRODUCTION The School of Nursing is a cooperative effort between the University of San Francis- co and the Sisters of Mercy in Burlingame to continue the apostolate in nursing through Catholic collegiate education. Courses in the arts and sciences are taken throughout the four academic years on the University campus. Clinical nursing begins in the second year. Clinical experience, which is a part of the nursing curriculum, takes place at a variety of hospitals, clinics, health agencies, and community centers. Students engaged in a nursing practicum within a clinical setting (hospital, health center, etc.) are considered neither employees of the health agency nor of the University, but as fulfilling an obligation fundamental to the nursing course in which they are enrolled. The baccalaureate program in nursing is accredited by the National League for Nursing (NLN) and the California Board of Registered Nursing.

NURSING CURRICULUM The School of Nursing offers a single undergraduate curriculum in professional nursing to both high school graduate and the registered nurse. The mission and goals of the University are reinforced and channeled professionally by the nurse faculty members, who see the liberalizing influence of the humanities as a distinctive feature of the baccalaureate program in nursing for effecting personal fulfillment and professional enrichment. Exemplified within the curriculum is the philosophy that: 1. The student is worthy of respect as a person of individual dignity and worth and as a learner with the capacity for self-direction and an evolving lifetime potential for professional excellence; 2. The organization of educational experiences by the faculty to provide for sequence and continuity facilitates the developmental process of integration of learning by the student; 3. Such learning can be implemented effectively by a prepared faculty whose members are competent practitioners of clinical nursing and serve as professional role models able to command a variety of skills and methods in furthering the learning process within the student; and 4. The graduate of this program is prepared to function in a beginning position in nursing in a variety of health care settings both independently as a professional person and interrelatedly with other members of the health services. To this end, the faculty through its curriculum has for its purpose: 254

1. To emphasize the concept of human dignity and to implement systems necessary for its support through a nursing program unified by a family-centered approach; 2. Through an individualized approach to health care to stress respect for the natural rights of human beings in a manner consistent with cultural and ethnic patterns; 3. To acknowledge the responsibility of human beings for their own actions by involving the patients/clients and their families in the planning of health care; 4. To develop awareness of social pressures and evolving trends that affect health and health care systems; 5. To initiate the use of critical thinking and sound judgment in the planning and delivery of health care for individuals and groups of patients/clients in a variety of health care settings; 6. To develop professional responsibility for beginning leadership roles in a variety of health care settings; 7. To develop professional responsibility for investigating health care and im- plementing strategies for constructive change; 8. To promote the use of self-evaluation skills to assess and maintain professional competency.

Characteristics of the Baccalaureate Graduate of USF The faculty of the School of Nursing prepare nurses as generalists to practice in a variety of health care settings. As professional nurses, USF graduates are prepared to be accountable for their own nursing practice, to be responsible for the provision of care through others, and to work with others to insure the quality of health care delivery in a variety of settings. The baccalaureate nursing program is organized to be consistent with the stated philosophy and objectives of both the University and the School of Nursing. The USF baccalaureate graduate is prepared for graduate study in Nursing. Based upon the philosophy, religious values, objectives, structure of the program, and the performance expectations of the consumer, and consistent with the characteristics of the baccalaureate graduate in nursing as defined by the NLN, the USF graduate will: 1. Combine knowledge from the natural and social sciences with nursing theory to make decisions on nursing practice. 2. Use the steps of the nursing process to supply appropriate assistance in promot- ing, maintaining, and restoring health to community members in a variety of health care settings. 3. Provide health teaching to individuals and groups in a variety of health care settings. 4. Collaborate with community and health team members to provide effective health care delivery services to individuals and families within the community. 255

5. Provide leadership within the health team to supply quality care to patients, families, and groups in a variety of health care settings. 6. Work within the health care team to bring about constructive change to insure quality patient/client care. 7. Accept an advocacy role to maintain patients' rights regarding their health care. 8. Utilize research findings to promote improved health care in a variety of settings. 9. Assume responsibility for continued learning to insure professional growth. 10. Develop a personal value system which reflects an evolving ethical philosophy of nursing. Criteria for evaluation of student progress are developed from the above purposes. On the satisfactory completion of the curriculum, the student is awarded the Bachelor of Science degree. The nursing graduate is eligible to take the California State Board Examination for licensure and is qualified for a Public Health Nursing Certificate. Curriculum evaluation is a component of any curriculum to insure continuing quality of the curriculum for the benefit of students, the nursing profession, and society. The School reserves the right to elicit participation by students in the curriculum evaluation process.

Typical Curriculum for Nursing Majors I. Students majoring in Nursing are required to complete the following curriculum: A. Fulfillment of the General Education Curriculum requirements. For further information, consult pp. 42ff. of this Catalog and the Dean of the School of Nursing. N.B. Students who entered USF before Fall, 1980, may fulfill the GEC requirements by following the provisions of the former Core Curriculum, published in the 1979-80 Catalog (pp. 61-62) and set out in this Catalog (p. 43).* Such students, by completing the major in Nursing, automatically fulfill Core Curriculum Area III through their satisfactory completion of the required supporting courses in the sciences and psychology. Core Curriculum Basic Skills required by the Nursing Department: 1. English 5 2. Communication Arts 77 N.B. Students admitted to Nursing after July, 1977, and before July, 1979, fulfilled this requirement by satisfactory completion of an approved section of C. A. 74. 3. Education 114 (3) units or an approved course in statistics.

*See also the guidelines for equivalencies and substitutions allowed towards the fulfillment of the GEC requirements. 4. Three (3) units additional course work in Basic Skills selected from courses in modern language, mathematics, statistics, computer programming. English, or any approved course in Communication Arts. N.B. Students admitted to the major in Nursing before July, 1977, fulfill the Basic Skills requirement by satisfactory completion of English I and nine (9) additional units of approved electives in Basic Skills (as listed in (4.) above) in lieu of C.A. 77 and Education 114. B. Nursing Requirements Students admitted to the major in Nursing after July, 1977 complete 58 units in the major: N.7 (3); N.12a (2); N.12b (2); N.13 (3); N.14 (3); N.70 (4); N.71 (5); N.118 (9); N.119 (9); N.131 (6); N.132 (6); N.133 (3) and 3 units of nursing electives (courses to be announced). N.B. Students admitted to the major in Nursing after July, 1977, but before July, 1978, are required to complete only three (3) units of N.12 and therefore satisfy the requirements for the major with 57 units in Nursing. C. Required Supporting Courses 1. Sixteen units of science: Biology 5a-5b, Biology 3, and Chemistry 40. Each science course must be completed with a grade of "C" or better prior to enrollment in the first Sophomore year Nursing course. 2. Twelve units of psychology: Psychology 2, Psychology 113a-b, and Psychology 151. Each psychology course must be completed with a grade of "C" or better prior to enrollment in the first Junior year Nursing course. 3. Three units of sociology: Sociology 142. This course must be completed with a grade of "C" or better prior to enrollment in the first Senior year Nursing course. 4. Three units of Business Administration: Business Administration 168. This course must be completed with a grade of "C" or better prior to enrollment in the first Senior year Nursing course. N.B. Students admitted after July, 1977, but before July, 1978, are required to take a minimum of one (1) unit of an elective course in order to satisfy the degree requirement for 128 units. Students whose major is Nursing must attain a grade of "C" (2.0) in each science and each nursing course.

Recommended Course Sequence: Nursing courses are planned and scheduled in relationship to the required supporting courses taught by other academic departments. In order to meet these requirements and to satisfy the regulations established by the California Board of Registered Nursing, nursing students should consult each semester with a faculty advisor prior to planning a program of study for the following semester. The recommended course sequence for nursing majors admitted after July, 1978 is as follows: 257

Freshman Year Sophomore Year Bio 5a/Bio 5b 4-4 N.12a/N.12b 2-2 Chem 40/Bio 3 4-4 N.13/N.14 3-3 Psych 2/Eng 1* 3-3 N.70/N.71 4-5 Core Curr IA/Nurs 7 3-3 Psych 113a/Psych 113b 3-3 Core Curr IIA/CA 77 * 3-3 Psych 151/Core Curr IB 3-3 17-17 Basic Skills Elective 3 18-16 Fulfills Basic Skills requirement.

Junior Year Senior Year Nurs 118/Nurs 119 9-9 Nurs 131/Nurs 132 6-6 Statistics */Soc 142 3-3 Nurs 133/Nurs elective 3-3 B.A. 168/Core Curr IIB 3-3 Core Curr IA/IIA 3-3 Core Curr IB/IIB 3-3 15-15 15-15

N.B. At the discretion of the Dean in consultation with the student, a fifth year option is possible.

Additional Requirements for Admission to the School of Nursing a. Transfer Students Acceptance as a transfer student in the School of Nursing is based on academic achievement, individual advising, and available clinical placement. b. Registered Nurses The graduate of an accredited associate degree or diploma program in nursing is eligible to make application for admission. Before such application is made, the applicant should contact the School of Nursing Office for initial counseling regarding placement. Registered nurse students must complete general admission requirements. All registered nurse students are required to have had recent experience in professional nursing practice prior to enrollment in the senior year nursing courses. In addition, the following documents must accompany the regular application: (1) Evidence of current California registration as a professional nurse; (2) State Board Scores; (3) School of Nursing Transcript.

*Fulfills Basic Skills requirement. To be fulfilled by completion of approved course, i.e., Educ. 114, Math 12. **Senior elective Nursing Courses to be announced. 258

Requirements for Registered Nurses and Other Health Workers

The School of Nursing provides the opportunity for the Registered Nurse, the LVN, and health workers of other levels to complete the requirements for the bachelor of science degree in nursing. Please consult with the Dean of the School of Nursing (666-6681) for specific information about the program for admission and placement of the Registered Nurse, the Licensed Vocational Nurse, and health workers of other levels.

Nursing Continuing Education The Nursing Continuing Education Program was established in 1977. The Continu- ing Education offerings are designed to provide high quality, personalized instruction to small groups of registered nurses. A variety of offerings is approved by the California Board of Registered Nursing. Continuing Education Units are awarded to participants upon completion of the program. There are also selected academic courses which have been approved for Continuing Education credit. The School of Nursing has begun a special education program designed to bring non-practicing registered nurses back into the work force. The program involves both a lecture and clinical component. It is designed to assist the inactive registered nurse to assume a nursing position in an acute care institution.

COURSES IN NURSING N. 7 Nursing and the Process of Living (3) A theory course with a clinical component offered in the Spring Semester of the Freshman Year. This course, designed to serve as a basis for the nursing program, focuses on the development of a healthy self, the critical thinking process, and nursing as a profession. The clinical component includes exploration of community health resources and observation of professional nursing role models (2 units theory; 1 unit lab). Enrollment limited to students accepted in the Nursing Major.

N. 12a-b. Pathophysiology (2-2) Prerequisite: Bio 5A-5B. Physiological responses to alterations in the structure and function of the human body. N. 14 Nutrition in Promotion, Maintenance, and Restoration of Health (3) Basic principles and fundamentals of human nutrition applied to growth and maintenance of health at all ages. Proper nutrition in selected pathologic conditions requiring dietary modifications is stressed. N. 70 Nursing Process in the Promotion and Maintenance of Health (4) Prerequisite: N. 7. A theory course with a clinical component offered in the Fall 259

Semester of the Sophomore Year. This course utilizes the nursing process in the promotion and maintenance of health for well clients and their families throughout the life span. The focus of the course is on the application of concepts pertaining to the individual, family, and community; critical thinking; and the professional leadership role. The clinical component includes the use of community agencies which provide health promotion and maintenance services. (2 units theory; 2 units lab) N. 71 Nursing Process in the Promotion, Maintenance, and Restoration of Health (5) Prerequisite: N. 70. A theory course with a clinical component offered in the Spring Semester of the Sophomore Year. This course focuses on behavioral adaptation, promotion, maintenance, and restoration of health throughout the life cycle; the nursing process; the professional role. The clinical component explores concepts through application of the nursing process in selected clinical settings. (2 units theory; 3 units lab)- 260

N. 106 Pharmacology (3) Formerly N.13 Prerequisite: Chem 40 and Bio 5A-5B. Physiological effects of drugs and drug interactions. Exploration of the nursing role in drug management, with consideration of social, economic, and technological changes. N. 118 Nursing Process in the Promotion, Maintenance, and Restoration of Health II (9) Prerequisites: N. 70 and N. 71. A one-semester course with a clinical component offered in the Junior year. This course focuses on restoration of health of individuals and families experiencing normal and chronic alterations of health status. Concepts related to the promotion, maintenance, and restoration of health in states of normal and chronic alteration are applied in selected clinical settings through utilization of the nursing process. (3 units of theory, 6 units of lab). N. 119 Nursing Process in the Promotion, Maintenance, and Restoration of Health III (9) Prerequisites: N. 70 and N. 71. A one-semester course with a clinical component offered in the Junior year. This course focuses on restoration of health of individuals and families experiencing acute alterations in health status. Concepts related to the promotion, maintenance, and restoration of health in states of acuity are applied in selected clinical settings through use of the nursing process. (3 units of theory; 6 units of lab). N. 131 Nursing Process in the Promotion, Maintenance, and Restoration of Health IV (6) Prerequisites: N.7, N.70, N.71, and N.118 and N.119. A one-semester course, with a clinical component, offered in the Senior year. This course focuses on promotion of high-level wellness and promotion and maintenance of health of individuals, families, and groups in selected areas of practice, with emphasis on the professional roles and responsibilities of the nurse. Identified concepts are applied in selected clinical settings through utilization of the nursing process. (4 units of lab; 2 units of theory). N. 132 Nursing Process in the Promotion, Maintenance, and Restoration of Health V (6) Prerequisites: N.7, N.70, N.71, N.118, and N.119. A one-semester course, with a clinical component, offered in the Senior year. This course focuses on promotion of high level wellness and promotion and maintenance of health of individuals, families, and groups in selected areas of practice, with emphasis on the professional roles and responsibilities of the nurse in the community. Identified concepts are applied in selected clinical settings through utilization of the nursing process. (4 units of lab; 2 units of theory). N. 133 Fundamentals of Research in Nursing (3) An introduction to the basic principles of research theory and methodology with the goal of understanding the research process and its application in nursing. The course will focus on the selection and delimitation of a health-related problem and the development of a research design appropriate to that problem. Senior Nursing Electives (3) Consult appropriate semester class schedule for special course offerings. 261

SCHOOL OF CONTINUING EDUCATION

Administration Program Directors and Advisory Committees Educational Programs and Requirements Courses of Instruction 9 262 School of Continuing Education

COLIN SILVERTHORNE Dean

The School of Continuing Education was established in 1975 to house a number of special programs, each designed to provide an educational context that integrates experiential and classroom learning. The undergraduate programs offer the opportunity to apply for credit for demonstrated prior experiential learning.

ADMISSIONS JUDITH STINSON

In recognition of the special needs and concerns of working adults, the School of Continuing Education provides a special staff for students interested in enrolling in its degree programs. This staff is experienced in advising adult students and in helping them prepare for an intensive college program. School of Continuing Education undergraduate programs are scheduled throughout the calendar year and do not necessarily follow the normal academic semesters.

UNDERGRADUATE PROGRAMS Bachelor of Science in Human Relations and Organizational Behavior DAVID FOX, Director

Advisory Committee: Maureen O'Sullivan, Chairperson, Department of Psychology; Frederick A. Minnegerode III, Department of Psychology; Richard E. Davis, Chair- person, Department of Communication Arts; Paula Campbell, Department of Com- munication Arts; Oren Harari, College of Business Administration; Daniel Hansler, Planning Director, American Cancer Society, Adjunct Faculty Member; Harold Goldstein, Training Director, Levi Strauss, Adjunct Faculty Member; Thena Tryg- stad, Assistant to Chancellor, University of California. This program is designed for professional staff and supervisors who want advanced training in the human skills involved in organizational leadership. The program emphasizes an interdisciplinary, behavioral science approach to management, with the curriculum designed to enable the student to develop a conceptual framework for, and skills in dealing with, the worker, at all levels, as a total person, and with the organization as part of a total social environment. 263

The program is designed for those who have completed approximately two years of college. Those with fewer than the requisite number of units may be admitted by permission of the Dean. The minimum requirement for the program is that the total of previous college credits and those awarded through the USF Assessment Center be equal to junior standing (64 semester units). The major in Human Relations and Organizational Behavior requires the completion of the following curriculum: 1. Fulfillment of the University General Education requirements; 2. Participation in a Human Relations and Organizational Behavior learning group for 30 units of credit. Learning groups typically have the following basic curriculum: Sociology 160, Economics 141, Philosophy 105, Psychology 168, HROB 110, 111, 180, 198; (Courses for learning groups may be changed or substituted by the Dean to meet the special needs of groups.) 3. Completion of a field-work project and project thesis; 4. A minimum of 128 units of credit.

COURSES HROB 100. Career and Life Planning (3) A workshop in which the student will examine prior experiential learning in a systematic way, prepare a career plan, and identify the resources needed for im- plementing that plan. (Meets requirement for submission of a Prior Learning Port- folio). HROB 110. Interpersonal Relations (3) An examination of the processes involved in communication, the common impedi- ments to successful communication, and the techniques for overcoming them. HROB 111. Techniques of Group Leadership (3) A review of the theoretical framework upon which analysis of group activity is based, and an examination of the uses of the insights gained in the achievement of leadership goals. HROB 180. Statistical Methods (3) Rationale and methods of descriptive statistics, including sampling, measures of central tendency and dispersion, simple regression and correlation; some inferential and nonparametric statistics. HROB 198. Directed Research Project (6) Design, data collection, data analysis, and evaluation of field research. Psychology 168. Managerial Psychology (3) Economics 141. Economics for Managers (3) Topics include: decision theory, cost theory, breakeven analysis, PERT, organizational change, forecasting, planning, and conflict resolution from an economic perspective. 264

Bachelor of Public Administration DIANE PAIGE, Director

Advisory Committee: William Lunch, Department of Government; Ralph Lane, Department of Sociology; Betty Gibson, Department of Economics; Uldis Kruze, Department of History; Curtis Henry, Adjunct Faculty, Continuing Education.

This program is designed to provide a quality learning environment for those who desire to increase their effectiveness as employees and managers in the public sector. Areas of emphasis include: assessment of interpersonal, leadership, and managerial skills; analysis of public sector issues and policies; project planning and evaluation; and organizational development. The program is designed for those who have completed approximately two years of college. Those with fewer than the requisite number of units may be admitted by permission of the Dean. The minimum requirement for the program is that the sum of previous college credits and those awarded through the USF Assessment Center be together equal to junior standing (64 semester units). The major in Public Administration requires the following: 1. Fulfillment of the University General Education requirements; 2. Participation in a Public Administration learning group for 30 units of credit. Learning groups typically have the following basic curriculum: PA 100,197,198,199; Economics 131 (3); Government 181,182,183; Philosophy 105; (Courses for learning groups may be changed or other courses substituted by the Dean to meet the special needs of groups.) 3. Completion of a field-work project and project thesis; 4. A minimum of 128 units of credit.

METHOD OF STUDY FOR THE PUBLIC ADMINISTRATION LEARNING GROUPS The 30 units in Public Administration may be obtained by participating in a learning group which meets for a total of 45 four-hour workshops (one each week over a period of approximately 12 months). In addition, each student has an individually designed fieldwork project which results in a written project thesis. In the workshops, the courses presenting theoretical materials are carefully arranged in sequential order to enable the student to deal with increasingly sophisticated concepts and skills. Instructors use a variety of formats, including seminars, directed group discussions, simulation games, and field observation. Lectures are kept to a minimum. The workshops also provide an opportunity for students to practice skills in organization, research, and development. Each student must design, implement, and evaluate a thesis or a project related to his/her career objectives. The project will be designed to allow the skills and concepts learned in the workshops to be applied in actual in-service situations. 265

COURSES Pub. Admin. 100. Career and Life Planning (3) (See HROB 100.) Pub. Admin. 110. Methods in Public Management (3) A survey of the theory and practice of management in public, non-profit organizations. Pub. Admin. 197.—Public Administration Practicum (3) A case study analysis of administrative and planning practices in the student's work place. Pub. Admin. 198. Directed Research in Public Administration (3) Pub. Admin. 199. Senior Thesis (3) Economics 131. Economic Analysis of Public Policy (3) Government 181. Organizational Theory (3) Government 182. Bureaucratic Politics (3) Government 183. Public Policy (3) Philosophy 105. Ethics (3)

Philosophy Components HARLAN STELMACH, Director

Each Continuing Education degree program includes a component designed to focus on the clarification of values and broader social and ethical issues. This component generally takes the form of a philosophy course included in the curriculum. Every undergraduate student is required to take an ethics course as part of the USF program. COURSES Philosophy 105. Ethics (3) Philosophy 194. Social Philosophy (3)

Supplementary Curriculum Program HARLAN STELMACH, Director

The Supplementary Curriculum program consists of specially designed curriculum options for students currently enrolled in any Continuing Education external degree program. These curriculum options provide additional credits for students with insufficient core curriculum units or units for graduation and for students desiring to broaden or deepen their education while at USF. The curriculum options are designed specifically for full-time working adults and primarily consist of evening or weekend courses, often taught at off-campus sites. The options are as follows: 266

OPTION I—Continuing Education Special or Extension Courses. The student may enroll in courses sponsored by USF especially designed to help Continuing Education students meet General Education curriculum or total unit requirements. These courses will be developed as needed or they will be offered at regular intervals as part of Continuing Education's Extension program. In general, these courses will be offered on campus in the evening or on weekends; however, where there is sufficient interest, off-campus sites will be provided. Check the listing of special and extension courses or consult the Supplementary Curriculum Coun- selor. OPTION II— Day or Evening School Courses The student may enroll in courses in the University of San Francisco's Day Division, Evening College, Summer Session, or Intersession. Consult the appropriate Catalog sections for courses offered. OPTION III—Independent Study Courses. The student may petition for an Independent Study Course with a University of San Francisco faculty member. Consult the USF Catalog for courses needed or of interest. The Supplementary Curriculum Counselor will arrange for a faculty member with whom the student will develop an educational contract stating what work will be required and how many units will be awarded. OPTION IV-Special Project. The student may propose a special educational project to be carried out under the guidance of a USF Continuing Education faculty member. The forms for this proposal are available on request after consultation with the Supplementary Curricu- lum Counselor, who will also assist in arranging for a faculty member with whom the student may work. The initial proposal and the final project report will be reviewed by a second faculty reader. OPTION V—Courses at Other Institutions. The student may petition the Dean of Continuing Education for permission to take a limited number of units of credit at other accredited institutions. Consult with the Supplementary Curriculum Counselor for procedures and petition forms.

Bachelor of Fine Arts JOHN IGLESIAS, Director Advisory Committee: David Ardagh, Department of Philosophy; Jean Audigier, Department of Modern Language and Classics; John Collins, Department of Com- munication Arts; Patrick Smith, Chairperson, Department of English; Douglas Amis, Department of Communication Arts; Margaret Morse, Adjunct Faculty, Con- tinuing Education; Michael Woods, Director of Fine Arts, Academy of Arts. This is a University of San Francisco program conducted in cooperation with the Academy of Art College at the Academy's downtown campus. Students in the program select approved studio art courses from the Academy of Art College offerings and may take liberal arts and science courses offered by USF faculty at the Academy campus and designed to have special relevance for artists. A student may 267 major in advertising, fashion illustration, illustration, painting, photograph, print- making, or sculpture. Further details are available in a separate brochure which may be obtained from the Office of Admissions, the Office of Continuing Education, or the Academy of Art. The major Cooperative Bachelor of Fine Arts requires completion of the following curriculum: 1. Fulfillment of the University General Education requirements; 2. A minimum of 48 units of credit of USF courses, part of which may be USF basic skills and General Education curriculum requirements; 3. 64 units of foundation and studio art courses. The studio art portion of the curriculum consists of 16 units of foundation courses in basic drawing, figure drawing, design, color, perspective, and 48 units in the desired major; 4.16 units of open electives which may be taken either from USF or Academy of Art courses; 5. A minimum of 128 units of credit.

Professional Internship Program

JAMES ALLARDICE, Director

The Professional Internship Program unites professional and academic activities into a single learning experience. Students are placed in a wide variety of positions (usually full-time) in their anticipated professional fields, either in private industry or in public agencies. At the same time, students attend a series of interdisciplinary evening seminars specifically designed to relate theoretical content to the internships in which they are involved. The program's goals are: To provide students with planned, structured, and supervised learning experiences that will continue to serve as a model for lifelong learning and planning; To link the Bay Area's business and professional communities with the University of San Francisco and its students for a variety of mutual benefits. The normal length of an internship is one semester (September through Decem- ber, January through May, or June through August). During this period, students suspend all or part of their normal curriculum activities. The weekly seminars serve to relate the work experience to the curriculum. In some cases, an independently designed plan of study may be more appropriate. Internships may be tailored to fit the needs of employers in terms of duration, scheduling, and number of hours. Most positions are paid. Some, however, owing to their nature, are unpaid, and therefore require only 20 to 25 hours per week participation. Undergraduate internships allow students to be granted up to 12 units of credit per semester; graduate internships generally involve six units. 268

COURSES Business Administration 195. Student Internship (6) Supervised field work in selected business, social, and government organizations, supplemented by periodic seminars and term papers. Communication Arts 193. Internship in Publishing (6) (See English 195 below) Communication Arts 195. Theatre Arts Management Internship (6) A professional theatre manager guides interns in the study of arts management, including marketing, box office management, and company management. Communication Arts 197a. Senior Project I (3) Communication Arts 197b. Senior Project II (3) Economics 195. Fieldwork in Economics (1-6) Supervised field study in Economics based on a written proposal approved by the Department Chairperson. English 107. Advanced Writing Skills (3) A writing course in which students develop descriptive and analytical papers on various aspects of the internship experience. English 195. Internship in Publishing (6) Led by an experienced professional, students explore all aspects of the publishing field from copy to distribution. Psychology 141. Career and Life Planning (3) The development of a systematic approach to the selection, advancement, or change of career. Psychology 150. Community Involvement Program in Psychology (1-6) Requirements are attendance arranged throughout the semester and satisfactory work in a placement approved by the supervisor. Sociology 105. Community Involvement Program (6) Students supervised in volunteer work at an approved community organization. Assessment Center ROBERTA. JOHNSON, Director

The Assessment Center is designed to evaluate, for college credit, learning that has taken place outside the traditional college classroom. Older students often find that they have learned, through jobs or other life experiences, the equivalent of what is taught in college or junior college classes. A student who can present documented evidence that the learning has taken place can be awarded college credit. Students who wish to apply for experiential learning credit must take a special seminar which provides direction in preparing the prior learning portfolio. (This seminar is integrated into the first part of every external degree program.) The student presents the completed portfolio to the Assessment Center, where it is screened by the Center staff. If found acceptable, it is forwarded to an appropriate faculty member or members for evaluation for college credit. 269

Credit for experiential learning can be placed on a student's transcript only after the student has completed 30 units of classroom-based credit at USF.

MASTER'S PROGRAMS

Master of Public Administration

DIANE PAIGE, Director Advisory Committee: (See Bachelor of Public Administration)

The Master of Public Administration Program provides working professionals with the opportunity to obtain the advanced education and training needed to become effective senior managers in public and non-profit agencies. While innovative in format, the program is academically rigorous. Students should plan to devote a substantial amount of time to the program during the months of course work. Students in the program are organized into learning groups of approximately 15 to 20 people. Ordinarily, a learning group goes through the entire program together. The student has an opportunity to choose from two formats: 1. Weekly format— each group meets weekly for four hours. 2. Weekend format—each group meets Friday, Saturday, and Sunday for eight hours each day. In this format, students meet for a total of eight weekends throughout the year. Sessions are carefully structured to include discussions, simulations, and lectures. Students are expected to take responsibility for their learning and share their experiences with colleagues in the class. Students should plan to devote an average of 15 to 20 hours per week to the program. Work consists primarily of assigned readings, writing, and work on independent research projects, for a total of 35 units. Students are encouraged to form study groups to assist each other with out-of-class assignments. Each student will design an individual research project, which will become the topic for the Master's thesis. The student will be assisted in the preparation of the thesis by a committee comprised of: 1. the core instructor of the group; 2. the Program Director or a full-time USF faculty member assigned by the Director; and 3. a practitioner selected by the student and approved by the Program Director.

COURSES PA 200. Introduction to Public Administration (6) An insight into the nature and scope of public administration theory. The various theoretical models are addressed by identifying the characteristics, values, environmental influences, and representative theorists. 270

PA 205. Practicum in Public Administration (3) An opportunity for students to apply, within an organizational setting, the theoretical frameworks identified in PA 200. PA 201. Research and Evaluation in Complex Organizations (4) The identification and implementation of qualitative and quantitative approaches to research in the field of public administration. PA 202. Public Sector Finance and Budgeting (4) Evaluation of public sector issues and concepts; comparisons and contrast of various budgetary models; experience and evaluation of thematic models associated with cost-benefit analysis and program analysis. PA 298. Directed Research in Public Administration (3) In this course, the student is expected to decide upon the subject of the thesis and develop the appropriate research methodology for it. PA 203. Human Resources Management (2) The evolution of American civil service concepts and reforms; evaluation of problems challenging contemporary institutions, e.g., affirmative action and public sector collective bargaining. PA 204. Issues in Public Policy (2) Evaluation of public policy issues associated with energy and the environment; welfare, poverty, medical care, consumer protection, education, and agriculture. PA 229. Thesis Writing (2) Directed research leading to the presentation of a master's thesis.

OPTIONAL SPECIALTIES Students have the option of adding a specialty by taking an additional six units. Specialties are currently available in Health Administration, Justice Administration, Consulting, and Gerontology. Classes in specialties are for two units each. Health Services Administration Problems and Issues in the Health Field Management of Health Services Planning for Health Criminal Justice Seminar in Justice Administration Management Procedures in Justice Administration Planning in Justice Administration Consulting Seminar in Consulting in the Public Sector Managing the Consultantship Process Evaluating the Consultantship Process Gerontology Nine additional GEC courses offered through the School of Arts and Sciences. 271

Master of Science in Environmental Management

JOSEPH PETULLA, Director

Advisory Committee: Thomas Gruhn, Chairperson, Department of Chemistry; James Brown, Department of Biology; Hamilton Hess, Chairperson, Department of Theology; Frank Steiner, Vice-President, Engineering Science, Berkeley, CA; Facul- ty member chosen in rotation from Environmental Management Faculty. The Environmental Management curriculum includes the scientific, technical, legal, economic, and public policy aspects of environmental management problems con- nected with air and water quality, solid and liquid waste management, energy and land-use management, and environmental health problems. All students take a core curriculum dealing, with the entire range of environmental questions as well as a specialized research program related to a specific area of concentration, e.g., air or water quality, toxic substances, etc. Research projects are applied to specific environmental problems at specific locations; ideally, they are related to the student's job. Laboratory work is done both at the students' place of employment and at the University of San Francisco. The program maintains close ties with the U.S. Environmental Protection Agency, Department of Energy, and many other federal, state, and local environmental agencies. CURRICULUM The program has two major components: theory courses and research groups. Theory course work takes place between 9:00 a.m. and 1:00 p.m. each Saturday; research group work occurs between 1:30 and 3:30 p.m. Saturday afternoon, unless a group makes special arrangements with its faculty advisor. Students are expected to attend both the four-hour theory classes and two-hour research group classes each Saturday. Students who are compelled by illness or job requirements to miss more than two Saturdays must drop out of classes for the semester and re-enter the following semester. Theory courses are designed to provide scientific, technical, regulatory, economic, and public policy background for the wide range of environmental management problems: air and water quality, solid and liquid waste, energy, land use, and environmental health. During the first semester, the scientific basis of the problems is studied: the chemistry, biology, and physics. In the second semester, students are introduced to systems of pollution control management, with emphasis on the regulations and technical state-of-the-art problems. In the third semester, economic and public policy questions are addressed, concluding with a critical philosophical assessment of the ideologies, assumptions, and methodological constraints of en- vironmentalist traditions and opposing viewpoints. The fourth semester is devoted to thesis work if students need additional help; no special courses are offered. COURSES Theory course work is broken down into the following courses each semester: 272

Semester I: Environmental Science IDS 250. Ecoscience (4) An examination of the interactions existing within and between natural ecosystems, such as the biosphere, lithosphere, and hydrosphere. IDS 251. Conversion Technologies (2) Basic principles of thermodynamics. A treatment of the various technologies by which nature is transformed into usable energy resources.

Semester II: Pollution Control Management IDS 254. Environmental Engineering (4) Lectures in the technical state of the art by experts in the fields of air and water quality, solid and hazardous waste management, industrial health, noise pollution, and energy management. IDS 255. Environmental Law (2) The requirements of state and Federal laws dealing with impacts on the natural environment and human health. Legal theory and case applications.

Semester III: Economics and Public Policy IDS 256. Environmental Economics (2) Economic concepts applied to environmental problems: microeconomic theory, including polluting discharges, market failure from externalities, benefit-cost analysis, resource allocation, etc. IDS 257. Institutions of Environmental Management (2) The political factors which influence the management of industries affected by environmental constraints and regulations. IDS 258. Environmental Philosophy and Ethics (2) A critical analysis of values and traditions of environmental thought. The philosophy of environmental policy issues and ethical systems related to environmental thought.

PROGRAM POLICIES, REQUIREMENTS, AND PROCEDURES Students are expected to meet standard USF entrance requirements for graduate programs. In addition, it is important to have a good academic background in physical sciences, mathematics, and social sciences. Students should have completed at least one year of chemistry or have the equivalent experiential learning. Students who, by the end of the first semester, have been unable to find paid positions, either by themselves or with the help of the Internship Office, must consult with the Program Director to reach agreement on a satisfactory half-time, unpaid internship in which a research project may be developed. Thesis projects are research problems in the area of applied environmental management. Students develop their own research projects, which, ideally, should relate 273

to problems at their work, as well as have significant societal importance. Primary readers of theses are adjunct faculty members of the Environmental Management Program, all practitioner experts in the areas of concentration. Second readers of theses come from the regular campus faculty of USF. Third readers are chosen by students, usually colleague experts from their place of employment. Students usually ask thesis readers to approve each chapter as it is completed, according to an established schedule, during the third semester. Faculty help is offered during the fourth semester as well. Students who do not complete their theses in four semesters must register for three units of graduate credit each year until the thesis is completed.

Master of Toxicological Science

JEAN SCHOLLER, Director The Master of Toxicological Sciences Program was developed to meet the immediate need of both government agencies and industry. Within the past few years, many new regulations have appeared relating to the manufacture, distribution, and handling of chemicals. New standards are being promulgated and more stringent toxicological tests are being designed and required. The TOXIC SUBSTANCES CON- TROL ACT (TSCA) has created a demand for persons with knowledge of both toxicology and government regulations. The curriculum is designed to give each student a thorough grounding in the fundamentals of toxicology and a survey knowledge in several areas of specialization. The student may pursue one of two options: an emphasis either in regulatory affairs or in applied toxicology—a choice that must be made by the end of the first semester. In addition, students must develop an in-depth knowledge of the specialty related to their thesis topics. All faculty members are qualified toxicologists or recognized experts in a specialized field. Many are members of the Society of Toxicology. A comprehensive examination and a thesis are required of all students. Students may choose to do either: 1. a literature review of some aspect of the toxicology of an agent or class compounds; or 2. original laboratory research. It is assumed that most laboratory research will be conducted at the student's place of employment, but the University may make its facilities available when appropriate. Semester I: Principles of Toxicology T279. Fundamentals of Toxicology (4) Discussion of the meaning and derivation of toxocological terms (e.g., LD50 (TC50), MAC, TWA), various toxicity tests, and the basis for good laboratory practices. T271. Statistics and Introduction to Experimental Design (2) The quantitative aspects of some of the basic concepts of T279, the tests of signifi- 274

cance (e.g., chi square) and the use of statistics in experimental design and data interpretation. T272. Pharmacokinetics Applied to Toxicology (3) An examination of the ways in which toxic agents enter the body and are spread through it. Discussion of target organs, means of excretion, and the biotransforma- tions undergone by chemicals. T273. Pathology and Diseased States (2) Basic concepts and differential diagnosis, including interpretation of abnormal clinical values.

Semester II: Methodologies of Experiments and Interpretation of Results During the second semester, the nature of the test systems, the problems and limitations encountered, and the type of information generated will all be covered. Throughout this semester, case histories will be analyzed. Grading will be on the analysis and interpretation of the case history. T274. Genetic Toxicology (2) Long-term and short-term tests will be discussed, including their usefulness and limitations. T275. Carcinogenesis (2) Experimental design and interpretation of carcinogenic tests, including various end points and criteria of cancer. T276. Teratology and Reproduction (1) A study of the effect of chemicals on reproduction; the distinction between maternal and fetal toxicology, and between embryo toxicology and teratological changes. T277. Inhalation Toxicology (3) Methodology and parameters to be considered in the study of workers or total populations affected by the inhalation of toxic substances. T278. Overview of Toxicity of Special Compound Classes (2) A study of the toxological impact of chemicals, including solvents, pesticides, and food additives.

Semester III: In the third semester, two options will be offered. Those students who want to learn about regulatory actions should choose Section A. Those who will be more closely associated with laboratory results should sign up for Section B. Section A—An Overview of Regulatory Problems of Toxic Materials 1219. Environmental and Occupational Impact of Toxic Materials (3) A consideration of the implications of OSHA, FIFRA, TOSCA, FDA, CPSC, and DOT, relative to chemicals and air, water and hazardous wastes. T280. Problems in Regulation, Product Liability, and Compliance (2) A review of the nature of the regulatory mechanisms, the need to comply, the nature of penalties, and the interaction of the various agencies. 275

T281. Quality Assurance and Data Review (2) The meaning and usefulness of quality assurance. T298. Thesis Design (1)

The requirements, including format, for an acceptable thesis.

Section B—Applied Toxicology This series of short courses will cover a variety of topics to acquaint the students with the diversity within the discipline. T282. Neuro- and Behavioral Toxicology (1) What information can be obtained by observation of test animals when death is not the end point? T283. Aquatic Toxicology (1) The effect of agents on aquatic biota. T284. Immunotoxicology (1) Examination of the nature and scope of the newest aspect of toxicology—immunotoxicology. T285. Risk Assessment (1) What decisions must be made to determine the relative risks and benefits of chemicals in commerce? Cost/benefit analysis. T286. Environmental/Occupational Toxicology (1) A review of the agencies which regulate the substances that may affect man. T281. Quality Assurance and Data Review (2) In combination with Section A. T298. Thesis Design (1) In combination with Section A.

Semester IV: Thesis T299. Thesis (3) Each student will write a thesis which comprehensively covers a special topic. The details and techniques will be dealt within T298. This scholarly work should be of such quality that on reformulation it should be publishable as a review in a recognized journal. Each student must be prepared to defend the thesis orally and to discuss the fundamentals of toxicology.

Master of Science in Human Relations and Organizational Development

DAVID FOX, Ph.D., Director Advisory Committee: Allen Calvin, School of Education; Alev Efendioglu, Business Administration; Larry Guido, Continuing Education, Oren Harari, Business Admin- istration. 276

The program is designed for both line managers and HRD professionals who want advanced education in organizational problem solving. Using an interdisciplinary approach, the curriculum draws upon psychology, sociology, philosophy, business, and economics. Scheduling of course work is specifically designed to accommodate the needs of working adults; classes are held in the evenings and/or on Saturdays and there are only short breaks between the semesters, which do not necessarily follow the regular academic schedule. The goals of the program are as follows: To provide managers and HRD professionals with excellent problem-solving skills; To offer an education that is both academically sound and relevant to the student's career objectives; To encourage action-research projects of benefit to the student's employer; To provide advanced professional competence in human relations skills; To provide sufficient technical skills to facilitate solving problems for organizations; To provide an understanding of the ethical issues confronting managers. 277

PROGRAM CURRICULUM

Semester I HROD 201. Organizations: Diagnosis and Decisions (3) An introduction to Human Relations and Organizational Development history and theory, including such concepts as change theory, intervention, and team building. HROD 202. Research and Evaluation Methods (3) An introductory survey of the types of research investigations, designs, and methodologies used to study problems of investigating and evaluating organizations and organizational change. HROD 203. Project Design and Development (3) Identification of an appropriate project for research; statement of research methodology and techniques to be applied in the development of an appropriate evaluation design.

Semester II HROD 204. Human Behavior in Organizations (3) A human resource management approach to understanding the behavior of individuals in an organizational setting (e.g., manpower planning, E.E.O., interviewing and personnel selection, performance appraisal, and labor-management issues). HROD 205. Organizational Development (3) The use of social science techniques to solve practical problems in organizations; investigation of the theoretical and practical applications of social science interven- tions. HROD 206. Contemporary Approaches Within Organizations (3) The overall business organization as a system, with its subsystems of information flow. Formulation of courses of action and decision-making through systems analysis.

Semester III Phil. 195. Ethical Issues and Values in Business (3) Exploration of the ethical issues faced by managers, including moral obligations to employees, to management, to stockholders, and to consumers, as well as the social responsibilities of large organizations. HROD 207. Management Planning and Control (3) An analysis of static and dynamic, deterministic and nondeterministic models of real-world decision situations, with application of the techniques developed to various functions of operations management, e.g., planning, control, facility location, distribution. HROD 208. Training and Development in Organizations (3) A skill development course in the supervisor's responsibilities in training a work- force, identification of training needs, and formulation of training objectives; the design, implementation, and evaluation of a training program. 278 279 Evening College

Administrative Office: Campion B-3 (Phone: 666-6355)

The Evening College of the University of San Francisco is an integral part of the University. It is governed by the academic regulations which are explained in this Catalog. For over thirty years, the Evening College has been offering educational opportunity at the collegiate level in Liberal Arts, Mathematics, and Business Administra- tion for those who desire, after their normal working hours, to begin or continue their University studies. Persons who have already completed the requirements for a university degree are offered the opportunity to supplement and enrich their education. Students may enroll for academic credit or as visitors. Visiting privileges permit only attendance in class and participation in discussion. They do not carry the right to testing nor to any evaluation of one's work. No permanent academic record will be kept of such class participation. The Evening College offers curricula leading to the following degrees: 1. Bachelor of Arts in Economics, English, Government, History, Philosophy, Psychology, Sociology. 2. Bachelor of Science, Mathematics. 3. Bachelor of Science in Business Administration through the College of Business Administration, with majors in Business Economics, Business Administration (with an area of emphasis in Finance, Industrial Relations, International Busi- ness, Marketing, or Management Science), and Business Administration for the Accounting Specialist. A certificate of Business Administration is also available. In addition, the Evening College regularly offers courses in the following fields: Anthropology, Communication Arts, Fine Arts, Physical Education, Religious Studies, Theology, French, German, Italian, Mandarin, Russian, Spanish, Compu- ter Science. 280

SPECIAL ACADEMIC PROGRAMS

I. Within Liberal Arts Institute for Asian/Pacific Studies Center for Gerontological Studies Honors Program St. Ignatius Institute Urban Studies Certificate Program World English Center

II. Independent of Liberal Arts Fromm Institute for Lifelong Learning Cooperative Aerospace Studies Program College of Our Lady of Mercy Russell College Upward Bound 11 281 Special Academic Programs Within Liberal Arts

Institute for Asian/Pacific Studies

CHAN YOUNG BANG Director The Institute for Asian/Pacific Studies was founded at the University in 1974 as a special unit designed to focus attention on and support Asian studies instruction. In addition to class room instruction, IA/PS sponsors symposia on campus as a forum for policy debate, drawing attention to current policy issues affecting Asian- American friendship and understanding. IA/PS cooperates with other USF components and co-sponsors special activities, particularly involving the local Asian- American communities in coordination with off-campus and overseas agencies. Special lectures on Asian affairs and cultural events concerning Asian countries round out the activities at the Institute.

Certificate in Asian Studies Operating within the College of Liberal Arts and Sciences, the Institute sponsors and administers a program designed to guide the student through a flexible series of courses and develop a sound foundation in Asian Studies. The Certificate in Asian Studies program (CAS) is interdepartmental and interdisciplinary, drawing on distinguished USF faculty and visiting scholars. Through lectures, film series, and independent research, the CAS program introduces the student to Asian and Pacific cultural richness as well as the political, economic, and social aspects of the related countries. The CAS program should be considered as a supplement or minor field of study. Upon successful completion of 24 units of credit within the program, as prescribed, the student will be awarded a formal Certificate of Asian Studies. The Institute's director, Dr. Chan Young Bang, serves as CAS program coordinator and student advisor. In addition, the participating faculty and qualified staff are available for helpful consultation and direction. A. General Requirements 1. Completion of 24 units of credit (8 courses) in the Asian Studies program. Twelve units of credit may overlap with the student's major field of study. 2. It is expected that the student maintain a grade point average of 3.0 (A = 4.0) in the CAS course. Such a scholastic record is a condition for the formal awarding of the Certificate of Asian Studies. 3. Students must be at least second semester freshmen before formal admission, but pertinent courses may be taken prior to such admission and subsequent credit obtained.

Course Requirements 1. INTERDISCIPLINARY 7-Introduction to Asia (3) A selected survey of Asia's lands, peoples, traditions, history, and modern economic, social and political developments. It is strongly recommended that the student take this class early in the CAS program. 2. INTERDISCIPLINARY 8—Introduction to Classical Chinese Culture (3) A survey of the highlights of Chinese culture and thought from 2200 B.C. to 1911 A.D. Emphasis will be on religious, philosophical, and political thought; its origins and development through 4000 years. 3. INTERDISCIPLINARY 198-Asian Research and Colloquium (3) The student will undertake a substantial research paper focusing on a general Asian issues or problems or a particular Asian/Pacific society. The research will be directed by two faculty members of different departments. Both scholars will grade the final paper. A related colloquium for all students enrolled will be conducted by the CAS program coordinator. 4. Three of four courses (9-12 units) from among the following USF course offering, with selections to be spread over at least three (3) different disciplines and at least two (2) distinct Asian Regional settings: Economics 147 The Political Economy of the Western Pacific (3) English 187a Introduction to Japanese Literature (3) English 187b Japanese Poetry (3) English 187c Contemporary Japanese Novel (3) English 188 Chinese Literature (3) Government 129 The Diplomacy of Asia (3) Government 135 Government and Politics of Indonesia and Southeast Asia (3) Government 136 Government and Politics of India and South Asia (3) Government 137 Government and Politics of China and East Asia (3) History 185a History of East Asian Art and Civilization to the 12th Century (3) History 185b History of East Asian Art and Civilization since the 12th Century (3) History 186a History of China I (3) History 186b History of China II (3) History 187a History of Japan I (3) History 187b History of Japan II (3) History 189 History of Southeast Asia (3) History 198 Colloquium on Contemporary China (3) (when offered) Languages Japanese I (4), 2 (4) Mandarin I (4), 2 (4) Philosophy 141 Eastern Philosophy (3) Religious Studies 177R Religious Dimensions of Eastern Cinema (3) 283

5. An additional course or two (3-6 units) from among the following list of University course offerings, with final selection to be made in consultation with the CAS Program Coordinator: Anthropology 120 Nature of Culture (3) Economics 172 Economic Development and Industrialization (3) Government 116 Political Thought in Non-Western Societies (3) Government 139 Government and Politics of the Middle East (3) Government 150 The Politics of Development (3) Philosophy 142 Introduction to Arab Culture (3) Religious Studies 70R Introduction to World Religions (3) At this time, the Institute does not offer an advanced degree in Asian studies. However, in connection with the Economics Department, a Master of Arts degree in International Economics with emphasis on the Western Pacific can be obtained. Undergraduate courses offered through the Institute for Asian! Pacific Studies Interdisciplinary 007. Introduction to Asia (3) Survey of Asia's lands, peoples, traditions, history, and modern economic, social, and political developments. Interdisciplinary 008. Introduction to Classical Chinese Culture (3) Survey of Chinese cultural thought from 2200 B.C. to 1911 A. D. Emphasis on religious, philosophical, and political thought.

Center for Gerontological Studies DOUGLAS K. AMIS Director Advisory Committee Participating Faculty RALPH LANE JOAN AVIS Dept. of Sociology Ed. Psych./Counseling FRED MINNIGERODE School of Education Dept. of Psychology DIANNE PAIGE HAROLD T.BEVAN Public Administration Dept. of Psychology THOMAS McSWEENEY ELEANOR METZ Ed. Psych./Counseling School of Nursing School of Education The Gerontology Program offers students an opportunity to specialize in the study of aging while concurrently working for an academic degree. Upon completion of requirements for both programs students receive a certificate in Gerontology from the University. Persons with graduate or professional degrees may apply for the certificate separately. The Gerontology Certification Program is an interdisciplinary study involving every academic discipline concerned directly or indirectly with the aging process. The basic objective of certification is the development of skills to enable the professional more effectively to meet the needs of the elderly. 284

Undergraduate Curriculum for Bachelor of Arts or Science and Gerontology Certificate Program The undergraduate certificate program is designed to give students an opportunity to become acquainted with the interdisciplinary field of gerontology. It aims to develop the skills necessary for further study or for entry-level positions serving the older population. The Certification Program must be completed in addition to the requirements of an undergraduate major.

Core Gerontology 200. The Phenomenon of Aging Gerontology 210. Social Problems Related to Aging Gerontology 220. The Psychology of Middle and Old Age Gerontology 297. Practicum: Human Aging Electives—Nine units from the following: Psychology 106. Experimental Developmental Psychology Psychology 113B. Developmental Psychology II Psychology 142. Perspectives in Psychology: Aging Sociology 138. Social Gerontology Theology 191. Developmental Psychology and Christian Thought Religious Studies 148R Death and Afterlife

Graduate Program Leading to the Certificate in Gerontology A. Field Work—Practicum Option Core Gerontology 200. The Phenomenon of Aging Gerontology 210. Social Problems Related to Aging Gerontology 220. The Psychology of Middle and Old Age Gerontology 297. Field Work in Gerontology Electives—Nine units from the following: Educational Psychology 261. Life Transition Counseling Educational Psychology 262. Adult Development Educational Psychology 263. Gerontology Social 138. Social Gerontology Gerontology 297. Practicum: Human Aging Gerontology 299. Independent Study B. Thesis Project Demonstrating Excellence (PDE) Option Core Gerontology 200. The Phenomenon of Aging Gerontology 210. Social Problems Related to Aging Gerontology 220. Psychology of Middle and Old Age Educational Psychology 200. Research Methodology Gerontology 300. Thesis Writing/PDE 285

Electives—nine units from the following: Educational Psychology 261. Life Transition Counseling Educational Psychology 262. Adult Development Educational Psychology 263. Gerontology Sociology 138. Social Gerontology Gerontology 297. Practicum: Human Aging Gerontology 298. Independent Study

Courses of Instruction in Gerontology

200. The Phenomenon of Aging Exploration of theories of aging, its physiological aspects, physical and mental health problems, family and sexual roles, housing, leisure and recreation; the economics of aging and death. 210. Social Problems Related to Aging A study of the structural and behavioral implications of older adulthood in American society, including the significance of demographic characteristics, the relationship of aging and the aged to political, economic, educational, religious, and related structures in society. 220. The Psychology of Middle and Old Age Study of the psychological aspects of both normal and pathological aging, including learning, motivation, intelligence, and achievement; the implications of various personality theories for research, counseling, and social impact. 297. Practicum: Human Aging Direct involvement in off-campus activities and programs involving older persons, with emphasis on the student's major field of interest and study. A project, written by the student under the direction of an advisor, and the student's professional competence will be evaluated by faculty and field supervisors. 298. Independent Study: Human Aging Directed, in-depth study of a specific topic in Gerontology. Approval of project is required from major advisor, program coordinator, and the Dean.

Gerontology content courses offered at the University: Psychology 106. Experimental Developmental Psychology Psychology 113. Developmental Psychology II Psychology 142. Perspectives in Psychology: Aging Sociology 138. Social Gerontology Theology 191. Developmental Psychology and Christian Thought Religious Studies 148R. Death and Afterlife. Ed. Psychology 260. Positive Mental Health Ed. Psychology 261. Life Transition Counseling Ed. Psychology 262. Adult Development Ed. Psychology 263. Gerontology 286

Honors Program JOHN H. MARTIN, S.J. Director The purpose of the Honors Program is to offer a greater academic challenge to selected superior students who desire to meet such a challenge. The program consists of seven seminars, one each semester, beginning with the second semester of the freshman year. Under a different faculty moderator for each seminar, Western European thought and culture is treated topically within an advancing historical framework. The lectures, discussions, readings, and papers center around primary sources. Some of the seminars may be applied in partial satisfaction of the General Education Curriculum requirements. On successful completion of the program the student is graduated "in honors." Admission to the program is based on the student's high school record, the quality of a 300-word essay which he/she submits in support of the application for acceptance, and the result of an interview with the Director. Required Courses: 1. The Graeco-Roman World (3) 2. The Medieval World (3) 3. Renaissance Themes in Art and Literature (3) 4. Science, Religion, and Culture in the Seventeenth Century (3) 5. The Enlightenment in Europe and America (3) 6. The Impact of Industrialization on Western Society, Thought, and Art (3) 7. The Modern Period (3) 199. Honors Tutorial (3) St. Ignatius Institute JOSEPH D. FESSIO, S.J. Director The University of San Francisco's St. Ignatius Institute (SII) is an integrated, Catholic Liberal Arts curriculum designed to permit a student to complete any of the University's undergraduate degree programs in four years. It is intended for those who desire both the solid foundation of a Catholic Liberal Arts education and the academic preparation necessary for a professional career. The four-year integrated curriculum grounds the student in the rich tradition of Christian humanism and is based on the great books and authors of Western Civiliza- tion, with an emphasis upon the great works of Christianity, particularly of the Catholic tradition. A unique feature of this program is the seminar/lecture combination. Each semester a seminar deals with a specific area through discussion of a wide range of great books and authors. Concurrently, the same theme is systematically treated in a lecture course. Each semester, there are two additional SII courses which incorpo- rate primary sources as much as possible and are taught by professors competent in their fields and committed to the Christian vision of God, man, and the universe, as 287 embodied in the teaching of the Catholic Church. The Institute also sponsors lectures on topics of contemporary importance. Since Christian education aims at the formation of the whole person in the image of the God-man, there is a spiritual aspect to the Institute exemplified in a retreat at the beginning of the school year, a day of prayer, reflection, and discussion each semester, and the daily celebration of the Mass. The SII is a nucleus within the University where students can get to know each other and share the experiences of university life. Unmarried students not living at home are, as a general rule, expected to live in the University residence halls. Institute students reside on floors designated as "quiet floors" in an atmosphere conducive to study and conversation. To foster a sense of community and to make group study more convenient, Institute students will be housed, along with other students of the University, near each other on adjoining floors. The SII program is meant to be intellectually challenging, but is not intended to be an honors program restricted to the exceptional student. Our personal interest in the student is not limited to the academic and spiritual development of the student during the program, but includes a serious concern and effort on the part of the faculty and staff to help the student find suitable employment or entrance into graduate school upon graduation. Anyone who successfully completes this program will not only be prepared to face the challenge of today's world as an educated adult Catholic, but will be eminently qualified for a professional career.

Junior Year Abroad The Institute offers a Junior Year Abroad at Oxford University in England and the University of Innsbruck in Austria; in both places Institute students take courses which are comparable to the Institute junior year classes taught at USF.

Curriculum Outline The Institute curriculum is based on the great works of Western Civilization and consists of one 4-unit seminar/lecture and two 3-unit courses per semester (80 units total). The curriculum of the Institute satisfies the General Education Curriculum requirements. The Institute curriculum allows a major (in 4 years) in all areas of the University. The normal course load is 15-18 units per semester: ten units taken in the Institute curriculum and the remaining units in the student's major or electives. The requirement for graduation is the successful completion of the Institute curriculum and fulfillment of major requirements and electives for a total of 128 units. St. Ignatius Institute course offerings span a number of academic disciplines. Some course descriptions are listed elsewhere in the Catalog under the specific academic discipline. In all cases, however, St. Ignatius Institute students are assigned to special sections of these courses open only to Institute students. 288

Fall Semester Spring Semester FRESHMAN units units SI 10 Greek Literature and SI 20 Ancient Philosophy* 2 History* 2 Phil. 106 Ethics** 2 Engl. 3 Writing Practicum** 2 Theol. 120 Introduction to Theol. 110 God and Man the New Testament 3 in the Old Testament 3 Nat.Sci. 195A History of Science I 3 Phil. 2 Logic 3 Major/Electives 6-8 Major/Electives 6-8 16-18 16-18 SOPHOMORE SI 30 The Church Fathers and SI 40 Literature in its Their World* 2 Historical Setting I: Rome to Theo. 51 Revelation, Christ the Renaissance* 2 and the Church** 2 SI 40A Literature in its Gr/Fr 7A German/French 3 Historical Setting I: Rome to History 4a Western the Renaissance** 2 Civilization: Rome to GR/Fr 7B German/French 3 Renaissance 3 Phil. 100 Philosophy of Nature Major/Electives 6-8 and Man 3 16-18 Major/Electives 6-8 16-18 Fall Semester Spring Semester JUNIOR units units SI 110 Medieval Synthesis* 2 SI 120 Literature in its Historical Phil. 103 Methaphysics** 2 Setting II: The Modern World * 2 Theo. 162 Great Figures in SI 120A Literature in its Spirituality 3 Historical Setting II: The SI 150 Great Figures in Art Modern World** 2 and Music 3 Hist. 4b History of Western Major/Electives 6-8 Civilization: Reformation to 16-18 Present 3 Nat.Sci. B History of Science II 3 Major/Electives 6-8 16-18

* Seminar * * Lecture combination course 289

SENIOR SI 130 Modern Philosophy* 2 SI 140 Modern Theologians* 2 Govt. 115 Contemporary Theo. 141 Church and Political Thought** 2 Sacraments** 2 Theo. 172 Social Teachings SI 160 B American Studies 3 of the Church 3 Psych. 110 History and SI 160 A American Studies 3 Systems of Psychology 3 Major/Electives 6-8 Major/Electives 6-8 16-18 16-18 SI 190 Cardinal Newman: His Life and Works SI 191 20th Century Revival of Catholic Culture

Junior Year Abroad Courses units SI 115A and B First Semester Oxford Course 18 SI 116 A and B First Semester Innsbruck Courses 18 SI 125 A and B Second Semester Oxford Courses 18 SI 126 A and B Second Semester Innsbruck Courses 18

Urban Studies Certificate Program Faculty Committee RALPH LANE, JR. WILLIAM M. LUNCH Coordinator COLIN P. SILVERTHORNE FRANK L. BEACH BETTY J. GIBSON The Urban Studies Certificate Program is designed to enhance USF's response to its urban environment. It provides students with a framework of study and scholastic recognition in the form of an Urban Studies Certificate. The program encompasses courses of study in a number of academic disciplines and prepares students for public service and for graduate programs in urban studies and in city and regional planning. Students completing the program will obtain an Urban Studies Certificate. For more information, contact the coordinator or a member of the faculty committee.

* Seminar **Lecture combination course 290

Admission to the program requires: 1. 3.0 GPA in major 2. Junior standing 3. A basic course in Statistics and a basic course in Data Programming. The program requires completion of the following curriculum: 1. Interdisciplinary 2: The City 2. Six courses (18 units) from those courses considered by the faculty committee to be appropriate to Urban Studies. A list of such courses will be available to students prior to the registration reservation period for each semester. The courses will be drawn normally from the College of Business Administration and from the offerings in Anthropology, Economics, Ethnic Studies, Government, Health Education, History, Psychology, and Sociology. 3. Participation in a recognized internship program with an organization or institution in the city for a full semester for at least 10 hours per week. Such internships are normally available through the Professional Internship Program or through the Departments of Government, Psychology, or Sociology. 4. The City (3) An interdisciplinary approach to urban studies, using San Francisco as a case study.

World English Center LEILA H. KELLOW Acting Director The World English Center (WEC) of the University of San Francisco provides an effective program in English as a Foreign Language so that international students can obtain a high level of English proficiency in a relatively short time. The program is meant mainly for international students who are, or will be, enrolled in academic programs at the University of San Francisco or other American colleges and universities. But it will also accommodate persons who are seriously in need of better control of the English language for various other purposes. Incoming international students are tested thoroughly in reading, writing, grammar, and aural comprehension. Then, depending on their needs, they are assigned by the World English Center to an intensive, full-time, non-credit program in English, or to credit courses in the University. International students will finish the intensive program in either one or two semesters, depending on their previous training in English and their diligence in applying themselves. The criterion is that they are preparing themselves to compete with native speakers of English in an academic situation. 1. Intensive Study of the English Language (No credit) This course which meets five hours a day, five days a week, aims at rapid acquisition of English through drills in pattern practice and sentence structure, with daily use of the language laboratory. Daily practice is given in reading and writing. (ELC la is a continuation of ELC 1 for those who need further work in intensive English.) 291

2. Elementary Writing (3) This course is designed for the international student whose English has been approved by the World English Center but who still has difficulty in writing correctly. Equivalent to English 1a, 1b. 3. Intermediate Writing (3) The basic writing course designed for international students who are clearly beyond the need for special help in English composition. Equivalent to English 5. 4. Advanced Writing (3) Continuation of ELC 3 stressing extensive writing and the analysis of themes of a more sophisticated level. ELC 4 is equivalent to English 6. 5. Aural Comprehension (3) This course is designed for those who have a fairly adequate knowledge of grammar and written English but need intensive practice in understanding spoken English. 6. Advanced Reading Skills (3) This course is designed for students who have met the USF English proficiency requirement but would like to improve their reading efficiency by increasing their reading speed and comprehension. 7. Advanced Grammar and Special Vocabulary (3) This course is designed for students who have a basic competence in English grammar but need improvement in the use of advanced structures. The course also stresses university-level vocabulary. 8. Introduction to American Literature and Culture (3) This course introduces international students to important American writers and to basic ideas in American culture. Equivalent to English 13. 110. Teaching English through Drama (3) A course to show teachers of non-native students how to use all the techniques of drama in EFL (English as a Foreign Language) classroom. 292 Special Academic Programs Independent of Liberal Arts

THE FROMM INSTITUTE FOR LIFELONG LEARNING

HANNA FROMM, Executive Director MILDRED B. MISHKIN, Program Director DR. BARBARA ROSENBERG, Education Consultant The Fromm Institute for Lifelong Learning is a university within a university, offering daytime liberal arts courses for adults over 50 years of age. Founded by Alfred and Hanna Fromm in 1976, the Institute offers intellectual stimulation and introduces its members to a wide range of learning opportunities with full access to the facilities and services of USF. The Institute has a firm commitment to non-traditional age learning and believes that older students should be able to learn within a peer setting and be taught by professors of their own age (professors emeriti). The Institute presents eight-week courses three times each year. Courses span such areas as psychology, literature, philosophy, impact of science, economics, and history. Students may also gain credit for courses through counseling service which evaluates for academic credit students' previous courses and life experiences as well as work taken at the Institute. Self governance gives the Fromm Institute a unique identity at USF while it is still an integral part of the campus life. Institute directors, administrators, faculty, and students set their own pace and are accountable only to themselves. Students do, however, take part in other campus activities by visiting regular classes or taking them for credit. Fromm students have also developed a program of English conversation groups for international students. The Institute has a student council with a president and vice-president who handle student concerns and communications and plan special visits and field trips. For further information, contact: The Fromm Institute for Lifelong Learning, University of San Francisco, 2130 Fulton Street, San Francisco, CA 94117. 293

COOPERATIVE AEROSPACE STUDIES PROGRAM LIEUTENANT COLONEL MAJOR VERNON F. STEELE, ROBERT J. MATUS, Assistant Professor Chairperson and Professor CAPTAIN DANIEL PETERSON, Assistant Professor

On October 13,1964, the President of the United States signed into law congression- al legislation that established the Air Force ROTC program. This voluntary, two- year, upper division program is an integral part of the University's curriculum, offering a maximum of 23 units which may be credited towards graduation. By special agreement, University of San Francisco students may attend Air Force ROTC classes at the Department of Aerospace Studies, San Francisco State Univer- sity. Full credit for these courses, for which usual University of San Francisco tuition and fees will be charged, will be given by University of San Francisco and grades for these courses will appear on University transcripts. The cadet who successfully completes the program will receive a commission as a Second Lieutenant in the United States Air Force upon graduation from the University of San Francisco. Specific inquiries regarding this program should be directed to the Chairperson of Aerospace Studies, San Francisco University, (Telephone: (415) 469-1191). COLLEGE OF OUR LADY OF MERCY PATRICIA MULDERRIG, S.M. Dean of Studies Courses at the College of Our Lady of Mercy in Auburn, California, are primarily intended for religious Sisters. For further information, contact the Vice President for Academic Affairs at the University of San Francisco. Theology 110. God and Man in the Old Testament (3)* 123. Christ in the Gospels (3)* 135. The History of the Church (3) A study of the historical context of the Church from its beginnings through the Reformation. 140. The Sacraments (3)* 172. Christian Morality Today (3)* 186. Theological Dimensions of Selected Works of World Literature (3-3) An examination of theological and religious themes and problems to be found in ancient, medieval, renaissance, and modern English and Continental writers. (Two semesters)

*Also offered at USF; see course descriptions under USF Theology Department. 294

RUSSELL COLLEGE SISTER M. HELEN SANFILIPPO Academic Dean, Russell College

Courses of Instruction EDUCATION 110. Psychological Foundations of Education (2 or 3) A study of the basic topics of educational psychology and growth and development. 120. Curriculum and Instruction (3) An introduction to the curricula, instructional methods, media, and materials of educational programs in Catholic elementary or secondary schools. PHILOSOPHY 100. Philosophy of the Nature of Man (3)* 103. Being and God (3)* 105. Ethics (3)* 193. Philosophical Foundations of Education (2 or 3) A critical study of selected writings in philosophy of education. THEOLOGY AND RELIGIOUS STUDIES 107. Theology of Man (3) A study of Christian anthropology which considers topics such as man's creatureli- ness, historicity, fallenness, openness to the transcendent, freedom, redemption. 110. God and Man in the Old Testament (3)* 114. The Spiritual Theology of John (3) A seminar-discussion type study of theological themes of John the Evangelist which relate to the Christian spiritual life; the literary structure and religious symbolism of the gospel. 121. Theology of the Synoptic Gospels (3) The formation of the synoptic gospels. Consideration of the synoptic gospels in parallel and as separate documents. 125. Jesus in History and Theology (3)* 128. God in Contemporary Thought (3)* 133. Nineteenth and Twentieth Century Church History (3) An in-depth study of the Church from the French Revolution to the close of Vatican Council II as seen in the wider context of the political, scientific, cultural, and intellectual history of the period. 139. The Church: Institution and Community (3)* 140. The Sacraments in Your Life (3)* 172. Christian Morality Today (3)*

*Also offered at USF: see course descriptions under the relevant USF department. 295

182. The Spiritual Theology of Thomas Merton (2) A reading and discussion of the works of Thomas Merton, arranged in a sequence which follows the development of the spiritual life according to Merton's thought.

UPWARD BOUND ROBERT NORRIS Director

The Upward Bound Project is a federally funded program to assist economically disadvantaged high school students with academic potential obtain a post-secondary education. The academic year includes classes, counseling, tutoring, and social activities. Extensive counseling is given to seniors in preparing for college entrance and financial aid applications. Additionally, there is a six week summer program during which students can become acquainted with campus life and higher education. The program has been associated with the University since 1967. Information may be obtained from: The Director, Upward Bound, Loyola Hall, Room 317, University of San Francisco, 2130 Fulton St., San Francisco, CA 94117. 296

SCHOOL OF EDUCATION

Administration Faculty Educational Programs

For separate School of Education catalog, write to: Dean, School of Education Lone Mountain Campus University of San Francisco San Francisco, California 94117 297 School of Education

Administrative Offices: Lone Mountain, Rossi Wing (Phone: 666-6525)

Administrators

Michael O'Neill Richard Hauser Dean Director of Administrative Services

John R. Devine Brenda Sledge Associate Dean Credential Analyst and Placement Officer Daniel Muller Assistant Dean for External Mary Ann Leong Degree Programs Supervisor of Graduate Records

Wayne Doyle for Education Director, Organization and Leadership Program Faculty Edwin McDermott, s.j. Allen D. Calvin Director, Institute for Catholic Professor Educational Leadership S. Alan Cohen Thomas McSweeney Professor Director, Educational Psychology/ James S. Counelis Counseling Program Professor John Tsu Patrick S. Duffy Director, Multicultural Program Professor Donald Erickson Larry Palmatier Director, Center for Research on Professor Private Education

Michael Scriven Alma Ada Director, Evaluation Institute Associate Professor

Francis Hsu Laurence Bishop Director, Center for Cultural Associate Professor Studies in Education William van Burgess Eugene Long Associate Professor Assistant Director, Bilingual Anita de Frantz Vocational Instructors Associate Professor Training Grant Rosita Galang Barbara Davis Associate Professor Assistant Director, Evaluation Institute 298

William Garner Jacqueline Gardner Associate Professor Assistant Professor Emily Girault Edward Hyman Associate Professor Assistant Professor Joan Hyman Kalei Inn Associate Professor Assistant Professor Aida Joshi Francette Keilocker Associate Professor Assistant Professor Robert Lamp Richard Komm Associate Professor Assistant Professor

Robert Newton, s.j. Dorothy Messerschmitt Associate Professor Assistant Professor

Hugh O'Neill Arnold McKnight Associate Professor Assistant Professor

Thomas Reed, s.j. Patricia Mitchell Associate Professor Assistant Professor

Steven Reinstein Toshiyuki Nishikawa Associate Professor Assistant Professor

William Schwarz Rogelio Reyes Associate Professor Assistant Professor Steven Zlutnick Sara Rushinek Associate Professor Assistant Professor Nathan Strong Assistant Professor Joan Avis Leo Yam Assistant Professor Assistant Professor Susan Evans Assistant Professor

INTRODUCTION

The USF School of Education offers a variety of pre-service and in-service programs to persons committed to careers in education. The University is authorized by the State's Commission on Teacher Preparation and Licensing to recommend candidates for California teaching credentials in: Multiple Subject Instruction (elementary) Single Subject Instruction (secondary) 299

Specialist Credentials: Bilingual/Cross Cultural Education (Spanish, Chinese, Filipino, and Japanese) Learning Handicapped Early Childhood Education Administrative Services Pupil Personnel Services School Psychologist Reading

The School of Education also offers the following degree programs: Master of Arts degree in: Curriculum and Instruction Educational Administration Multicultural Education Private School Administration Counseling with emphasis in: Career Counseling Educational Counseling Life Transition Counseling Marriage and Family Counseling Mental Health Counseling Student Personnel in Higher Education

Master's in: Early Childhood Education Reading Special Education Speech Pathology/Audiology School Psychology

Doctor of Education (Ed.D.) degree in: Organization and Leadership Educational Psychology/Counseling Curriculum and Instruction Multicultural Education Private School Administration

In addition to its academic offerings, the School also includes three special facilities designed to promote on a regional and national basis certain specialized activities. These are:

Center for Research on Private Education Evaluation Institute Institute for Catholic Educational Leadership 300

Students wishing to pursue careers in education should contact the School of Education. Students interested in obtaining a teaching credential in single or multiple subject instruction should contact the Credential Analyst, School of Education. Ideally, the planning of course work to meet credential requirements should start before the end of the sophomore year. Further information on the School of Education credential, Masters, and Doctoral programs is available in the School of Education catalog, which may be obtained by writing to the Dean of the School of Education, Lone Mountain Campus, University of San Francisco, San Francisco, California 94117. 301

SCHOOL OF LAW

Educational Program

For separate School of Law catalog, write to: Admissions Office School of Law University of San Francisco San Francisco, California 94117 13 302 School of Law

Administrative Offices: Kendrick Hall (Phone: 666-6307)

USF's School of Law, established in 1912, offers a wide-ranging program of both full and part-time instruction leading to the Juris Doctor degree. The intellectually demanding curriculum prepares the student to be an effective participant in the legal profession, whether as a practicing attorney, member of the judiciary, or other public official. It is also well suited as preparation for careers in government, business, and legal education. The curriculum requires every student to become thoroughly grounded in the fundamentals of the law. It does not, however, concentrate on the legal rules effective in any one jurisdiction or geographic area. Rather, the emphasis is on development of analytical ability and the other fundamental skills of an effective lawyer. The School of Law is dedicated to providing the finest legal education available to prepare its graduates for a traditional legal practice. It does, however, accept as a primary mission the preparation of lawyers for practice in the urban environment. The curriculum thus focuses on contemporary urban issues to train professionals to meet the law-related problems and conflicts that abound in our rapidly changing, complex society. As a member of the Association of American Law Schools, the School of Law maintains high standards relating to entrance requirements, faculty, library, and curriculum. It is approved by the American Bar Association, through the Council of its Section of Legal Education and Admission to the Bar, and graduates are eligible to take Bar Examinations in all jurisdictions of the United States. The School of Law offers a curriculum leading to the degree of Juris Doctor (J.D.) in both a full-time and a part-time program. The School of Law does not prescribe any particular pre-law curriculum. It is strongly recommended, however, that the student undertake an undergraduate curricular program which provides a wide- ranging liberal education. Such a broad exposure is considered more advisable and useful than a narrow emphasis on vocation-oriented courses. Particularly recommended are those courses which provide training in written and oral expression and which are intellectually and analytically demanding. The Pre-law Handbook, published by the Law School Admissions Council and the Association of American Law Schools contains invaluable information for prospective applicants. The section concerning pre-legal education is applicable to the School of Law. A separate catalog detailing the program in the School of Law may be obtained by writing to: Admis- sions Office, School of Law, University of San Francisco, 2130 Fulton Street, San Francisco, California 94117. The University offers a special combined undergraduate and law degree program through which students in the Colleges of Liberal Arts and Science or in the McLaren 303

College of Business Administration of the University may apply for admission to the law school after three years of undergraduate study, a year earlier than normal. To be eligible for such early admission, the student must have completed by the end of the third year the requirements of his/her major, the University requirements for graduation, and a minimum of ninety-nine (99) credit hours. Applicants for such early admission will be considered on their individual merit in comparison with all other applicants and must meet all law school admission requirements, except the attainment of a baccalaureate level degree, as listed in the School of Law catalog. Since the undergraduate curriculum is adapted to the background and need of each student, interested students must consult with their respective undergraduate deans concerning undergraduate requirements which must be met as a prerequisite for application for early admission to the School of Law. LIBRARIES AND ACADEMIC SUPPORT SERVICES

Libraries Computer Center Instructional Media 305 Libraries and Academic Support Services

LIBRARIES The University's Gleeson Library is constantly increasing its collections to meet the needs of the expanding program and curriculum of the University. Its holdings have now passed the 530,200 mark, comprising more than 342,700 books, 125,200 government documents, and 62,300 bound volumes of periodicals. In addition, Gleeson Library regularly receives more than 2,300 current periodical titles and stocks newspapers, pamphlets, recordings, and microform materials. Fourteen listening channels, ten microform readers, and a microform reader printer are also available. The pattern of service for the main resources of the Gleeson Library is based upon an open-shelf book and periodical collection, freely available to undergraduates, graduates, and staff, and accessible through the Library's Reference, Circulation, Periodicals, and Documents departments. The Chemistry Library branch is located in the Harney Science Center adjacent to Gleeson Library. Within the Gleeson Library building is Sutro Library, a branch of the California State Library, with its special collection of genealogy, English and Mexican history, and Americana. The Law Library, located in Kendrick Hall, with holdings of more than 135,500 volumes, completes the library resources which support the various programs of the University of San Francisco. In addition to supplying the everyday needs of the University students and faculty, the Gleeson Library is gaining renown for its special collections, which are housed in the Rare Book Room given to the University in 1972 by the Dan Murphy Founda- tion, in honor of the late Countess Bernardine Murphy Donohue. Outstanding is the St. Thomas More Collection and a valuable, related collection of recusant literature. The Albert Sperisen Collection of Eric Gill and the Robert Graves Collection are among the best in the United States. In addition, there are growing collections of Richard Le Gallienne, A. E. and Laurence Housman, and Robinson Jeffers. The Library collects the literary period of the 1890's, including the works of Oscar Wilde and Max Beerbohm; its Tyrrell-Modernist collection is perhaps the best ever gathered on this Catholic controversy. The History of the Book is also collected. Among the fine presses represented are the Theodore M. Lilienthal Collection of San Francisco's Grabhorn Press and the Norman and Charlotte Strouse Collections of the Book Club of California, the Allen Press, and the works of Victor Hammer. 306

COMPUTER CENTER As a University service and resource, the Computer Center is dedicated to providing computing to all of the University community. The current computer hardware is a UNIVAC 90/60E. With this equipment, the Center provides support to administrative offices and academic departments requesting computer services. The computer system provides batch and interactive capabilities along with a host of software products, including ALGOL, ASSEMBLER, BASIC, COBOL, FOR- TRAN, SNOBOL, and WATFOR. The Computer Center also maintains a library of application packages, a scientific subroutine package, and various other application programs suitable for use by students, faculty, and researchers.

INSTRUCTIONAL MEDIA The Instructional Media Department provides faculty and students with assistance in academic planning, learning, and instruction. To meet these requirements the department performs two specific functions: Instructional Development Service and the Audio-Visual Center. Although the Department is oriented specifically toward faculty assistance with instruction and learning, student-centered services are also available. The Instructional Development Service provides assistance in instructional planning and special presentation planning. The Audio-Visual Center provides services and equipment to complete the instructional/learning process. Services comprise media preparation, film ordering, television production, audio-taping, slide copying, overhead transparency production, and related activities. 307

CAMPUS LIFE AND STUDENT SERVICES

Student Activities and Governance Student Housing; Residence and Dining Policies Standards of Conduct Student Services Campus Ministry and University Ombudsman 15 308 Campus Life and Student Services

The small, friendly campus of the University of San Francisco offers students opportunities to get involved in campus life and take advantage of the many services available to them. USF, recognizing that education extends beyond the classroom, is committed to the social, emotional, physical, and spiritual growth and development of its students.

STUDENT ACTIVITIES The Office of Student Activities functions as a support service and resource for student government (ASUSF) and the various clubs, organizations and programming agencies on campus. The Office of Student Activities also maintains a master calendar of events; assists in publicizing events; provides information about campus policies, current issues, and available services; approves all contracts and legal arrangements made by recognized student groups; publishes the student handbook the Fogcutter, the Student Activities Handbook, and various informational brochures. To meet the diverse needs and interests of our students a wide variety of clubs and organizations exists on campus. Active participation and involvement in these gives students the chance to meet other people and develop leadership skills. A partial roster of these organizations is listed below. Accounting Association Phi Alpha Theta Alpha Sigma Nu Phi Chi Theta Baptist Student Union Pi Sigma Alpha Beta Alpha Psi Psi Chi Chinese Students of USF Rotoract Crew Team St. Ives Law Society Delta Sigma Pi Scabbard and Blade Embers Sigma Alpha Epsilon Emeraudes Sigma Theta Tau Filipino-American Association Society of Hispanic Students Hui O'Hawaii Society of Black Students Indonesian Club Student Nurses Representatives Knights of Columbus Association Omicron Theta Chi Fraternity Students Unified for Life Omicron Theta Chi Sorority Tri Beta Organization of Arab Students Tri Gamma Peers Young Republicans 309

ORIENTATION The University of San Francisco Orientation Program helps to make the new student's experience of entering the unfamiliar environment of USF easier and more enjoyable. The Orientation Program, conducted during July and immediately prior to the beginning of each semester, gives the incoming student the opportunity to review the available academic programs, receive academic advising, and register for classes. In addition to academic orientation, students can relax and enjoy campus and community tours, obtain information on student services and housing, and participate in discussion sessions about different aspects of college life and group social events. For more information, contact the Office of Student Orientation in the University Center. INTERCOLLEGIATE ATHLETICS The University of San Francisco supports both men's and women's intercollegiate athletics. The men's teams participate in basketball, baseball, tennis, golf, and crosscountry as members of the West Coast Athletic Conference, and in soccer through Pacific Soccer Conference North. The women participate in volleyball, basketball, softball, crosscountry, and tennis as members of the Northern California Athletic Conference. The Athletic Offices are located in the Memorial Gymnasium. INTRAMURAL SPORTS AND RECREATION The USF Intramural Sports and Recreation Department offers a wide variety of student activities. The Department's policy is to serve all the recreational needs of the students and USF community by a carefully devised program designed to reach as many as possible as often as possible—a program with the scope and variety to serve all interests. Persons of all levels of skill are able to participate in Intramural leagues and tournaments in basketball, soccer, volleyball, football, softball, and table tennis. In addition, the recreational leisure time programs provide such activities as women's exercise classes, guitar lessons, backgammon classes, and various group outings, including rafting, canoeing, sailing, fishing, and horseback riding trips. Club sports, such as karate, judo, aikido, and extramural basketball for men and women, are also available. ASUSF The Associated Students of the University of San Francisco has two main functions: to represent official student viewpoint and policy decisions, and to fund activities and services. The Associated Students has a three branch governmental structure. The Execu- tive Branch, composed of the President, Vice-President, and Treasurer, represents the students in dealing with the Administration and Faculty. The Student Senate, the central representative body of undergraduate students, oversees the disburse- ment of the annual student budget and establishes policy. The Student Court interprets the ASUSF Constitution and protects student rights in disciplinary cases. ASUSF funds the following organizations and services, all open to student involvement: 310

The Academic Council is charged with representing student concerns on academic quality. Students sit on faculty department committees and sponsor annual teacher evaluations. The Activities Council coordinates the diverse kinds of social, cultural, and educational programs sponsored by student organizations. Board of Student Coordination is the official enforcement arm of ASUSF. It maintains peace at campus events, regulates publicity, and supervises ASUSF elections. Clubs Council assists in the development of new clubs and coordinates club events. International Students Association promotes the interest of international students and cross-cultural understanding. Non-Residents'/Commuters' Council coordinates and promotes the interests and affairs of students living off-campus. Residents' Policy Council recommends residence hall policy and provides a wide range of activities for the campus community. College Players, the oldest amateur theater group in the west, invites all USF students to try out for its productions. Philhistorians is USF's debating club. Through tournaments and workshops, it endeavors to develop the speaking abilities of its members. KUSF-AM is owned and operated by the Associated Students. KUSF's programming ranges from top forty music to live broadcasts of USF Dons soccer and basketball. Publications which are financed with Associated Students funds include the weekly Foghorn, and the San Francisco Quarterly, a collection of poetry and prose produced within the USF community. Programming, including major concerts, lectures, and free weekly events, is handled by ASUSF's Special Events Committee and Crossroads, the student coffeehouse. Students with an interest in planning and promotion play a critical role in this area. UNIVERSITY CENTER The University Center offers a casual atmosphere for studying, listening to music, watching television, and general relaxation. Recreational facilities include the Games Room (with billiards and ping pong tables, and pinball machines), the Fog'n Grog Pub, and the Green and Gold Snack Bar. The name—University Center—reflects its nature as a unifying, focal point for members of the campus community. A large number of faculty, student government, and administrative offices are located here. In addition, a wide variety of events (e.g., presentation of speakers, concerts, meetings) take place daily. The Main Desk on the third floor is the central information and scheduling office for the University. Information on how to arrange for a conference, a concert, or a speaker's program is available from the University Center. Public address equipment, control of the University Center Activity Vans, and the University's Lost and Found Department are just a few of the varied services the Main Information Desk offers. Reservations 311

and information for all types of travel can be obtained at the USF Travel Service beside the Main Desk on the third floor of the University Center.

STUDENT HOUSING Of USF's four residence halls, each of different character and capacity, Phelan Hall was the first to be opened and is still the largest; Phelan and its Annex house 500 students; some floors are exclusively for men, some for women, and two others accommodate men and women in alternate rooms. Gillson Hall, capable of taking 350 students, has three floors exclusively for women, five for men. Hayes Healy (also 350 in capacity) is the only residence exclusively for women. The Lone Mountain residence hall houses 200 law, graduate, upperclassmen, and other older students—men in one wing, women in the other—and enables them to study together in the congenial atmosphere of this beautiful campus. The residence halls are designed to be more than simply places to live; students often form enduring friendships with those they meet there. The Residence Hall staff strives to provide an environment conducive to individual growth and development through a wide variety of programs, services, and activities. Staff: The entire USF residence hall housing program is developed, implemented, and supervised by 145 student, para-professional, and professional staff members. In each hall there is a resident staff of undergraduate and graduate students, all trained in programming, counseling, first aid, alcohol and drug abuse counseling, and emergency procedures. On each floor, there are one or two resident advisors, supervised by two head residents. The main desks are always open and staffed by students who are familiar with the resources of the campus, trained in emergency procedures, and always willing to help residents and visitors alike. The professional staff includes resident religious and residence hall coordinators. The Housing Office, which includes the Office for Residential Life and the Office for Housing Operations, is located in Phelan Hall. Services: The main desk of each residence hall provides a variety of services. Between the hours of 7:30 AM and midnight, the desk clerks act as receptionists, give information, take messages, and forward calls to residents; they sort and deliver mail, make change, check-out cleaning equipment, issue lock-out keys, and replace burned-out light bulbs. In addition to these services, the Phelan desk maintains off-campus housing listings. The night operations managers (NOM's) are on duty after midnight. The NOM's make sure that all doors are locked and they make periodic rounds of the building to inspect for fire and safety hazards. They are responsible for the general security of the buildings and the safety of the residents. Programs and Activities: The staff of the Office for Residential Life and the residence hall student leaders provide many social, educational, and cultural activities, e.g., dances, parties, international dinners, sporting events, trips to perform- ances in the city. Special emphasis is placed on educational programs in study skills, alcohol abuse prevention and counseling, and community development. Students are encouraged to develop their own programming ideas and are supported by the staff in this endeavor. 312

RPC: The Residents' Policy Council is a student organization established to coordinate cultural, educational, and social activities, for all of the residence halls. The Council not only organizes many functions, but also establishes and interprets policies for the halls. Members may allocate money for other residence groups who want to plan activities independently. RHC: The Residence Hall Council, an extension of RPC, works in each residence hall individually. RHC comprises the hall officers and floor representatives. Its purpose is to coordinate activities within each residence hall, in conjunction with the RPC and the RA staff.

ON-CAMPUS AND OFF-CAMPUS RESIDENCE AND DINING POLICIES The University of San Francisco provides comfortable room-board facilities for 1400 men and women residents. Housing policies are based on a belief in the educational value of University supervised residence halls as living-learning centers. The following policies concerning on-campus residency requirements have been developed: 1. All undergraduate day freshman and sophomore students who do not live at home must reside on campus. Exceptions may be granted by the Director for Residential Life if requested by freshmen or sophomores who have immediate relatives (i.e., parents, grandparents, older brothers/sisters) living in San Fran- cisco or within a 20-mile radius of San Francisco. Permission for day international students to live with Bay Area sponsors may be granted by the Director of International Student Programs. Requests for exceptions to these regulations must be filed in writing with the Office for Residential Life by July 1 for the Fall semester and December 1 for the Spring semester. 2. Housing contracts are made for the full academic year (Fall and Spring semesters). One semester contracts are granted only in unusual circumstances by special arrangements with the Director for Residential Life and Director for Housing Operations. A $100.00 housing deposit, required with all housing contracts, is non- refundable, even if a student drops out of school or moves out of the residence hall. A student who breaks a housing contract with the University may, in addition to the forfeiture of the $100.00 deposit, incur room charges, as explained under Terms and Conditions of Occupancy in the Housing Contract and in the Residence Hall handbook. 3. The residence halls are closed during official college vacation periods and between semesters and summer session. Students who must remain in the residence halls may be requested to move from their regularly assigned room. Students will be charged for both room and meals (if available) during this period. 4. Juniors and seniors may live on campus as long as space is available. 5. On-campus students are required to take their meals in the University Center Commons or the Lone Mountain Dining Hall. If students living off-campus wish 313

to take their meals in the University Center Commons, arrangements can be made through the Office for Housing Operations in coordination with the Bursar. 6. All students living on campus are required to have approved health insurance. Limited listings of off-campus housing facilities are on file at the Phelan Hall Information Desk. The University reserves the right to change housing and board policies without immediate notice

STANDARDS OF CONDUCT Students are expected to behave in a manner which is responsible and mature. For purposes of understanding and clarity, the University declares that students are subject to disciplinary action who are involved in conduct that falls within the following categories: 1. A lack of honesty in any academic pursuit, e.g., cheating, fraud, plagiarism, and knowingly furnishing false information. 2. Improper use of University documents, records, or identification; this includes forgery, alteration, or destruction of such documents. 3. Theft of, or damage to, private (including University) property. 4. Abridgment or violation of University policies and regulations concerning time, place, entry, and appropriate use of campus facilities. 5. Use, possession, or distribution of illegal drugs. 6. Abridgment or violation of the rules governing University residence. 7. Conduct that is contrary to University decorum, such as disorderly, indecent, lewd, or obscene behavior. 8. Off-campus conduct which is disorderly, indecent, or endangers the health and safety of the University community. 9. Failure to comply with, or respond to, summons of the University officials authorized by the Office of Student Development acting in performance of their duties in matters dealing with any alleged infraction of University regulations. 10. Infringement of any other official University regulation concerning student conduct. (This includes, but is not limited to, Bursar's agreement, Public Safety Regulations, University Catalog, Housing Regulations, Fogcutter, and other official regulations, providing reasonable general notice has been given.) The University recognizes that in a free society the right to dissent is not only allowed but is sometimes necessary. In accordance with such belief, the University acknowledges the student's right to dissent on any issue and to make the dissent known publicly. The University also insists that any such public show of dissent must be peaceful and orderly. Accordingly, the President and the Board of Trustees make public proclamation of the following regulations and sanctions concerning public dissent which is not orderly and peaceful: 314

A student shall be subject to disciplinary action, including suspension or expul- sion, who is involved in any way in: 1. The obstruction or disruption of teaching, research, administration, disciplinary procedures, or other University activities, on University premises; 2. The physical abuse of any person on University-owned or controlled property, or at University-sponsored or supervised functions, or conduct which threatens or endangers the health or safety of any such person. Any student whose conduct or activity is in violation of the above stipulations will be asked by a responsible University official to desist from such actions immediately. The failure of the student to comply with this request of an authorized University official acting in the performance of his/her duties will render the student subject to immediate suspension and to later formal disciplinary action which may terminate in dismissal from the University. N.B. Anyone who alleges a violation of these standards may bring charges against a student. Such allegations should be made in writing to the Office for Student Development. A preliminary investigation of any charges will be made by a member of the staff of that office and if, in his/her judgment, a potentially valid allegation has been stated, the matter may be referred to one of three judicial bodies. Adequate procedural rights and safeguards are provided for defendants required to respond to such allegations. For further information, see the Statement of Student Rights and Freedoms, sections V-IX, which is published and distributed to students once a semester. The following enumeration of the headings in this lengthy document will indicate the main subjects covered there: I. FREEDOM OF ACCESS TO HIGHER EDUCATION II. ACADEMIC FREEDOMS A. In the Classroom B. Evaluation of Academic Performance C. Protection Against Indiscriminate Disclosure D. Maintenance of Student Records E. Access to Independent Views 2a. University Policy on Guest Speakers 2b. University Policy on Freedom of Expression III. ORGANIZATIONS AND ACTIVITIES A. Freedom of Association B. Student Participation in Institutional Government C. Student Media IV. STANDARDS OF CONDUCT A. University Regulations B. Off-Campus Freedoms C. Civil Obligations 315

V. PROCEDURES AND SAFEGUARDS A. Investigation of Student Conduct B. Status of the Student Against Whom Charges Have Been Made C. Summary Suspension Procedures VI. STUDENT COURT VII. RESIDENTIAL HALL JUDICIAL BOARD VIII. DISCIPLINARY HEARING COMMITTEE IX. STUDENT GRIEVANCE POLICY X. COMMITTEE ON STUDENT RIGHTS AND FREEDOMS

COUNSELING AND HEALTH SERVICES The Counseling and Health Services provide for the physical and emotional well- being of the students. Medical services provide immediate treatment for minor and episodic illnesses and injuries, as well as education for good health practices. Students may consult the nurse practitioners during Drop-In Clinic (Monday through Friday), or staff physicians by appointment. Confidential psychological counseling, available in a supportive and sympathetic atmosphere, is designed to help students attain greater self understanding and become more personally effective. Professional help is provided to students with personal or emotional difficulties, with problems in living and with interpersonal relationships. Students unsure of their educational and vocational objectives are helped to identify appropriate academic and occupational choices. Life-style and vocational counseling explores the student's feelings, attitudes, values, and personal, educational, and vocational goals. Interest and personality tests may be used to assess potential strengths or problem areas. A variety of groups is available during the year to meet students' needs, i.e., assertiveness training, anxiety reduction, personal growth, and others as requested. The psychologists are consultants to faculty and staff, offer workshops to others within the campus community, and assist in training counselors and interns. The Counseling and Health Services offices are located in the west corridor on the main floor of Memorial Gymnasium. HEALTH EXAMINATIONS All incoming undergraduate students must complete and submit a Health Record form available from the Office of Admissions. This form includes a request for the result of an x-ray or tuberculin skin test taken within the six months prior to admission. All students living in the residence halls and all international students are required to have adequate health insurance coverage. Applicants for re-admission who have been absent from the University for reasons other than health may request that their previous physical examination form be accepted in lieu of a re-examination. An 316 applicant for re-admission who has been absent from the University for reasons of health—physical or mental—may be required by the Counseling and Health Services to submit an interval history, interval examination, or re-examination.

ACADEMIC ADVISING Academic Advising begins at Orientation when the student meets with a faculty member, professional advisor and/or peer counselor. Upon enrolling in a major or professional program, the student should seek a permanent faculty advisor from the appropriate department or school. Undeclared majors in the Colleges of Liberal Arts and Science are advised by the Academic Advisor for Undeclared Majors. Academic advising is a continuing process to assist the student in course selection and academic and career exploration. Students should meet with their advisors at regular intervals, and prior to semester registration. Registration cannot be completed without the signed approval of the faculty advisor or the department chairperson. The dean of each school or college is available to assist students. Academic advising is also available from the Educational Services Center for Minority Students and the Scholarship Athletes Academic Support Program.

CAREER PLANNING AND PLACEMENT CENTER The Career Planning and Placement Center (CPPC) provides both students and alumni with counseling in career decision-making and information about career resources. CPPC also gives referrals for employment, part-time or full-time, student or professional. Career Development Throughout the school year, the CPPC sponsors various career information programs, each emphasizing a different career field. Professionals from each field are available to provide an overview of employment opportunities and to answer student questions. Through its Student Employment Program, the CPPC helps students to obtain jobs, full-time or part-time, while they are attending the University. Job listing of current openings available on campus and in the surrounding community are posted daily. Professional Employment The CPPC maintains extensive contacts with national and regional employers to help students and alumni find professional employment. Listings of employment vacan- cies and general referrals are provided to a vast array of companies and organizations. Resource information, e.g.+, on labor market trends, company literature, and employer directories, is updated regularly. Workshops, presented weekly, assist students in resume writing, interviewing skills, job-search strategies, and skill assessment. On-Campus Recruiting Program This program provides opportunities for graduating seniors and graduate students to meet individually with recruiting representatives from over 100 major corporations. Recruiting interviews are scheduled during both Fall and Spring semesters. The 317

CPPC prepares students for these interviews and helps them to select a company. Interested students should get in touch with the CPPC before their senior year if they wish to improve their chances of choosing the career best suited to them. MINORITY STUDENT SERVICES Educational Services Center for Minority Students (ESCMS) is a University Pro- gram designed to offer a wide range of services to meet the specific needs of all minority students at the University of San Francisco. ESCMS is staffed by professional educational counselors who provide extensive academic, vocational, and personal counseling for undergraduate students. Students are assigned to an ESCMS Counselor who will assist them in identifying appropriate academic and occupational goals. Assistance is provided in registration, class scheduling, arranging financial aid, identifying students new to the University and appointing a peer counselor to assist them in adjusting to University life. ESCMS also provides a learning assistance program, including Academic and Personal Development Classes, a Rapid Reading Program, Study Skills and Composition Assistance Program, along with a Tutorial Program covering all academic areas on a one-to-one or group basis. The Center sponsors relevant workshops and activities to meet the needs of the students. TUTORIAL SERVICES The Tutorial Program, located in Phelan 135, serves all undergraduate day students by providing group or individual study sessions in many lower division courses. INTERNATIONAL STUDENT PROGRAMS The Office of International Student Programs, located at International House, is designed to serve the needs of new and continuing international students. The staff of the Office of International Student Programs provides academic and personal counseling and financial aid information as well as advising on immigration matters such as extending student visas, obtaining work permits, and practical training permits and transferring schools. Information about on-campus and off-campus cultural events, government and community affairs, and application procedures for international students applying to USF is also available at International House. In addition, I-House coordinates the activities of the International Students Association, which is composed of all international students and interested American students. The goals of the Office of International Student Programs are to assist and inform international students at USF, to foster greater understanding between international and American students, and to provide informative programs about international affairs. To further these goals, the Office sponsors orientation programs, films, lectures, field trips, and social events. SERVICES FOR SCHOLARSHIP ATHLETES The Scholarship Athletes' Academic Support Program (SAASP) assists those students who must meet the competing demands of academic and intercollegiate 318 athletic participation. The SAASP provides long-range academic and career planning assistance, monitoring of academic progress, tutorial assistance, personal counseling or referral, and orientation to the functions of the University. A main goal of SAASP is to encourage student/athletes, past and present to take full advantage of the educational opportunities offered by the University. SAASP works closely with the University community to increase understanding of the special needs of those students who represent the University as members of the nationally renowned USF Dons athletic teams.

STUDENT EXCHANGE/STUDY ABROAD PROGRAMS The University of San Francisco is affiliated with Gonzaga University, Seattle, Loyola University, Chicago, and Sophia University, Tokyo, in programs of study abroad. The Gonzaga program is held in Florence, Italy, the Loyola program in Rome, and the Year-In-Japan program at Sophia University in Tokyo. USF also has student exchange agreements with two Jesuit institutions in the United States, Boston College in Massachusetts and Fordham University in New York. Students may participate in these programs for one or two semesters after they have completed their freshman year. Since applications are competitive for both the Study Abroad and Student Exchange programs, interested students are encouraged to apply early in their college careers if they plan to take advantage of these opportunities. Information about these programs and application forms may be obtained from the Student Exchange/Study Abroad Program Office in Phelan Hall 135.

CAMPUS MINISTRY In the spirit of Catholic and Jesuit education, Campus Ministry is a pastoral apostolate of service to the members of the entire University community through concern and care for persons, the proclamation of the Gospel, and the celebration of the liturgy. The University Chaplains, in conjunction with faculty and students, attempt to provide the following services: liturgical leadership and initiation, pastoral counseling on the individual and group level, coordination of various expressions of religious life on and off campus, Christian witness with regard to social and moral issues, objective and independent mediation between various groups on campus, and educational programs in Christian and human living.

UNIVERSITY OMBUDSMAN The Ombudsman serves as an independent agent to improve communication between the individual and the institution and to provide means whereby institutional injustices can be rectified and their causes alleviated. The Ombudsman receives and investigates complaints, and takes appropriate action (e.g., counseling, negotiating, persuading). Thus the Ombudsman's role is to make the institution less impersonal and to help the individual find a significant relation to it. 319

UNIVERSITY ADMINISTRATION

16 320 University Administration

Board of Trustees Rev. Richard A. Hill, S.J. Rev. Paul L. Locatelli, S.J. Chairperson Rev. John J. LoSchiavo, S.J. Dr. Louis Batmale Cyril Magnin Rev. John A. Baumann, S.J. T. Kevin Mallen Clarence H. Baumhelner Thomas J. Mellon George R. Bianchi Richard A. Parma Francis J. Brann Sr. Mary Celeste Rouleau, S.M. Mrs. John Callander Rev. Anthony P. Sauer, S.J. Rev. Charles S. Casassa, S.J. Bruce G. Schwartz Charles H. Clifford Charles P. Scully Mrs. Ralph K. Davies Rev. Francis R. Smith, S.J. Rev. Charles W. Dullea,S.J. Rev. William J. Sullivan, S.J. Elmo E. Ferrari Rev. Joseph A. Tetlow, S.J. Mrs. Mortimer Fleishhacker Rev. James S. Torrens, S.J. Charles L. Gould Rev. Gerald T. Wade, S.J. Dr. Harold R. Harper Mrs. Laughlin Waters Russell D. Keil Rev. William Wood, S.J. Charles J. Lee Anthony J. Zanze Office of the President President Rev. John J. LoSchiavo, S.J., S.T.L. Chancellor Rev. Charles W. Dullea, S.J., S.T.D. Vice President for Academic Affairs Rev. Joseph T. Angilella, S.J. .Ph.D. Vice President for Business and Finance Elwood H. Hancock, M.B.A. Vice President for Student Development Frances Anne Dolan, Ph.D. Vice President for University Relations Alfred P. Alessandri, B.S. Executive Assistant to the President Rev. Phillip P. Callaghan, S.J. University Planner William O. Binkley, Ph.D Director of Athletics William Fusco 321

Director of Campus Ministry Rev. Thomas E. Splain, S.J. and Ombudsman

Office of the Vice President for demic Affairs Vice President for Academic Affairs Rev. Joseph T. Angilella, S.J., Ph.D. Associate Vice President for Academic Affairs Hartmut Fischer, Ph.D. Dean, College of Liberal Arts Gary L. Stevens, Ph.D. and Sciences (Acting Dean) Dean, McLaren College of Business Administration Bernard Lee Martin, Ph.D Sr. Mary Geraldine McDonnell, Dean, School of Nursing R.N., Ed.D. Paul L. McKaskle, J.D. Dean, School of Law (Acting Dean) Michael O'Neill, Ed.D. Dean School of Education Rev. Theodore T. Taheny, S.J. Dean, Evening College S.T.D. Dean, Continuing Education Colin Silverthorne, Ph.D. University Librarian Paul E. Birkel, M.S. in L.S. Director, Evaluation Institute Michael Scriven, D. Phil. Director, Academic Services Gabriel P. Capeto, M.A. Director, Educational Services Center Reginald L. Browne, M.A. for Minority Students

Office of the Vice President for Business and Finance Vice President for Business and Finance Elwood H. Hancock, M.B.A. Controller Willard H. Nutting, M.B.A. University Bursar Gerard J. Cellilo. M.A. Director, Employee Relations George P. Salerno, M.A. Director, Public Safety Sviatoslav Yasinitsky, A.A. Director, Auxiliary Services Thomas Leshefka, B.S. Director, Computer Center Michael A. Kelly, M.A. Conference Director and Purchasing Director Clifford C.Hughes, B.S. Director, Plant Services Kenneth Goss 322

Manager, University Bookstore Richard Lahr, M.A. Manager, Systems and Programming Tim Schickedamz

Office of the Vice President for Student Development Vice President for Student Development Frances Anne Dolan, Ph.D. Assistant Vice President for Student Development A. Rebecca Moreland, M.A. Director, Career Planning and Placement Willard Eng, M.S. Director, Counseling and Health Services Joan E. Diblin, Ph.D. Director, International Student Programs Patricia J. Biesheuvel, M.A. Director, Intramurals Charles B. White, M.A. Director, Housing Peter Wiese, M.A. Director, Student Activities and Orientation Loretta Magnani Williams, M.S. Director, University Center Robert Bailey, M.Ed.

Office of the Vice President for University Relations Vice President for University Relations Alfred P. Alessandri, B.S. Director, Administrative Records Eleanor Loveland Director, Alumni Relations and Annual Giving Michael Romo, M.A. Director, Library Relations Rev. William J. Monihan, S.J. Director, Public Affairs Ronald R. Brill, M.P.A. Director, Planned Giving Calvin H. Douglas

Office of the University Planner University Planner William O.Binkley, Ph.D. Director, Management Studies Richard A. Highfield, M.B.A. College of Arts and Sciences Dean Gary L. Stevens, Ph.D. (Acting) Associate Dean Gary L. Stevens, Ph.D. Assistant Dean Rev. Robert L. Maloney, S.J., S.T.L. 323

McLaren College of Business Administration Dean Bernard Lee Martin, Ph.D. Associate Dean Gregory W. Ulferts, D.B.A. Assistant Dean Roseann M. Bellanca, M.B.A. Director, Rehabilitation Administration Program Keith A. Gardner, Ph.D.

School of Nursing Dean Sr. Mary Geraldine McDonnell, R.N., Ed.D. Associate Dean Joan L. Green, Ph.D., R.N. Associate Dean Catherine H.T. Foster, R.N., Ph.D.

Law School Dean Paul L. McKaskle, J.D. (Acting Dean) Associate Dean Kay Mickle Werdegar, J.D. Associate Dean April K. Cassou, J.D.

School of Education Dean Michael O'Neill, Ed.D. Associate Dean John R. Devine, Ed.D. Assistant Dean Daniel H. Muller, Ph.D. Program Directors: Curriculum and Instruction Daniel H. Muller, Ph.D. (Acting) Educational Psychology/Counseling Thomas D. McSweeney, Ed.D. Organization and Leadership Wayne Doyle, Ph.D. Multicultural Education John B. Tsu, Ph.D. Private School Administration Edwin J. McDermott, S.J., S.T.B.

Evening College Dean Rev. Theodore T. Taheny, S.J., S.T.D. 324

School of Continuing Education Dean Colin Silverthorne, Ph.D. Directors of Academic Programs: Human Relations and Organizational Behavior David Fox, Ph.D. Public Administration Diane Paige, D.P.A. Supplementary Curriculum Harlan Stelmach, Ph.D. Environmental Toxicology Jean Scholler, Ph.D. Experiential Learning (Assistant) James Allardice, M.Div. Experiential Learning Robert A. Johnson, Ph.D. Cand. Environmental Management Joseph M. Petulla, Ph.D.

Gleeson Library University Librarian Paul E. Birkel, M.S. in L.S. Director, Instructional Media Richard J. Nicolopulos, M.A.

Academic Services Director Gabriel P. Cape to, M.A. Assistant Director Phillip L. Flowers, M.A. Manager, Records and Registration Herbert R. Tobey, M.A. 325

FACULTY

17 326 Faculty

ARTHUR R. ABELSON, Clinical Associate, School of Law B.S., University of Illinois, 1968; J.D., Northwestern University School of Law, 1974. University of San Francisco, 1978- ALMA FLOR ADA, Associate Professor, Multicultural Program B.A., Universidad Central de Madrid, Spain, 1959; M.A., Pontifica Universidad Catolica del Peru, 1963; Doctor en Letras, Pontifica Universidad Catolica del Peru, 1965. University of San Francisco, 1976- J. CLIFTON ALBERGOTTI, Professor of Physics B.S., Wheaton College, 1958; Ph.D., University of North Carolina, 1963. University of San Francisco, 1964- RICHARD AMBRO, Assistant Professor of Sociology B.A., University of California, Berkeley, 1966; M.A., University of California, Berkeley, 1968; Ph.D., University of California, Berkeley, 1972. University of San Francisco, 1975-76,1977- FREDERIC AMORY, Assistant Professor of English B.A., Harvard University, 1950; M.A., Harvard University, 1951. University of San Francisco, 1973- PHILLIP S. APPLEBAUM, Assistant Professor of Physics B.S., University of San Francisco, 1957; M.A., University of California, Berkeley, 1961; M.S.E., University of California, Berkeley, 1966; University of San Francisco, 1961- DAVID W. ARDAGH, Associate Professor of Philosophy B.A., St. Andrews, 1959; M. A., University of Windsor, 1965; Ph.D., University of Washington, 1975. University of San Francisco, 1973- JOAN AVIS, Assistant Professor of Educational Psychology I Counseling Program B.A., University of Delaware, 1967; M.Ed., University of Delaware, 1972; Ph.D., University of California, Berkeley, 1976. University of San Francisco, 1977- JEAN Y. AUDIGIER, Assistant Professor of Modern Languages and Classics A.B., Universite de Paris, 1964; M.A., Dominican College, 1968; M.A., Art His- tory, California State University, San Francisco; Ph.D. Cand., University of Califor- nia. University of San Francisco, 1966- RICHARD BABCOCK, Professor of Management B.S., Indiana University, 1958; M.S., Arizona State University, 1964; Ph.D., Uni- versity of California, Los Angeles, 1970. University of San Francisco, 1977- PAMELA A. BAJ, Instructor of Nursing B.S.N., Boston University, 1975; M.S., University of California, San Francisco, 1979. University of San Francisco, 1979- 327

CHAN YOUNG BANG, Associate Professor of Economics and Director, Institute of Asian/Pacific Studies B.A., Yonsei University, Korea, 1964; M.A., Yonsei University, 1966; Ph.D., University of Colorado, 1977. University of San Francisco, 1975- EAMONN BARRETT, Professor of Business Administration A.B., St. John's College, Waterford, Ireland, 1942; B.A., University of San Diego College for Men, 1964; M.B.A., University of California, Berkeley, 1966. Universi- ty of San Francisco, 1966- JUDITH E. BARRETT, Associate Professor of Nursing B.S., University of San Francisco, 1963; M.S., University of California, San Francis- co, 1971. University of San Francisco, 1971-75,1976- WILLIAM M. BASSETT, Professor of Law A.B., St. Mary of the Lake College, 1955; M.A., St.Mary of the Lake College, 1975; S.T.L., St. Mary of the Lake College, 1959; J.C.D., Gregorian University, Rome; J.D., Columbus School of Law, the Catholic University of America, 1972. Universi- ty of San Francisco, 1974- FRANK L. BEACH, Associate Professor of History, Chairperson, History Depart- ment B.S., University of San Francisco, 1953; M.A., University of San Francisco, 1957; Ph.D., University of California, Berkeley, 1963. University of San Francisco, 1957- 61; 1966- EUGENE BECKER, Visiting Associate Ph.D. of Management and Quantitative Methods B.S., City College of New York; M.S., State University of New York at Buffalo. University of San Francisco, Fall 1979. W. MICHAEL BECKER, Associate Professor of Organizational Psychology B.S., Brigham Young University, 1969; B.A., University of California, Berkeley, 1970; M.S., Colorado State University, 1971; Ph.D., Brigham Young University, 1974. University of San Francisco, 1975- LYNN B. BENNION, Associate Professor of English B.A., University of Utah, 1942; Ph.D., Johns Hopkins University, 1946. University of San Francisco, 1969- EUGENE V. BENTON, Professor of Physics B.A., San Jose State College, 1958; M.A., San Jose State College, 1960; Ph.D., Stanford University, 1968. University of San Francisco, 1969- PAUL J. BERNADICOU, S.J., Associate Professor of Theology and Religious Studies A.B., University of Santa Clara, 1958; Ph.L., Gonzaga University, 1959; M.A., Gonzaga University, 1961; M.A., St. Mary's College, Halifax, 1966; S.T.D., The Pontifical Gregorian University, Rome, 1970. University of San Francisco, 1970- HAROLD T. BEVAN, Assistant Professor of Psychology Ph.B., University of Detroit, 1951; M.A., University of Detroit, 1955. University of San Francisco, 1957- 328

LAURENCE A. BISHOP, Associate Professor, Organization and Leadership Program A.B., San Francisco State College, 1958; M.A., San Francisco State College, 1965; Ed.D., University of California, Berkeley, 1975. University of San Francisco, 1967- KARL A. BOEDECKER, Assistant Professor of Marketing B.A., Michigan State University, 1967; M.A., Michigan State University, 1968; Ph.D., Michigan State University, 1974. University of San Francisco, 1976- RICHARD W. BOLLMAN, S.J., Assistant Professor of English A.B., Loyola University, Chicago, 1961; Ph.L., West Baden College, 1963; M.A., Loyola University, Chicago, 1965; S.T.L., Bellarmine School of Theology, Chicago, 1970; M.Div., Loyola University, Chicago, 1970; Ph.D., State University of New York at Buffalo, 1975. University of San Francisco, 1974- DONALD W. BRANDON, Professor of Government A.B., University of California, Berkeley, 1949; M.A., University of California, Berkeley, 1950; Ph.D., University of California, Berkeley, 1954. University of San Francisco, 1953-55; 1958- CAROL A. BROSNAN, Instructor of Nursing B.S.N., St. Xavier College, 1967; M.S., University of California, Los Angeles, 1979. University of San Francisco, 1979- R. JAMES BROWN, Associate Professor of Biology B.A., University of Ottawa, 1964; M.A., University of California, Davis, 1967; Ph.D., University of California, Davis, 1970. University of San Francisco, 1970- CORNELIUS M. BUCKLEY, S.J., Associate Professor of History B.A., Santa Clara, 1950; M.A., Gonzaga, 1959; Ph.D., University of Paris (Sor- bonne), 1967. University of San Francisco, 1973- FRANCIS J. BUCKLEY, S. J., Professor of Theology, Director, Religious Education A.B., Gonzaga University, 1951; M.A., Gonzaga University, 1952; S.T.L., Alma College, 1959; S.T.D., The Pontifical Gregorian University, Rome, 1963. University of San Francisco, 1960-61; 1963- EDWARD W. BUEL, Assistant Professor of Physics B.S., University of Idaho, 1949; M.S., University of Idaho, 1951. University of San Francisco, 1967- WILLIAM V. BURGESS, Associate Professor, Organization and Leadership Program B.S., University of Illinois, 1955; M.S.Ed., Southern Illinois University, 1962; Ph.D., University of California, Berkeley, 1970. University of San Francisco, 1968- RONALD W. BUTLER, Assistant Professor of Business Administration B.S., University of Michigan, 1971; Ph.D., University of Michigan, 1977. University of San Francisco, 1978- PHILIP P. CALLAGHAN, S.J., Assistant Professor of Theology and Religious Studies and Secretary of the University A.B., Gonzaga University, 1953; Ph.L., Gonzaga University, 1954; S.T.M., Univer- sity of Santa Clara, 1961; S.T.D., Catholic University of Paris, 1966. University of San Francisco, 1962-63; 1966- 329

ALLEN DAVID CALVIN, Henry C. Hall Professor, Organization and Leadership Program B.A., University of Minnesota, 1950; M.A., University of Texas, 1951; Ph.D., University of Texas, 1953. University of San Francisco, 1974- PAULA CAMPBELL, Associate Professor of Communication Arts B. A., Brooklyn College of City University, New York, 1958; M.S., Yeshiva Univer- sity, 1960; Ph.D., New York University, 1966. University of San Francisco, 1975- BETTY J. CARMACK, Assistant Professor of Nursing B.S.N., Emory University, Atlanta, 1964; M.S.N., University of Pennsylvania, 1968. University of San Francisco, 1975- FRANCES MONET CARTER, Professor of Nursing Certificate, Psychiatric Nursing, University of Minnesota, 1945; B.S., University of California, Los Angeles, 1948; M.A., San Francisco State College, 1957; Ed.D., University of San Francisco, 1979. University of San Francisco, 1957- APRIL K. CASSOU, Assistant Professor and Associate Dean of School of Law B.A., 1979; J.D., University of San Francisco, 1971. University of San Francisco, 1977- MICHAEL E. CAVANAGH, Professor of Psychology A.B., St. Patrick's, 1960; M.A., University of Ottawa, 1964; Ph.D., University of Ottawa, 1966. University of San Francisco, 1966- PAUL K. CHIEN, Associate Professor of Biology B.S., Chung Chi College, N.T., Hong Kong, Chemistry, 1962; B.S., Chung Chi College, N.T., Hong Kong, Biology, 1964; Ph.D., University of California, Irvine, 1971. University of San Francisco, 1973- CAROL J. CHIHARA, Assistant Professor of Biology B.S., University of California, Berkeley, 1962; M.A., San Francisco State College, 1967; Ph.D., University of California, Berkeley, 1972. University of San Francisco, 1975- TIMOTHY CLOW, Instructor of Ethnic Studies B.S., Utah State University, 1968; M.A., Idaho State University, Anthropology. University of San Francisco, 1975- JONATHAN G. COBLEY, Assistant Professor of Chemistry B.Sc., University of Bristol, U.K., 1968; Ph.D., University of Bristol, U.K., 1972. University of San Francisco, 1977- S. ALAN COHEN, Professor, Curriculum and Instruction Program B.S., Suffolk University, 1953; Ed.M., Harvard University, 1956; Ed.D., Boston University, 1965. University of San Francisco, 1977- JOHN J. COLLINS, Professor of Communication Arts B.S., University of San Francisco, 1954; M.A., San Francisco State College, 1959. University of San Francisco, 1959- JANE R. CORRETT, Assistant Professor of Nursing B.S., Indiana University, 1962; M.S., University of California, San Francisco, 1970.University of San Francisco, 1970- 330

TERRY A. CORWIN, Assistant Professor of Nursing B.S., San Diego State College, 1964; M.S., University of California, San Francisco, 1969. University of San Francisco, 1969- JAMES STEVE COUNELIS, Professor, Organization and Leadership Program A.A., Chicago City Junior College, 1948; A.M., University of Chicago, 1951; Ph.D., University of Chicago, 1961. University of San Francisco, 1969- RAYMOND G. COYNE, Professor of Law A.B., Boston College, 1939; J.D., Georgetown University, 1947. University of San Francisco, 1961- THERESA M. CREM, Professor of Philosophy, Evening College B.A., San Francisco College for Women, 1954; Ph.D., Laval University, 1957. University of San Francisco, 1958- ALLAN B. CRUSE, Professor of Mathematics A.B., Emory University, 1962; M.A., University of California, Berkeley, 1965; Ph.D., Emory University, 1974. University of San Francisco, 1966- ROBERT L. CUNNINGHAM, Professor of Philosophy B.A., Athenaeum of Ohio, 1947; Ph.D., University of Laval, 1951. University of San Francisco, 1955- CONNIE L. CURRAN, Professor of Nursing and Director, Nursing Continuing Education B.S., University of Wisconsin, 1969; M.S.N., DePaul University, 1972; Ed.D., Northern Illinois University, 1974. University of San Francisco, 1977- JACK H. CURTIS, Professor of Sociology B.S., St. Louis University, 1949; M.A., University of New Mexico, 1950; Ph.D., Stanford University, 1954. University of San Francisco, 1963- ANDREW C. DACHAUER, S.J., Assistant Professor of Chemistry B. A., Spring Hill College, 1955; Ph.D., Fordham University, 1962; S.T.M., Univer- sity of Santa Clara, 1965. University of San Francisco, 1966- RABBI DAVID DAVIS, Assistant Professor of Theology and Religious Studies; Educational Psychology I Counseling Program B.A., American University, 1958; M.A., D.H.L., Hebrew Union College, 1965. University of San Francisco, 1977- RICHARD E. DAVIS, Associate Professor of Communication Arts B.A., San Francisco State College, 1968; M.A., San Francisco State College, 1970; C. Phil University of California, Berkeley, 1974; Ph.D., University of California, Berkeley, 1976. University of San Francisco, 1969- HUGH J. DAWSON, Professor of English A.B., Georgetown University, 1959; M.A., University of Illinois, 1962; Ph.D., University of Illinois, 1972. University of San Francisco, 1969- ANITA P. DE FRANTZ, Associate Professor, Curriculum and Instruction Program B.A., Indiana University, 1955; M.A., Indiana University, 1965; Ph.D., University of Pittsburgh, 1975. University of San Francisco, 1977- JAMES J. DEMPSEY, S.J., Associate Professor of Communications Arts, Director of Forensics, Director of Theatre 331

A.B., Gonzaga University, 1949; M.A., Gonzaga University, 1950; S.T.L., Alma College, 1957; M.A., San Francisco State College, 1966. University of San Francis- co, 1958- RAYMOND DENNEHY, Associate Professor of Philosophy B.A. University of San Francisco, 1962; Ph.D., University of Toronto, 1973. Uni- versity of San Francisco, 1979- JOHN DENVIR, Professor of Law B.S., College of the Holy Cross, 1964; J.D., New York University, 1967; LL.M., Harvard Law School, 1972. University of San Francisco, 1972- DAVID L. DERUS, Professor of English B.A., Catholic University of America, 1952; M.A., University of Chicago, 1956; Ph.D., Yale University, 1961. University of San Francisco, 1966- JOHN R. DEVINE, Professor of and Associate Dean, School of Education A.B., Catholic University of America, 1938; M.S.Ed., University of Southern California, 1949; Ed.D., University of Southern California, 1950. University of San Francisco, 1950- PETER J. DONNICI, Professor of Law B.A., University of Kansas City, 1960; J.D., University of Kansas City School of Law, 1962; LL.M., Yale University School of Law, 1963. University of San Francis- co, 1963- DOLORES A. DONOVAN, Associate Professor of Law B. A., Stanford University, 1967; J. D., Stanford Law School, 1970. University of San Francisco, 1975- WAYNE J. DOYLE, Professor and Director, Organization and Leadership Pro- gram, School of Education A.B., Washington University, 1949; M.S., Washington University, 1953; Ph.D., Washington University, 1969. University of San Francisco, 1977- PATRICK S. DUFFY, Professor, Institute for Catholic Educational Leadership and Organization and Leadership Program B.A., Barlow College, 1950; M.Ed., Harvard University, 1964; M.A., Ph.D., Stanford University, 1966; J.D., Catholic University, 1970. University of San Fran- cisco, 1977- KERN W. DUNAGAN, Assistant Professor of Military Science B.A., San Diego State, 1973; M.A., Boston University, 1977; Command General Staff College, 1978; Major, Infantry U.S. Army. University of San Francisco, 1978- LOIS C. DUNLAP, Assistant Professor of Nursing B.A., San Francisco, 1952; M.S., University of California, San Francisco, 1960. University of San Francisco, 1964- SHARON L. EATON, Assistant Professor of Nursing B.N.Sc., Queen's University, 1960; M.S., University of California, San Francisco, 1969. University of San Francisco, 1978- ALEV. M. EFENDIOGLU, Assistant Professor of Management B.S., I.T.I.A., Istanbul, 1972; M.B.A., Louisiana State University, 1974; Ph.D. Candidate, Louisiana State University, 1978. University of San Francisco, 1977- 332

SISTER MARY ELLENE EG AN, S.M., Instructor of Nursing B.A., Russell College, 1969; B.S., University of San Francisco, 1971; M.S., Loma Linda University, 1979. University of San Francisco, 1979- REV. JOHN HALL ELLIOTT, Professor of Theology and Religious Studies B.A., Concordia Seminary, 1958; B.D., Concordia Seminary, 1960; Dr. Theol., Westfalische Wilhelms-Universitat, Miinster, Westfalen, Germany, 1963. University of San Francisco, 1967- DONALD ERICKSON, Professor and Director, Center for Research in Private Education, School of Education A.B., Bob Jones University, 1954; A.M., University of Chicago, 1960; Ph.D., University of Chicago, 1962. University of San Francisco, 1977- SUSAN EVANS, Assistant Professor, Curriculum and Instruction Program B.S., University"of Connecticut, 1967; M.A., Columbia University, 1968; Ed.D., University of Arizona, 1977. University of San Francisco, 1977- EDWARD J. FARRELL, Professor of Mathematics B.S., University of San Francisco, 1939; M.S., Stanford University, 1942. University of San Francisco, 1941- LYNDON J. FARWELL, S.J., Assistant Professor of Theology and Religious Studies B.A., Gonzaga University, 1964; M.A., University of California, Los Angeles, 1968; S.T.M., Jesuit School for Theology, Berkeley, 1972; Cand. Ph.D., Claremont Graduate School, 1976. University of San Francisco, 1976- (on leave) JOSEPH D. FESSIO, S.J., Assistant Professor of Theology and Religious Studies and Director of St. Ignatius Institute B.A., Gonzaga University, 1966; M.A., Gonzaga University, 1967; Ph.D., Univer- sity of Regensburg, West Germany, 1975. University of San Francisco, 1974- JAMES K. FINCH, Associate Professor of Mathematics B.A., Massachusetts Institute of Technology, 1965; M.S., Purdue University, 1967; Ph.D., University of Illinois, 1972. University of San Francisco, 1972- HARTMUT FISCHER, Associate Professor of Economics and Associate Vice- President for Academic Affairs Vorprufung, University of Cologne, 1964; M. A., University of California, Berkeley, 1968; Ph.D., University of California, Berkeley, 1973. University of San Francisco, 1970- JOHN E. FISCHER, S.J., Associate Professor of Mathematics A.B., Gonzaga University, 1940; M.A., Gonzaga University, 1941; S.T.L., Alma College, 1948; M.S., St. Louis University, 1951; Ph.D., St. Louis University, 1954. University of San Francisco, 1954- (on leave) DESMOND J. FITZGERALD, Professor of Philosophy, Chairperson, Philosophy Department B.A., University of Toronto, 1946; M.A., University of Toronto, 1947; Ph.D., University of California, Berkeley, 1954. University of San Francisco, 1948- 333

MARY T. FORTIN. Assistant Professor of Nursing B.S., Hunter College, 1962; M.S., University of California, San Francisco, 1970. University of San Francisco, 1970- CATHERINE H. T. FOSTER, Associate Dean and Associate Professor, School of Nursing B.S., Marquette University, 1958; M.S., Marquette University, 1962; Ph.D., New York University, 1974. University of San Francisco, 1979- KAREN C. FRYKMAN, Instructor of Nursing B.S., University of San Francisco, 1973; M.S., University of California, San Francis- co, 1975; M.N.P., University of California, San Francisco, 1975. University of San Francisco, 1979- ARTHURFURST, Professor of Chemistry, Director, Institute of Chemical Biology A.B., University of'California, Los Angeles, 1937; M.A. University of California, Los Angeles, 1940; Ph.D., Stanford University, 1948. University of San Francisco, 1944;1947- PAMELA GAFFNEY, Assistant Professor of Nursing B.S., San Francisco State University, 1966; M.S., Boston University, 1968. Univer- sity of San Francisco, 1973-1975; 1979- ROSITA G. GALANG, Associate Professor, Multicultural Program B.S., Philippine Normal College, 1965; M.A., University of Hawaii, 1968; Ph.D., Ateneo de Manila University—Philippine Normal College Consortium, 1977. Uni- versity of San Francisco, 1977- KATHILEEN A. GALLAGHER, Associate Professor of Physical Education, Director, Dance Program B.A., San Francisco State College, 1965; M.A., San Francsico State College, 1968. University of San Francisco, 1968- DANIEL GALLIN, Associate Professor of Mathematics B.A., University of California, Los Angeles, 1962; M.A., University of California, Berkeley, 1967; Ph.D., University of California, Berkeley, 1972. University of San Francisco, 1968- DAVID A. GARCIA, Associate Professor of Law J.D., University of San Francisco, 1970; LL.M., Yale Law School, 1971. University of San Francisco, 1972- WILLIAM R. GARDNER, Assistant Professor of Finance B.A., University of Oregon, 1953; M.S., University of Oregon, 1956; Ph.D., Indi- ana University, 1959. University of San Francisco, 1975- WILLIAM T. GARNER, Associate Professor, Organization and Leadership Program B.A., University of Chicago, 1964; M.A.T., University of Chicago, 1967; Ph.D., University of Chicago, 1973. University of San Francisco, 1979- JACK I. GARVEY, Professor of Law A.B., Harvard College, 1964; J.D., Harvard Law School, 1968. University of San Francisco, 1973- 334

BETTY J. GIBSON, Assistant Professor of Economics B.A., University of Arizona, 1968; M.A., University of Iowa, 1970 (Political Science); 1972 (Economics); Ph.D., University of Iowa, 1976. University of San Francisco, 1977- EMILY S. GIRAULT, Associate Professor, Educational Psychology and Counseling B.A., University of Denver, 1947; M.A., University of Rochester, 1949; M.A., University of Colorado, 1960; Ph.D., Stanford University, 1964. University of San Francisco, 1975- ELISABETH G. GLEASON, Professor of History A.B., University of Illinois, 1954; M.A., Ohio State University, 1956; Ph.D., University of California, Berkeley, 1963. University of San Francisco, 1969- JOHNB. GLEASON, Professor of English B.S., Loyola University, Chicago, 1947; A.M., University of Chicago, 1948; Ph.D., University of Chicago, 1957. University of San Francisco, 1956- JOHNF. GRAHAM, S.J., Assistant Professor of Communication Arts A.B., Gonzaga University, 1952; M. A., San Francisco State College, 1971; S.T.M., Santa Clara University, 1971; Cand. Ph.D., Graduate Theological Union. Universi- ty of San Francisco, 1970- JOANL. GREEN, Professor of Nursing and Associate Dean, School of Nursing B.S., College of St. Mary of the Wasatch (Utah), 1953; M.S.N., Catholic University of America, 1960; Ph.D., University of California, Berkeley, 1974. University of San Francisco, 1960- LESTER GREENE, Associate Professor of Finance B.S., New York University, 1943; M.B.A., New York University, 1946; C.P.A., State of California, 1948; Ph.D., New York University, 1953. University of San Francisco, 1964- SUZANNE M. GRIFFIN, Instructor in World English Center B.A., Saint Mary's College, 1967; M.A., California State University-San Francisco, 1973. University of San Francisco, 1974- THOMAS A. GRUHN, Associate Professor of Chemistry B.S., University of San Francisco, 1964; Ph.D., University of California, Berkeley, 1967. University of San Francisco, 1967- JAMES N. HAAG, Professor of Computer Science and Physics B.S., Purdue University, 1956; Ph.D., University of California, Berkeley, 1961. University of San Francisco, 1965- JOHNNIE ELAINE JOHNSON HAFERNIK, Instructor in World English Center B.A., Southwest Texas State University, 1969; M.A., Michigan State University, 1972. University of San Francisco, 1974- OREN HARARI, Assistant Professor of Organizational Psychology B.A., San Diego State University, 1970; M.A., University of California, Berkeley, 1974; Ph.D., University of California, Berkeley. University of San Francisco, 1977- 335

JOHN S. HARRINGTON, Instructor of Chemistry B.S., University of California, Santa Barbara, 1972; M. A., University of California, Santa Barbara, 1975; Ph.D., University of California, Santa Barbara, 1978. Univer- sity of San Francisco, 1977- JEREMY T. HARRISON, Professor of Law B.S., University of San Francisco, 1957; J.D., University of San Francisco, 1960; LL.J., Harvard Law School, 1961. University of San Francisco, 1966-1970; 1974- ELEANOR C. HEIN, Professor of Nursing B.S., Marquette University, 1954; M.S., University of Colorado, 1965; Ed.D., University of San Francisco, 1979. University of San Francisco, 1967- ALAN C. HEINEMAN, Associate Professor of English B. A., Stanford University, 1966; M.A., Brandeis University, 1968; Ph.D., Brandeis University, 1974. University of San Francisco, 1970- JOSEPH T. HENKE, Professor of Law B. A., Amherst College, 1956; J.D., University of Washington School of Law, 1964; LL.M., New York University School of Law, 1971. University of San Francisco, 1971- HAMILTON HESS, Associate Professor of Theology and Religious Studies, Chair- person, Theology Department B.A., University of California, Berkeley, 1948; B.A., M.A., Oxford University, 1950; D.Phil., Oxford University, 1956. University of San Francisco, 1967- KATHLEEN A. HICKEL, Assistant Professor of Nursing B.S., University of San Francisco, 1968; M.S., University of Colorado, 1972. Uni- versity of San Francisco, 1972- CARLOS J. HILADO, Research Professor B.S.Ch.E., De La Salle College, Manila, 1954; M.S., Massachusetts Institute of Technology, 1956; Sc.D., De Salle University, Manila, 1974. University of San Francisco, 1976- PATRICIA LIGGINS HILL, Associate Professor of English and Director, Ethnic Studies Program B.A., Howard University, 1965; M.A., University of San Francisco, 1970; Ph.D., Stanford University, 1977. University of San Francisco, 1970- AKEMI P. HIRAKI, Assistant Professor of Nursing B.S.M., San Jose State University, 1966; M.S.N., State University of New York, Buffalo, 1975. University of San Francisco, 1975- SUSANNAH M. HOFFMAN, Associate Professor of Anthropology B.A., University of California, Berkeley, 1963; M.A., University of California, Berkeley, 1966; Ph.D., University of California, Berkeley, 1971. University of San Francisco, 1971- MICHAEL C. HONE, Associate Professor of Law B.S., University of California, Berkeley, 1959; J.D., University of California, Berkeley, 1963. University of San Francisco, 1972- 336

FRANCIS L. K. HSU, Professor and Director, Center for Cultural Studies in Education B. A., University of Shanghai, 1933; Ph.D., University of London, 1940; University of San Francisco, 1978- ESTHER SID HUDES, Assistant Professor of Quantitative Methods B.S., Hebrew University, 1967; M.S., Tel Aviv University, 1972; Ph.D., University of California, Berkeley, 1979. University of San Francisco, 1979- ALBERT HUERTA, S. J., Instructor of Modern Languages B. A., Gonzaga University, 1969; M.A., Universidad Ibero-Americana, 1970; Cand. Ph.D., University of California, Santa Barbara 1977. University of San Francisco, 1979- STEPHEN J. HUXLEY, Associate Professor of Business Administration B. S., Ohio State University, 1966; Ph.D., University of California, San Diego, 1975. University of San Francisco, 1973- EDWARD J. HYMAN, Assistant Professor, Educational Psychology/Counseling Program A.B., Columbia University, 1969; Ph.D., University of California, Berkeley, 1975. University of San Francisco, 1979- JOAN HYMAN, Associate Professor, Curriculum and Instruction Program B. A., Bucknell University; M.S., New York University; Ed.D., Yeshiva University. University of San Francisco, 1977- NICHOLAS IMPARATO, Associate Professor of Management B.A., St. Bonaventure University, 1965; M.A., Bowling Green State University, 1967; Ph.D., Bowling Green State University, 1970. University of San Francisco, 1970- KALEI INN, Assistant Professor, Multicultural Program B.A., Sarah Lawrence College, 1969; Ph.D., Stanford University, 1975. University of San Francisco, 1979- SUSAN A. JACKSON, Instructor in the World English Center B.A., Aquinas College, 1971; M.A., Michigan State University, 1974. University of San Francisco, 1974-1976; 1978- THEODORE H. D. JONES, Associate Professor of Chemistry, Chairperson, Chemistry Department B.Sc., University of Edinburgh, 1959; Ph.D., Massachusetts Institute of Technolo- gy, 1966. University of San Francisco, 1970- WILLIAM P. JORDAN, Associate Professor of Biology B.A., San Francisco State College, 1966; M.A., San Francisco State College, 1968; Ph.D., University of Wisconsin, 1973. University of San Francisco, 1973- AIDA ALCALA JOSHI, Associate Professor, Multicultural Program B.S.E., St. Thomas Aquinas University, 1956; M.Ed., University of the Philippines, 1961; M.A., University of California, Berkeley, 1962; Ph.D., University of Califor- nia, Berkeley, 1971. University of San Francisco, 1975- 337

HARVEY M. KAPLAN, Associate Professor of Accounting B.S., New York University, 1953; J.D., New York University School of Law, 1957; C.P.A., State of New York, 1958, State of Colorado, 1965. University of San Francisco, 1977- SISTER MARY BRIAN KELBER, S.M., Associate Professor of Nursing B.S., University of San Francisco, 1962; M.S.N., Catholic University of America, Washington, D.C., 1972; D.N.S., Catholic University of America, 1976. University of San Francisco, 1970- FRANCETTE KEILOCKER, Assistant Professor, Institute for Catholic Educational Leadership B.A., Seton Hill College, 1965; M.Ed., Duquesne University, 1970; Ed.D., Univer- sity of Florida, 1973. University of San Francisco, 1977- DANIEL R. KENDALL, S.J., Assistant Professor of Theology and Religious Studies B.A., Gonzaga University, 1963; M.A., Gonzaga University, 1964; S.T.L., Jesuit School of Theology, Berkeley, 1970; S.S.L., Pontifical Biblical Institute (Rome) 1973; S.T.D., The Pontifical Gregorian University (Rome) 1975. University of San Francisco, 1979- KATHARINE A. KEPPEL, Assistant Professor of Nursing B.S., University of California, San Francisco, 1953; M.P.H., Yale University, 1959. University of San Francisco, 1967- FRANCIS E. KING, S.J., Assistant Professor of Theology B.A., Gonzaga University, 1955; M.A., Gonzaga University, 1956; S.T.L., Alma College, 1963; S.T.M., University of Santa Clara, 1963; S.T.D., The Pontifical Gregorian University, Rome, 1972. University of San Francisco, 1964-66; 1969- MARY LOU KLISCH, Instructor of Nursing B.S.N., The Catholic University of America, 1966; M.S.N., The Catholic University of America, 1976. University of San Francisco, 1977- RICHARD KOMM, Assistant Professor, Educational Psychology I Counseling Program B.A., Washington University, 1957; M.A., Washington University, 1958; Ed.D. University of San Francisco, 1978. University of San Francisco, 1978- RICHARD J. KOZICKI, Professor of Government, Chairperson, Government Department B.A., Allegheny College, 1951; M.A., Yale University, 1953; Ph.D., University of Pennsylvania, 1959. University of San Francisco, 1970- ULDIS KRUZE, Assistant Professor of History B.A., Yale College, 1966; M.A., Northwestern University, 1968; Ph.D., Indiana University, 1976. University of San Francisco, 1977- MICHAEL D. KUDLICK, Associate Professor of Computer Science B.S., University of Maryland, 1956; Ph.D., Massachusetts Institute of Technology, 1966. University of San Francisco, 1974- 338

ROBERT G. LAMP, Associate Professor, Organization and Leadership Program B.S., St. Mary's College, California, 1950; M.A., San Jose State College, 1956; Ed.D., Stanford University, 1964. University of San Francisco, 1968- RALPH LANE, JR., Professor of Sociology; Organization and Leadership Program A.B., Columbia University, 1946; M.A., Columbia University, 1947; Ph.D., Ford- ham University, 1954. University of San Francisco, 1958- NEIL T. LAUGHLIN, Associate Professor of Physical Education B.A., San Francisco State College, 1962; M.A., Stanford University, 1965; Ed.D., Stanford University, 1972. University of San Francisco, 1971- GERALDINE LAURO, Assistant Professor of Physical Education B.S., University of Wisconsin, 1965; M.A., University of California, Berkeley, 1967. University of San Francisco, 1970- CHARLES, R. LAWRENCE, III, Associate Professor of Law B.A., Haverford College, 1965; J.D., Yale Law School, 1969. University of San Francisco, 1974- MARIBELLE B. LEAVITT, Assistant Professor of Nursing B.S., Cornell University, New York Hospital School of Nursing, 1965; M.S., Boston University, 1971. University of San Francisco, 1973- GEORGE LEDIN, JR., Assistant Professor of Computer Science, Chairperson, Computer Science Department B.S., University of California, Berkeley, 1967. University of San Francisco, 1968- LUCY CHAO LEE, Associate Professor of Accounting and Quantitative Methods B. S., National Taiwan University, 1963; M. S. A., University of Illinois, 1964; Ph. D., University of Illinois, 1968. University of San Francisco, 1979- MICHAEL B. LEHMANN, Associate Professor of Economics B.A., Grinnell College, 1962; Ph.D., Cornell University, 1969. University of San Francisco, 1966- MILLIANNE P. LEHMANN, Associate Professor of Mathematics A.B., San Francisco State College, 1961; M.A., San Francisco State College, 1964. University of San Francisco, 1965- ERASMO LEIVA, Assistant Professor of Modern Languages B.A., University of St. Thomas, 1970; M.A., Emory University, 1974; Ph.D., Emory University, 1976. University of San Francisco, 1977- ANITA LEPON, Instructor of Nursing B.S.N., University of California, San Francisco, 1971; M.S.N., University of Cali- fornia, San Francisco, 1976. University of San Francisco, 1976- GEORGE J. LERSKI, Professor of History LL.M., Polish Faculty of Law, University of Oxford, 1946; Ph.D., Georgetown University, 1953. University of San Francisco, 1966- ASHBROOK LINCOLN, Professor of History A.B., Fresno State College, 1938; M.A., University of California, Berkeley, 1939; Ph.D., University of California, Berkeley, 1946. University of San Francisco, 1946- 339

AMILCAR J. LOBOS-YONG, Assistant Professor of Ethnic Studies B.A., Brigham Young University, 1966; M.A., San Francisco State University, 1970. University of San Francisco, 1973- PAUL V. LORTON, JR., Associate Professor of Information Systems B.S., University of California. Los Angeles, 1961; M.A., Ohio State University, 1964; Ph.D., Stanford University, 1973. University of San Francisco, 1973- WILLIAM M. LUNCH, Assistant Professor of Government B.A., University of California, Riverside, 1969; M.A., University of California, Berkeley, 1970; Ph.D., University of California, Berkeley, 1976. University of San Francisco, 1977- CORNELIUS E. LYNCH, S.JAdjunct Assistant Professor of Theology, Evening College A.B., Gonzaga University, 1927; M.A., Gonzaga University, 1928; S.T.L., Alma College, 1936; University of San Francisco, 1957-1966; 1967- MARTHA L. LYNCH, Instructor in the World English Center B.S., Louisiana State University, 1971; M.A., San Francisco State University, 1977. University of San Francisco, 1978- PATRICIA V. LYNCH, Assistant Professor of Nursing B.S.N., Boston College, 1968; M.Ed., Memphis State University, 1972. University of San Francisco, 1977- ROBERT C. MACKENZIE, Associate Professor of Government A. B., University of San Francisco, 1936; M. A., University of Denver, 1938. Univer- sity of San Francisco, 1946-1979 deceased. BARBARA A. MACKINNON, Professor of Philosophy B.A., Mount St. Scholastica College, 1964; M.A., St. Louis University, 1966; Ph.D., St. Louis University, 1969. University of San Francisco, 1971- BERNARD L. MARTIN, Professor of Business Administration and Dean, College of Business Administration B.A., Athenaeum of Ohio, 1945; M.A., Xavier University, 1950; M.B.A., Xavier University, 1955; Ph.D., University of Cincinnati, 1963. University of San Francis- co, 1978- JOHN H. MARTIN, S.J., Professor of Education, Dean, Graduate Division Emer- itus, Director of Honors Program A.B., Gonzaga University, 1934; M.A., St. Louis University, 1936; S.T.L., Alma College, 1942; Ph.D., Fordham University, 1946. University of San Francisco, 1946-55; 1958- W. MICHAEL MATHES, Professor of History B.S., Loyola University, Los Angeles, 1957; M.A., University of Southern Califor- nia, 1962; Ph.D., University of New Mexico, 1966. University of San Francisco, 1966- RONALD G. MAXSON, Professor of Military Science B.B.A., University of Washington, 1958; Command and General Staff College, 1972; M.A., University of Kansas, 1975; Lieutenant Colonel, Armor, U.S. Army. University of San Francisco, 1976- 340

VONALEE MAZMANIAN, Assistant Professor of Communication Arts B.A., San Francisco State College, 1966; M.A., San Francisco State College, 1969. University of San Francisco, 1967- JANE M. McATEER, Instructor of Nursing B.S., Georgetown University, 1971; M.N., University of California, Los Angeles, 1976. University of San Francisco, 1979- CHARLENE B. McCARTHY, Associate Professor of Theology and Religious Studies B.S., College Mount St. Vincent, 1944; M.A., Marquette University, 1966; Ph.D., Marquette University, 1968. University of San Francisco, 1968- THOMAS McCARTHY, Professor of Law B.S. in E.E., University of Detroit, 1960; J.D., University of Michigan, 1963. University of Sari Francisco, 1966- GIFFORD E. McCASLAND, Professor of Chemistry A.B., University of California, Los Angeles, 1935; Ph.D., California Institute of Technology, 1944. University of San Francisco, 1958-1979 PETER McCONVILLE, Assistant Professor of Sociology, Chairperson, Depart- ment of Sociology B.A., National University of Ireland, 1946; B.D., St. Patrick's College, Maynooth, 1949;Lic. en Sc. Pol. et Soc., Universite Catholique de Louvain, 1953;Cand. Ph.D., Louvain. University of San Francisco, 1969- SISTER M. PETER McCUSKER, S.M., Instructor of Nursing B.S., University of San Francisco, 1964; M.S.N., Catholic University of America, 1976. University of San Francisco, 1976- SISTER MARY GERALDINE McDONNEL, S.M., Professor of Nursing and Dean, School of Nursing B.S., University of San Francisco, 1960; M.S.N., Catholic University of America, 1962; Ed;D., Brigham Young University, 1977. University of San Francisco, 1966- TIMOTHY L. MCDONNELL, S.J., Professor of Government A.B., Gonzaga University, 1942; M.A., Gonzaga University, 1943; M.A., St. Louis University, 1946; S.T.L., Alma College, 1950; Ph.D., St. Louis University, 1953. University of San Francisco, 1946; 1951; 1954- MICHAEL SCOTT McELWAIN, Assistant Professor of Government A.B., University of San Francisco, 1964; Ph.D., Claremont Graduate School, 1975. University of San Francisco, 1970- GEORGE H. McGLYNN, Professor of Physical Education, Chairperson, Physical Education Department A.B., Syracuse University, 1955; M.A. , Syracuse University, 1959; Ed.D., Univer- sity of California, Berkeley, 1966. University of San Francisco, 1959- PAUL L. McKASKLE, Professor of Law and Acting Dean, School of Law B.S., University of California, Berkeley, 1956; J.D., University of California, Berkeley, 1963. University of San Francisco, 1971- 341

THOMAS D. McSWEENEY, Professor and Director, Educational Psychology/ Counseling Program, School of Education A.B., St. Patrick's Seminary, 1943; University of San Francisco, 1950; Ed.D., University of California, Berkeley, 1962. University of San Francisco, 1961. DOROTHY S. MESSERSCHMITT, Assistant Professor, Multicultural Program B.A., University of Michigan, 1968; M.A., University of Michigan, 1969; Ph.D., University of Michigan, 1972. University of San Francisco, 1978- ELEANOR L. METZ, Associate Professor of Nursing A.B., Ohio University, 1937; M.N., Western Reserve University, 1941; M.S., University of California, San Francisco, 1965; Certificate in Gerontological Nursing, Ethel Percy Andrus Institute of Gerontology, University of Southern California, 1974. University of San Francisco, 1965- TERRY E. MEYERS, Assistant Professor, Physical Education B.A., University of California, Santa Cruz, 1971; M.F.A., New York University, 1974. University of San Francisco, 1978- RONALD H. MICON, Associate Professor of Law A.B., University of California, Los Angeles, 1966; J.D., University of California, Los Angeles, 1969. University of San Francisco, 1972- MICHAEL R. MIDDLETON, Associate Professor of Decision Science B.S., Iowa State University, 1964; M.B.A., University of Iowa, 1966; M.S., Stan- ford University, 1971. University of San Francisco, 1977- FREDERICK A. MINNIGERODE III, Associate Professor of Psychology A.B., St. Louis University, 1966; M.S., St. Louis University, 1968; Ph.D., St. Louis University, 1971. University of San Francisco, 1971- PATRICIA MITCHELL, Assistant Professor, Curriculum and Instruction Program B.S., Morgan State University, 1968; M.A., Southern Illionis University, 1970; Ph.D., Catholic University, 1978. University of San Francisco, 1977- RONALD J. MIZEN, S.J., Assistant Professor and Director, Graduate Program in Pastoral Studies. B.A., Fordham University, 1962; M.Div., Woodstock College, 1969; S.T.D., Em- ory University, 1972. University of San Francisco, 1974- BARBARA J. MORTENSON, Assistant Professor of Modern Languages and Classics A.B., University of California, Berkeley, 1952; M.A., University of California, Berkeley, 1954; Ph.D., University of California, Berkeley, 1966. University of San Francisco, 1965- SUZANNE E. MOUNTS, Assistant Professor of Law B.A., University of California, Berkeley, 1967; J.D., University of California, Berkeley, 1972. University of San Francisco, 1976- EDWARD J. MUENK, Associate Professor of Modern Languages and Classics Ph.L., Heythrop College, 1958; A.B., Oxford University, 1962; M.A., Oxford University, 1967. University of San Francisco, 1966- RICHARD E. MULCAHY, SJProfessor of Economics A.B., Gonzaga University, 1939; M.A., Gonzaga University, 1940; S.T.L., Alma 342

College, 1947; Ph.D., University of California, Berkeley, 1950. University of San Francisco, 1940-41; 1950- DAVID A. MULLEN, Professor of Biology A.B., University of California, Berkeley, 1958; M.A., University of California, Davis, 1961; Ph.D., University of California, Berkeley, 1965. University of San Francisco, 1966- HELEN MUNCH, Instructor in World English Center B.A., Connecticut College for Women, 1966; A.M., San Francisco State University, 1974. University of San Francisco, 1975- LAWRENCE E. MURPHY, Professor of Psychology and Director, Psychological Laboratory B.S., University of San Francisco, 1961; M. A., University of Arizona, 1964; Ph.D., University of Arizona, 1965. University of San Francisco, 1965- L. W. MURRAY, JR., Associate Professor of International Business B.A., University of Northern Iowa, 1961; M.S., University of Missouri, 1969; Ph.D., Clark University, 1973. University of San Francisco, 1978- EUGENE J. MUSCAT, Assistant Professor of Business Administration B.S., University of San Francisco, 1966; M.B.A., University of San Francisco, 1971; Ed.D., University of Southern California, 1974. University of San Francisco, 1973- SISTER MARY NEILL, O.P., Assistant Professor of Theology and Religious Studies B.A., Dominican College, San Rafael, 1955; M.A., Dominican College, 1960; Dr. es Sc Re., University of Strasbourg, France, 1972. University of San Francisco, 1972- ROBERT R. NEWTON, S.J., Associate Professor of Private School Administration A.B., University of Scranton, 1957; Ph.L., Fordham University, 1961; S.T.B., Woodstock College, 1967; S.T.M., Yale University, 1968; Ed.D., Harvard Universi- ty, 1971. University of San Francisco, 1978- JEAN NICHOLSON, Assistant Professor of Nursing B.S.N., Indiana University, 1964; M.S.N., Indiana University, 1965. University of San Francisco, 1969-1973; 1975- TOSHIYUKINISHIKAWA, Assistant Professor, Multicultural Program B.A., Waseda University, 1966; M. A., University of Hawaii, 1960; Ph.D., Universi- ty of Hawaii, 1974. University of San Francisco, 1975- EDWARD G. NOLAN, Professor of Organizational Psychology M.A., Edinburgh University, 1948; B.Ed., Edinburgh University, 1952; M.A., Princeton University, 1954; Ph.D., Princeton University, 1958. University of San Francisco, 1968- FRANCIS R. NUGENT, Associate Professor of Philosophy, Evening College A.B., St. Mary's College, 1941; M.A., University of Notre Dame, 1957; Ph.D., University of Notre Dame, 1960. University of San Francisco, 1959- CLIFTON W. OHM AN, Assistant Professor of Accounting B.S., California State Polytechnic University, San Luis Obispo, 1971; M.B.A., Golden Gate University, 1973. University of San Francisco, 1977- 343

MARVIN M. OKANES, Associate Professor of Organizational Psychology and Management B. A., University of Buffalo, 1951; M. A., University of Illinois, 1954; Ph.D., Cornell University, 1956. University of San Francisco, 1977- HUGH D. O'NEILL, JR., Associate Professor, Educational Psychology/Counseling Program B.S., University of Oklahoma, 1955; M.A., University of San Francisco, 1964; Ed.D., University of Oklahoma, 1969. University of San Francisco, 1970- MICHAEL O'NEILL, Professor and Acting Dean, School of Education B.A., Sulpicion Seminary of the Northwest, 1958; M.A., Catholic University of America, 1964; Ed.D., Harvard University, 1967. University of San Francisco, 1976- MODESTA S. ORQUE, Assistant Professor of Nursing B.S., University of California, San Francisco, 1971; M.P.H., University of Califor- nia, Berkeley, 1972. Ed.D., University of San Francisco, 1979. University of San Francisco, 1973- DANIEL A. O'SULLIVAN, S. J., Assistant Professor of Philosophy B. A., Gonzaga University, 1948; M. A., Gonzaga University, 1949; M.A., Universi- ty of Santa Clara, 1957. University of San Francisco, 1972- MAUREEN A. O'SULLIVAN, Professor of Psychology, Chairperson, Psychology Department B.S., Fordham University, 1960; M.S., University of Southern California, 1963; Ph.D., University of California, 1965. University of San Francisco, 1972- EUGENEL. OSWALD, Assistant Professor, Evening College B. A., Marquette University, 1960; M. A., Marquette University, 1962. University of San Francisco, 1962- RICHARD OSWALD, Assistant Professor of Physics B.S., University of New Orleans, 1970; M.S., University of Chicago, 1972; Ph.D., University of Chicago, 1977. University of San Francisco, 1979- SHEILA M. PACHECO, Instructor of Nursing B.S., University of California, San Francisco, 1963; M.S., University of California, San Francisco, 1964; M.P.H., University of California, Berkeley, 1969. University of San Francisco, 1964-68; 1970- LARRY PALMATIER, Professor, Educational Psychology/Counseling Program B.A., Maryknoll College, 1959; M.A., University of San Francisco, 1966; Ph.D., University of California, Berkeley, 1969. University of San Francisco, 1977- PAMELA K. PARLOCHA, Instructor of Nursing B.S., Marian College of Fond du Lac, 1968; M.S., University of California, San Francisco. 1977. University of San Francisco, 1977- REBECCA PARTRIDGE, Instructor of Nursing B.S., California State College, Sonoma, 1976; M.S., University of California, San Francisco, 1977. University of San Francisco, 1979- MAE E. PAULFREY, Assistant Professor of Nursing B.S.N., St. Louis University, 1964; M.N., University of California, Los Angeles, 1974. University of San Francisco, 1977- 344

RICHARD G. PEDDICORD, Assistant Professor of Computer Science B.A., University of California, Davis, 1962; M.A., University of California, Berk- eley, 1964; Ph.D., University of California, Davis, 1965. University of San Francis- co, 1969- JOHN DE J. PEMBERTON, JR., Professor of Law B.A., Swarthmore College, 1940; LL.B., Harvard Law School, 1947. University of San Francisco, 1973- AUTERY PORTER, Assistant Professor of Quantitative Methods and Finance B.A., San Diego State University, 1972; M.A., San Diego State University; M.B.A., Stanford University, 1976; Ph.D. Cand., Stanford University. University of San Francisco, 1978- C. DELOS PUTZ, JR., Professor of Law B.A., Gonzaga University, 1959; J.D., New York University, 1962. University of San Francisco, 1971- THOMAS A. REED, S.J., Associate Professor, Educational!Psychology!Counsel- ing Program A.B., St. Louis University, 1940; M.A., St. Louis University, 1942; S.T.L., Alma College, 1948. University of San Francisco, 1949-1954; 1964- WILLIAM J. REGAN, Professor of Marketing B.S., University of California, Berkeley, 1944; M.B.A., University of California, Berkeley, 1947; Ph.D., Stanford University, 1958. University of San Francisco, 1964- ELDON H. REILEY, Professor of Law B.S., Massachusetts Institute of Technology, 1955; LL.B., Harvard Law School, 1958. University of San Francisco, 1971- STEVEN REINSTEIN, Associate Professor, Curriculum and Instruction Program B. A., Hunter College, 1963; M. A., City College of New York, 1967; Ed.D., Yeshiva University, 1975. University of San Francisco, 1978- CARL REITERMAN, Associate Professor of Sociology A.B., University of California, Berkeley, 1950; M.A., University of California, Berkeley, 1965; Ph.D., University of California, Berkeley, 1968. University of San Francisco, 1966- ROGELIO REYES, Assistant Professor, Multicultural Program B.A., Mexico City College, 1954; Ph.D., Harvard University, 1978. University of San Francisco, 1978- JOHN G. RHODE, Professor of Accounting and Program Director, Accounting B.S., University of Minnesota, 1962; M.S., University of Minnesota, 1966; Ph.D., University of Minnesota, 1969. University of San Francisco, 1979- WILLIAM O. RICHARDSON, S.J., Assistant Professor of Theology A.B., Gonzaga University, 1944; M.A., Gonzaga University, 1945; S.T.L., Loyola University, Chicago, 1953. University of San Francisco, 1960- VERNON J. RULAND, S.J., Professor of Religious Studies Litt.B., Xavier University, 1954; M.A., Loyola University, 1957; Ph.D., University 345 of Chicago, 1967; M.A., University of Detroit, 1972. University of San Francisco, 1974- AVI RUSHINEK, Assistant Professor of Accounting and Information Systems B.A., Tel Aviv University, 1975; Ph.D., University of Texas, Austin, 1979. Univer- sity of San Francisco, 1979- SARA RUSHINEK, Assistant Professor, Educational Psychology/Counseling Program B.A., Tel Aviv University, 1975; M.A., University of Texas, Austin, 1978; Ph.D., University of Texas, Austin, 1979. University of San Francisco, 1979- SUSAN RUTBERG, Clinical Associate, School of Law B.A., Cornell University, 1971; J.D., Golden Gate University Law School, 1975. University of San Francisco, 1978- VISHAL C. SABHERWAHL, Assistant Professor of Economics B. A., Delhi University, India, 1960; M.A., Delhi School of Economics, 1962; M.S., Stanford University, 1968; M. A., University of Oregon, 1970; Ph.D., University of San Francisco, 1977- ANDRE SAN AUGUSTINE, Associate Professor of Marketing B.S., University of the East, 1960; M.S., University of Rhode Island, 1965; Ph.D., Penn. State University, 1972. University of San Francisco, 1979- DANTE E. SANTOS, Associate Professor of Accounting B.B.A., University of the East, Philippines, 1955; C.P.A., Philippines, 1957; M.B.A., University of Santa Clara, 1964; Ph.D., University of Santa Clara, 1976. University of San Francisco, 1977- BENJAMIN F. SARGENT, S. J., Assistant Professor of Philosophy, Evening Col- lege A.B., Gonzaga University, 1944; M.A., Gonzaga University, 1945; S.T.B., Alma College, 1952. University of San Francisco, 1953-54; 1964- DAVID GERALD SCALISE, Assistant Professor, Business Law B.S., University of Nevada, 1968; J.D., University of San Francisco, 1973. Universi- ty of San Francisco, 1970- ROBERT A. SCHOOLEY, Associate Professor of Biology A.B., University of California, Berkeley, 1960; M.A., University of California, Berkeley, 1961; Ph.D., University of California, Berkeley, 1966. University of San Francisco, 1963; 1964- PATRICIA J. SCHULZ, Assistant Professor of Biology B.A., Rosary College, 1959; M.S., Fordham University, 1962; Ph.D., University of California, Berkeley, 1966. University of San Francisco, 1978- STEPHEN SCHWARZ, Professor of Law B.A., Brown University, 1966; J.D., Columbia Law School, 1969. University of San Francisco, 1974- WILLIAM J. SCHWARZ, Associate Professor of Education A.B., Hamilton College, 1952; M.A., Harvard University, 1955; Ph.D., University of California, Berkeley, 1974. University of San Francisco, 1973- 346

MICHAEL SCRIVEN, Professor and Director, Evaluation Institute B.A., University of Melbourne, 1948; M.A., University of Melbourne, 1950; D.Phil, Oxford University, 1956. University of San Francisco, 1977- THOMAS SEARS, Associate Professor of Economics B.A., Rice University, 1964; M.A., Harvard University, 1969; Ph.D., Harvard University. University of San Francisco, 1979- ROBERT J. SEIWALD, Professor of Chemistry B.S., University of San Francisco, 1949; M.S., University of San Francisco, 1950; Ph.D., St. Louis University, 1954. University of San Francisco, 1957- SALLY A. SEYBOLD, Instructor of Nursing B.S.N., University of San Francisco, 1969; M.S.N., University of California, San Francisco, 1973. University of San Francisco, 1977- EDWIN J. SHAPIRO, Professor of Quantitative Methods B.A., University of California, Berkeley, 1949; M.A., University of California, Berkeley, 1951; Ph.D., University of Pittsburgh, 1962. University of San Francisco, 1969- STEVEN F. SHATZ, Professor of Law A.B., University of California, Berkeley, 1966; J.D., Harvard Law School, 1969. University of San Francisco, 1972- JEROME E. SHEA, Assistant Professor of Business Law B.B.A., City College of New York, 1954; M.S., Columbia University, 1955; J.D., Golden Gate College School of Law, 1967. University of San Francisco, 1969- COLIN P. SILVERTHORNE, Professor of Psychology, Dean, School of Con- tinuing Education B.S., University of London, 1966; M.A., University of Cincinnati, 1968; Ph.D., University of Cincinnati, 1970. University of San Francisco, 1970- JOSEPH PETER SIMIN1, Professor of Accounting B.S., St. BonaventureUniversity, 1940; B.B.A., St. BonaventureUniversity, 1949; C.P.A., State of California, 1954; M.B. A., University of California, Berkeley, 1957. University of San Francisco, 1954-1978. ALEXANDER SMETANA, Associate Professor of Government B.S., Lafayette College, 1936; M. A., Catholic University of America, 1940; Ph.D., Catholic University of America, 1951. University of San Francisco, 1947-1979. PATRICK J. SMITH, Professor of English and Chairperson, English Department B.S., Marquette University, 1953; M.A., Marquette University, 1962; Ph.D., Uni- versity of California, Davis, 1967. University of San Francisco, 1966- RODERICK C. SMITH, Instructor in the World English Center B.A., Amherst College, 1968; M.A., San Francisco State University, 1977. Univer- sity of San Francisco, 1978- MYRA C. SNYDER, Associate Professor of Nursing B.S., Carlow College, 1966; M.S., Case-Western Reserve, 1969; Ed.D., University of San Francisco, 1978. University of San Francisco, 1973- 347

JOHN SODERQUIST, Assistant Professor in Chemistry B.S., Iowa State University, 1966; M.S., Bowling Green State University, 1973; Ph.D., University of Colorado, 1977. University of San Francisco, 1979- GARY L. STEVENS, Assistant Professor of Biology and Associate Dean, College of Arts and Sciences (Acting Dean through July 1980) B.S., California State University at Long Beach, 1964; M.A., University of Califor- nia, Davis, 1966; Ph.D., University of California, Davis, 1970. University of San Francisco, 1970- ROBERT A . STOCK, Assistant Professor of Accounting B.S., Northwestern University, 1940; M.B.A., Stanford University, 1947; C.P.A., State of California, 1950. University of San Francisco, 1952- NATHAN O. STRONG, Assistant Professor, Curriculum and Instruction Program B.S., State University of New York at Brockport, 1964; Ed.M., University of Rochester, 1968; M.A., University of California, Berkeley, 1976; Ph.D., University of California, Berkeley, 1978. University of San Francisco, 1977- GEORGE D. SULLIVAN, Assistant Professor of Mathematics B.S., University of San Francisco, 1955; M.A., University of San Francisco, 1957; Ph.D., University of California, Berkeley, 1961. University of San Francisco, 1962- KIM D. SUMMERHAYS, Associate Professor of Chemistry B.S., University of San Francisco, 1968; Ph.D., University of California, Davis, 1971. University of San Francisco, 1973- ARTHUR E. SWAIN, S. J., Assistant Professor of Modern Languages and Classics A.B., Gonzaga University, 1948; M.A., Gonzaga University, 1949; S.T.L., Alma College, 1956; M.A., Oxford University, 1964. University of San Francisco, 1964- THEODORE T. TAHENY, S.JAssistant Professor of Theology; Dean, Evening College A.B., Gonzaga University, 1949; M.A. Gonzaga University, 1954; S.T.L., Alma College, 1957; S.T.D., Woodstock College, 1961. University of San Francisco, 1960- ROBERT E. TALBOT, Associate Professor of Law A.B., Columbia University, 1961; LL.B., Columbia University, 1964. University of San Francisco, 1966- JOHN P. TEELING, S. J., Associate Professor and Director of World English Center B.A., St. Louis University, 1946; M.A., Marquette University, 1952; Ph.D., Uni- versity of North Carolina, 1964. University of San Francisco, 1974- JOHN H. THOMAS, Assistant Professor of Mathematics, Evening College A.B., St. John's College (Maryland), 1949; Ph.L., Laval University, 1951. Universi- ty of San Francisco, 1957- LUCY TREAGAN, Professor of Biology A.B., University of California, Berkeley, 1945; Ph.D., University of California, Berkeley, 1960. University of San Francisco, 1962; 1963- JOHNB. TSU, Professor and Director, Multicultural Program, School of Education LL.B., Imperial University of Tokyo, Japan, 1945; M.A., Georgetown University, 1949; Ph.D., Fordham University, 1954. University of San Francisco, 1977- 348

GREGORY ULFERTS, Associate Professor of Business Administration and Asso- ciate Dean, McLaren College of Business Administration B.S., Illinois State University, 1968; M.B.A., Louisiana Tech. University, 1969; D.B.A., Louisiana Tech. University, 1975. University of San Francisco, 1979- STEPHANIE L. VANDRICK, Instructor in the World English Center B.A., Michigan State University, 1971; M.A., Michigan State University, 1974. University of San Francisco, 1976-1977; 1978- NANCY J. VOGELEY, Assistant Professor of Modern Languages and Classics B.A., Pennsylvania State University, 1958; M.A., Pennsylvania State University, 1962; Diploma de Estudios Hispanicos, Universidad de Madrid, 1960; Ph.D., Stan- ford University, 1979. University of San Francisco, 1966- DAVID J. WALSH, S.J., Assistant Professor of Mathematics A.B., University of Santa Clara, 1937; M.A., Gonzaga University, 1940. University of San Francisco, 1957- HAROLD R. WALT, Professor of Management B.S., University of California, Berkeley, 1948; B.S. in Business Administration, University of California, Berkeley, 1950; M.B.A., University of California, Berk- eley, 1953. University of San Francisco, 1974- ANN C. W ATKINS, Assistant Professor of Nursing B.S.N., Capital University, 1957; M.S.N., Yale University, 1964; C.N.M., Yale University, 1964. University of San Francisco, 1965-1968; 1977- MARCIA A. WEBB, Assistant Professor of Military Science B.A., Southern Illinois University, Carbondale, 1972; U.S. Army Quartermaster School, 1976; M.B. A., Florida Institute of Technology, 1977; Captain, Quartermas- ter, U.S. Army. University of San Francisco, 1978- DAVID P. WEINER, Associate Professor of Accounting B.A., Harpur College, 1964; M.B.A., Cornell University, 1966; Ph.D., University of Michigan, 1972; C.P.A., New York State. University of San Francisco, 1970- KATHRYN M. WERDEGAR, Associate Professor and Associate Dean, School of Law B.A., University of California, 1957; J.D., George Washington University, 1962. University of San Francisco, 1978- MARYANNE WERNER-McCULLOUGH, Assistant Professor of Nursing B. S., University of San Francisco, 1968, M. S., University of California, San Francis- co, 1972. University of San Francisco, 1975- EDWARD J. WHETMORE, Associate Professor of Communication Arts B.A., California State College, Fullerton, 1970; M.A., California State University, Fullerton, 1972; Ph.D., University of Oregon, 1976. University of San Francisco, 1978- STEPHANIE M. WILDMAN, Associate Professor of Law A. B., Stanford University, 1970; J. D., Stanford Law School, 1973. University of San Francisco, 1974- ROBERT A. WOLF, Assistant Professor of Mathematics B.S., Massachusetts Institute of Technology, 1962; M.A., University of California, 349

Berkeley, 1964; Ph.D., University of California, Berkeley, 1968. University of San Francisco, 1968- ANDREW N. WOZNICKI, Professor of Philosophy M.A., University of Lublin, 1960; M.S.L. Pontifical Institute of Medieval Studies, Toronto, 1965; Ph.D., University of Toronto, 1967. University of San Francisco, 1967- YUAN-LIWU, Professor of Economics B.S., London School of Economics, 1942; Ph.D., London School of Economics, 1946. University of San Francisco, 1960- LEO P. K. YAM, Assistant Professor, Multicultural Program B.S., Hong Kong College, 1963; M.S., University of Wisconsin, 1968; Professional Diploma, Teachers College, Columbia University, 1970; Ed.D., Teachers College, Columbia University, 1974. University of San Francisco, 1979- YTHA Y. YU, Assistant Professor of Computer Science B.S., University of California, Berkeley, 1966; M.S., University of California, Berkeley, 1967; Ph.D., University of California, Berkeley, 1970. University of San Francisco, 1971- ALBERT J. ZABALA, S.J., Associate Professor of Theology and Coordinator, Summer Program A.B., Gonzaga University, 1944; M.A., Gonzaga University, 1945; S.T.L., Alma College, 1951; S.T.D., Catholic University of Paris, 1959. University of San Francis- co, 1952-55; 1951- THOMAS J. ZAVORTINK, Associate Professor of Biology B.S., Kent State University, 1961, M.A., University of California, Los Angeles, 1963; Ph.D., University of California, Los Angeles, 1967. University of San Francis- co, 1975- STEVEN I. ZLUTNICK, Associate Professor, Educational Psychology/Counseling Program B.S., University of Missouri, Kansas City, 1966; M. A., Western Michigan Universi- ty, 1968; Ph.D., University of Utah, 1972. University of San Francisco, 1979-

Program Directors for the School of Continuing Education JAMES ALLARDICE, Assistant Director for Experiential Learning B.A., The College of Wooster, 1971; M.Div., San Francisco Theological Seminary, 1974; University of San Francisco, 1977- DAVID FOX, Program Director for Human Relations and Organizational Behavior B.A., University of Massachusetts, 1966; M.A., Syracuse University, 1968; Ph.D., Syracuse University, 1972; University of San Francisco, 1977- ROBERT A. JOHNSON, Program Director for Experiential Learning B.A., University of Oklahoma, 1962; M.A., University of California, Berkeley, 1966; Ph.D. Candidate, University of California, Berkeley, 1970; University Of San Francisco, 1971- 350

DIANE PAIGE, Program Director for Public Administration B.A., California State University, Sacramento, 1960; MPA, University of Southern California, 1976; D. P. A., University of Southern California, 1979. University of San Francisco, 1979- JOSEPH M. PETULLA, Program Director for Environmental Management B.A., St. Bonaventure University, 1954; M.A., University of Notre Dame, 1959; Ph.D. Graduate Theological Union, 1971. University of San Francisco, 1978- JEAN SCHOLLER, Program Director for Environmental Toxicology B.S., Carnegie Mellon University, 1942; Ph.D., Georgetown University, 1952. University of San Francisco, 1979- HARLAN STELMACH, Program Director for Supplementary Curriculum B.A., Whittier College, 1967; M.T.S., Harvard University, 1970; Ph.D., Graduate Theological Union, 1977. University of San Francisco, 1977-

Professional Librarians PAUL E. BIRKEL, University Librarian and Associate Professor, Gleeson Library B.A., Bellarmine College, Louisville, Kentucky, 1954; M.S. in L.S., Catholic Uni- versity of America, 1955. University of San Francisco, 1968; 1969- MARY SUE COHN, Librarian and Head Circulation Department, Gleeson Library B.A., University of Michigan, 1966; A.M.L.S., University of Michigan, 1967. University of San Francisco, 1967- DEAN STEVEN COREY, Senior Assistant Librarian and Head Special Collections Department, Gleeson Library B.A., University of California, Santa Cruz, 1969; M.L.S., University of California, Berkeley, 1973. University of San Francisco, 1974- ELEANOR COVALESKY, Assistant Law Librarian A.B., Marywood College, 1942; B.S.L.S., Catholic University of America, 1943. University of San Francisco, 1967- ERIC PAUL EWEN, Senior Assistant Librarian, Gleeson Library B.A., University of San Francisco, 1969; M.A., University of San Francisco, 1973; M.L.S.,University of California, Berkeley, 1974. University of San Francisco, 1974- FUMI T. FOWELLS, Associate Librarian and Head, Catalog Department, Gleeson Library B.A., University of California, Berkeley, 1966; M.L.S., University of California, Berkeley, 1968. University of San Francisco, 1969- JOHN P. GOOKIN, Assistant Acquisitions!Reference Librarian (Part-Time), Gleeson Library B.A., University of San Francisco, 1974; M.L.S., University of California, Berk- eley, 1979. University of San Francisco, 1980- IVAN L. HUDSON, Librarian, Gleeson Library B.A., University of California, Berkeley, 1965; M.L.S., University of California, Berkeley, 1966. University of San Francisco, 1968- 351

SHIEU-YU HWANG, Associate Librarian, Gleeson Library B.A., National Taiwan University, Taipei, Taiwan, 1963; M.L.S., University of Oregon, 1968. University of San Francisco, 1970- JOYCE SWEE-LIAN KHO, Associate Librarian and Head, Periodicals Depart- ment, Gleeson Library B.A., University of Malaya, Kuala Lumpur, Malaysia, 1963; A.L.A., Library Association, London England, 1968. University of San Francisco, 1968-1973; 1974- KATHLEEN ANN MAGRI, Senior Assistant Librarian, Gleeson Library B.A., San Francisco State University, 1972; M.A. in Librarianship, San Jose State University, 1974. University of San Francisco, 1974- VICKI S. OPPENHEIM, Assistant Law Librarian A.B., University of California, Berkeley, 1973; M.S.L.S., University of Southern California, 1974. University of San Francisco, 1978- ELIZABETH ANN QUIGLEY, Law Librarian A.B., College of Saint Catherine, 1940. University of San Francisco, 1946- HILLIE SONIN, Librarian and Head, Acquisitions Department, Gleeson Library B.A., University of Toronto, 1961; Grad. B.L.S., University of Toronto, 1964. University of San Francisco, 1969- JUDITH S. WAINWRIGHT, Librarian and Head, Reference Department, Gleeson Library B.F. A., University of Iowa, 1948; M.L.S., University of California, Berkeley, 1966. University of San Francisco, 1966-

Emeriti JOHN E. AGUIAR, Assistant Professor of Spanish, Emeritus A.B., University of California, Los Angeles, 1932; M.A., University of California, Berkeley, 1933. University of San Francisco, 1946-59; 1966-74. SISTER MARY BEATA BAUMAN, S.M., Professor of Nursing, Emeritus B.S., San Francisco College for Women, 1936; M.S., in Nursing, St. Louis, 1970; University, 1956; D.N.Sc., (Hon.) University of San Francisco, 1972. University of San Francisco, 1956-1970. A. RUSSELL BERTI, Professor of Law, Emeritus A.B., University of San Francisco, 1926; A.M., University of California, Berkeley, 1927; J.D., University of San Francisco, 1928; University of San Francisco, 1929. University of San Francisco, 1927- KATHERINE V. BISHOP, Associate Professor of Education, Emeritus B.S., Santa Barbara State College, 1932; M.S. in Ed., University of Southern California, 1939; Ed.D., Harvard University, 1944. University of San Francisco, 1965- ANDREWC. BOSS, S.J., Professor of Economics, Emeritus A.B., Gonzaga University, 1938; M.A., Gonzaga University, 1939; S.T.B., Alma College, 1946; M.A., Georgetown University, 1948. University of San Francisco, 1939-42; 1948- 352

DONALD R. CAMPBELL, Professor of History, Emeritus A.B., University of California, Berkeley, 1941; M.A., University of California, Berkeley, 1947; Ph.D., University of California, Berkeley, 1950. University of San Francisco, 1952- JOHN J. COLEMAN, S .J., Associate Professor of English, Emeritus A.B., University of San Francisco, 1929; M.A., Stanford University, 1931; S.T.B., Alma College, 1944. University of San Francisco, 1938-40; 1945- AUGUSTINE P. DONOGHUE, Professor of History, Emeritus A.B., University of San Francisco, 1936; M.A., University of California, Berkeley, 1937; Ph.D., Stanford University, 1953. University of San Francisco, 1941- WILLIAM J. DUNNE, S.J., President, Emeritus A.B., Gonzaga University, 1921; M.A., Gonzaga University, 1922; S.T.D., Pon- tifical Gregorian University, 1931; President of the University of San Francisco, 1938-1954. University of San Francisco, 1938-1954; 1964- STEPHEN B. EARLEY, S. J., Associate Professor of Communication A rts, Emer- itus A.B., Gonzaga University, 1938; M.A., Gonzaga University, 1939; S.T.L., Alma College, 1946. University of San Francisco, 1939-41; 1949; 1961- JOHN TRACY ELLIS, Professor of Church History, Emeritus A.B., St. Viator College, 1927; A.M., The Catholic University of America, 1928; Ph.D., The Catholic University of America, 1930. University of San Francisco, 1964-75. FRANCIS P. FILICE, Professor of Biology, Emeritus B.S., University of San Francisco, 1943; M.S., University of California, Berkeley, 1944; Ph.D., University of California, Berkeley, 1949. University of San Francisco, 1947-1978. ROBERT L. GITLER, University Librarian, Emeritus B.A., University of California, Berkeley, 1930; Grad. Cert. L.S., University of California, Berkeley, 1931; M.S., Columbia University School of Library Service, 1939; Ph.D. (Hon.) Keio University, Tokyo, 1956. University of San Francisco, 1967-1975. MEL GORMAN, Professor of Chemistry, Emeritus B.S., University of San Francisco, 1931; M.S., University of California, Berkeley, 1939; Ph.D., Stanford University, 1946. University of San Francisco, 1931-1977. EDWARD J. GRIFFIN, Professor of Education, Dean Emeritus, School of Educa- tion A.B., Duquesne University, 1930; M.A., Duquesne University, 1933; Ph.D., Uni- versity of Pittsburgh, 1947. University of San Francisco, 1948-1974. ROY C. HALL, Dean of the College of Business Administration, Emeritus A.B., State College of Washington, 1929; M.B. A., University of Washington, 1933; J.D., University of San Francisco, 1950. University of San Francisco, 1947- EDWARD L. KESSEL, Professor of Biology, Emeritus B.S., University of California, Berkeley, 1926; M.S., University of California, 353

Berkeley, 1928; Ph.D., University of California, Berkeley, 1936. University of San Francisco, 1930-1975. SISTER MARY MARTHA KIENING, S.M., Professor of Nursing, Emeritus B.S., San Francisco College for Women, 1948; M.S., Catholic University of Amer- ica, 1952. University of San Francisco, 1952-1976. IRVING LOWE, Associate Professor of English, Emeritus A.B., University of Wisconsin, 1935; M.A., University of Wisconsin, 1936; Ph.D., Stanford University, 1957. University of San Francisco, 1957- WILLIAM MARONEY, Professor of Chemistry, Emeritus B.S., North Dakota Agricultural College, 1929; Ph.D., University of California, Berkeley, 1934. University of San Francisco, 1936- GIACINTO MATTEUCIG, Professor of Modern Languages and Classics, Emer- itus A.B., University of California, Berkeley, 1936; A.M., University of California, Berkeley, 1938; Ph.D., Harvard University, 1942. University of San Francisco, 1946- P. CARLO ROSSI, S.J., Professor of Romance Languages, Emeritus B.S., University of California, Berkeley, 1923; S.T.L., Alma College, 1936; Ph.D., University of California, Berkeley, 1940. University of San Francisco, 1940- LUIGI D. SANDRI, Professor of Romance Languages, Emeritus B.S., InstitutoTecnico, Siena, Italy; A.B., University of California, Berkeley, 1935; Ph.D., University of California, Berkeley, 1941. University of San Francisco, 1941- 1974. ANTHONY E. SEIDL, Professor, Organization and Leadership Program, Emer- itus A.B., University of Portland, 1947; M.Ed., University of Portland, 1956; Ph.D., University of Notre Dame, 1964. University of San Francisco, 1966- EDMOND J. SMYTH, S.J., Professor of History, Emeritus A.B., Gonzaga University, 1942; M.A., Gonzaga University, 1943; S.T.L., Alma College, 1951; Ph.D., University of Toronto, 1953. University of San Francisco, 1944-45; 1954-1974. ROBERT A. THORNTON, Professor of Physics, Emeritus B.S., Howard University, 1922; M.S., Ohio State University, 1925; Ph.D., Universi- ty of Minnesota, 1946. University of San Francisco, 1967-

Lecturers and Adjunct Faculty* JACK H. ALDRIDGE, ph.d., Lecturer in English in Evening College THOMAS E. AMBROGI, d.sc.r. , Adjunct Faculty in Continuing Education

* Includes part-time faculty who will teach at any time during the 1980-81 academic year and those who taught at any time during the 1979-80 academic year and were not previously listed in the University Catalog. 354

SUSAN ARMSTRONG, ph.d. , Adjunct Faculty in Continuing Education MI-ER AN, ph.d. , Lecturer in Mandarin in Evening College FRANK ATTARDO, m.a. , Adjunct Faculty in Continuing Education ROBIN J. AUGE, ph.d., Lecturer in Psychology in Evening College HARRY AVIS, ph.d., Lecturer in Psychology in Evening College KRISTINE M. AWALT, j.dAdjunct Faculty in Continuing Education SR. MARIA DE LA CRUZ AYMES, s.h., s.t.d., (Hon) Lecturer in Religious Education MICHAEL BABUNAKIS, M.A., Adjunct Faculty in Continuing Education VICTORIA BAIN, ph.d. , Adjunct Faculty in Continuing Education REV. KENNETH BAKER, s.j. , ph.d. , Lecturer in St. Ignatius Institute FRANK A. BALANIS, m.b. a., Lecturer in Business Administration NANCY BARNETT, ph.d. , Adjunct Faculty in Continuing Education GEORGIA BASSEN, ph.d., Adjunct Faculty in Continuing Education BARRY BAUER, ph.d. , Adjunct Faculty in Continuing Education EDWARD BEAN, m.a. , Adjunct Faculty in Continuing Education WILLIAM BEAVER, m.a. , Adjunct Faculty in Continuing Education DANTE BELLUOMINI, m.a. , Lecturer in Physical Education and Head Basketball Coach PHYLLIS BERGER, m.a. , Adjunct Faculty in Continuing Education RICHARD BERZOK, ph.d. , Adjunct Faculty in Continuing Education JOANNE BETTENCOURT, b.a., Lecturer in English in Evening College ROBERT BETTINGER, ph.d., Adjunct Faculty in Continuing Education ROBERTL. BIANCO, j. d., Adjunct Professor of Law SIMONE OSUMI BILLINGS, m.a. , Lecturer in English D. KEITH BILTER. ll.b., Adjunct Professor of Law HERBERT BLECHMAN, m.s ., Lecturer in Business Administration ROY J. BIATZER, M.B. A. , Adjunct Faculty in Continuing Education ROBERTS. BOLAN, ph.d. , Adjunct Faculty in Continuing Education MAGIND. BORRAJO, ph.d., Adjunct Faculty in Continuing Education ANDREW C. BOSS, s.j ., m.a. , Adjunct Professor of Business Administration REV LOUIS BOUYER,c.o. ph.d., Lecturer in St. Ignatius Institute PATRICIA BOZIN, m.a. , Lecturer in World English Center ALAN L. BRADSHAW, m.a. , Adjunct Faculty in Continuing Education CATHRYN J. BRASH, a.b. , Lecturer in English in Evening College 355

WILLIAM G. BREUGGEMAN, d.p.a. Candidate, Adjunct Faculty in Continuing Education THOMAS BRILEY, ph.d., Adjunct Faculty in Continuing Education ELISABETH BRIGHT, ph.d., Lecturer in English MARGERY C. BROOKS, m.p.a. , Adjunct Faculty in Continuing Education HON. IRA A. BROWN, JR., j.d ., Adjunct Professor of Law MARTIN BROWN, m.s. , ph.d. Candidate, Lecturer in Economics ROBERT BRUCK, ph.d. , Lecturer in Business Administration ROBERT S. BUCK, M.P.A., Adjunct Faculty in Continuing Education ANN BUELL, m. a. , Lecturer in World English Center STAN R. BULLER, ph.d. Candidate, Adjunct Faculty in Continuing Education PAMELA A. BUNNELL, b.s.n., Clinical Teaching Assistant in Nursing ROGER T. BURBRIDGE, ph.d., Adjunct Faculty in Continuing Education MARY C. BUTLER, m.s., Clinical Teaching Assistant in Nursing SISTER CORITA BURNHAM, s.m. , m. a. , Lecturer in Education, Russell College JEFF CADEN, m.a., Lecturer in World English Center EDWARD F. CALLANAN, l.l.b. , Lecturer in Economics in Evening College BLANCA CANDAMIL, m.a., ph.d. Candidate, Lecturer in Modern Languages Dept. ANDREW M. CANEPA, ph.d. Candidate, Lecturer in History and Italian in Evening College HERBERT G. CARHART, ph.d. , Adjunct Faculty in Continuing Education WILLIAM P. CARPENTER, ph.d. Candidate, Lecturer in Economics in Evening College SR. MARION CARR, m.a. , Lecturer in World English Center STEVEN P. CARROLL, m.b.a., Lecturer in Business Administration SHIRLEY C. CARTWRIGHT, ph.d. , Adjunct Faculty in Continuing Education MARION T. CASEY, ph.d., Lecturer in English (for International Students) in Evening College FRANCIS CEBULSKI, m.a., Lecturer in English GISELE R. CERVISI, m.a. , Lecturer in French in Evening College LARRY J. CHASE, ph.d. , Adjunct Faculty in Continuing Education BARBARA R. COBBS, m.a., Adjunct Faculty in Continuing Education CATHI A. COLIN, m.a. , Lecturer in Mathematics in Evening College CHARLOTTE COLL, m.s.n. , Lecturer in Nursing GEORGE R. CONCANNON, m.b.a. , Adjunct Faculty in Continuing Education 356

THERESA L. CONE, b.a. , Lecturer in Theatre Arts in Evening College GOLFREDO CORRADETTI, Lecturer in Music, Modern Languages Department ANTHONY W. CORSO, ph.d., Adjunct Faculty in Continuing Education PETER H. CRESS Y, m.b. a., Adjunct Faculty in Continuing Education JACK CRICKMORE, m.s., Adjunct Faculty in Continuing Education GARY W. CROSBY, m.b. a. , Lecturer in Business Administration JAMES F. CROWLEY, m.a. , Adjunct Faculty in Continuing Education PAMELA RUMMAGE CULP, m.s., Clinical Teaching Assistant in Nursing JAMES C. CURL, ed.d., Adjunct Faculty in Continuing Education ROBERT F. CURRAN, s.j. , j.d. , Legal Writing Associate and Law School Chaplain DAN P. DANGARAN, d.min. , Adjunct Faculty in Continuing Education JACK D'ANGELO, m.b.a., Lecturer in Business Administration EDDIE DAVIS, m.b.a., Adjunct Faculty in Continuing Education MICHAEL L. DEAN, ph.d. , Adjunct Faculty in Continuing Education CLAUDE DEBLAUWE, ph.d., Lecturer in French, Modern Languages Department KEN DE BOW, ph.d. , Adjunct Faculty in Continuing Education GERALDINE DENNEHY, m.a. , Lecturer in St. Ignatius Institute RITA DICKEY, b.s. , Lecturer in Business Administration MARTHA DICKINSON, ph.d., Lecturer in Physics in Evening College DUNCAN L. DIETERLY, ph.d., Adjunct Faculty in Continuing Education ANGELA DIGRANDE, b.s. , Clinical Teaching Assistant in Nursing AGNES DIMITRIOU, m.a. , ph.d. Candidate, Lecturer in Modern Languages Department JERARD M. DINCES, j.d.. Adjunct Faculty in Continuing Education JULIE DITMORE, m.b.a. , Lecturer in Business Administration BERNARD J. DOLAN, ph.d. , ph.d. Candidate, Lecturer in Biology in Evening College SUSAN DOLCE, b.a., c.p.a., Lecturer in Business Administration JOYCE DUFF ALA, m.a., Lecturer in World English Center ARTHUR A. EDWARDS, U.S., Adjunct Faculty in Continuing Education SALLY ELION, ph.d. , Lecturer in English LEE A. ELLIOTT, ph.d., Adjunct Faculty in Continuing Education LENORE ERICKSON, m.a., Adjunct Faculty in Continuing Education RALPH G. ETTINGER, m.a. , Adjunct Faculty in Continuing Education SUSAN EVANS, m.s.n. , Clinical Teaching Assistant in Nursing 357

BENNETT K. FALK, ph.d., Adjunct Faculty in Continuing Education JOHN A. FERRO, ph.d.. Lecturer in Fine Arts in Evening College VALERIE A. FIELD, m.a. , Lecturer in Sociology in Evening College RAYMOND F. FOOTE, ph.d. , Lecturer in Fine Arts in Evening College KATHY FLETCHER, m. a. , Lecturer in World English Center PHILIP S. FRANK, ph.d. , Adjunct Faculty in Continuing Education PHOEBE FRANK, ph.d. Candidate, Adjunct Faculty in Continuing Education DEBORAH B. FRANZMAN, m.a. , Adjunct Faculty in Continuing Education DONALD H. FREEMAN, b.s., Adjunct Faculty in Continuing Education PHYLLIS W. FREEMAN, ph.d. , Adjunct Faculty in Continuing Education SISTER MARY TIMOTHY GALLAGHER, s.m. , m.s., Clinical Teaching Assistant in Nursing KENNETH W. GARRISON, ph.d., Adjunct Faculty in Continuing Education THOMAS GEORGE, m.a., Adjunct Faculty in Continuing Education RAMOLA GEREBEN, ph.d., Lecturer in English JOHN N. GIBONEY, ed.s. , Adjunct Faculty in Continuing Education SANDRA L. GILL, ph.d. , Adjunct Faculty in Continuing Education HAROLD GOLDSTEIN, m.p.a., Adjunct Faculty in Continuing Education WILLIAM GOODMAN, j.d. , Adjunct Professor of Law JACK GORDON, ph.d. , Adjunct Faculty in Continuing Education NORMAN K. GOTTWALD, ph.d. , Adjunct Faculty in Continuing Education CAROL R. GREEN, ph.d., Adjunct Faculty in Continuing Education BENJAMIN GREENBERG, M.sLecturer in Mathematics in Evening College DOUGLAS A. GREENBERG, ph.d. Candidate, Adjunct Faculty in Continuing Education LAWRENCE C. GUIDO, m.r.e. , Adjunct Faculty in Continuing Education RUTH HABER, m.a., Lecturer in Communication Arts COLLEEN M. HALLORAN, m.s., Clinical Teaching Assistant in Nursing JAMES V. HAGAN, Lecturer in Theatre Arts in Evening College KEVIN HANLEY, m.a. , ph.d. Candidate, Lecturer in Religious Education MICHAEL W. HANNEMAN, ph.d. , Adjunct Faculty in Continuing Education DANIEL F. HANSLER, m.b.a. , Adjunct Faculty in Continuing Education RICHARD HANSON, b.a. , Adjunct Faculty in Continuing Education JOSEPH HARDEGREE, ph.d. , Adjunct Faculty in Continuing Education RICHARD L. HASBANY, ph.d., Adjunct Faculty in Continuing Education 358

JANE HAYES, m.a., Adjunct Faculty in Continuing Education JOHN J. HEINSIUS, m.p.a. , Adjunct Faculty in Continuing Education DONALD HEINZ, ph.d. , Adjunct Faculty in Continuing Education ROBERTD. HELDFOND, j.d., Lecturer in Business Administration CURTIS HENRY, ph.d., Adjunct Faculty in Continuing Education VIRGINIA HIGGINS-SCHWARTZ, ed.d., Adjunct Faculty in Continuing Education TODD HOCHSTATTER, m.a. , Lecturer in World English Center ROBERT L. HOLLIS, ph.d. , Adjunct Faculty in Continuing Education HERBERT HOVISS, m.a. , Adjunct Faculty in Continuing Education MICHAEL HOWARD, m.a. , Lecturer in Communication Arts in Evening College ROBERT HOWARD, m.s., Lecturer in Psychology in Evening College SR. MARIBETH HOWELL, o.p. , b.th. , s.t.l. , Lecturer in Religious Education THOMAS F. HUMPHREY, ph.d. , Adjunct Faculty in Continuing Education WILLIAM HUGHES, ph.d., Adjunct Faculty in Continuing Education MICHAEL HULL, m. a. , Lecturer in World English Center JENNIFER INNES, m.a., Adjunct Faculty in Continuing Education MARY F. JACOBS, Adjunct Faculty in Rehabilitation Administration MELAN JAICH, b.a., Lecturer in Communication Arts and Associate Director of Forensics ANDREW JEZYCKI, m.a. , Lecturer in Government and Anthropology in Evening College ARTHUR L. JOHNSON, Lecturer in Physical Education in Evening College LARRY M. JOHNSON, ph.d., Adjunct Faculty in Continuing Education MACK JOHNSON, m.b. a., Lecturer in Business Administration ROBERT C. JOHNSON, m.a., Lecturer in Government in Evening College GEORGE A. KAPLAN, ph.d. , Adjunct Faculty in Continuing Education KEITH KARLSSON, ph.d. , Lecturer in French, Modern Languages Department NANCY KATZ, ph.d., Lecturer in English AIDAN KELLY, ph.d. Candidate, Lecturer in Theology and Religious Studies in Evening College LANA KENNINGS, m.a., ed. psyLecturer in Business Administration JANET C. KERR-TENER, ph.d. Candidate, Lecturer in Communication Arts in Evening College TERRY L. KILPATRICK, m.a., Lecturer in English in Evening College KATHY KING, m.a. , Lecturer in World English Center 359

SISTER MARILYN KING, s.m., ph.d., Lecturer in Theology, Russell College KAREN M. KINOSHITA, b.s.n. , Clinical Teaching Assistant in Nursing BETSY KLAMECKI, ph.d., Lecturer in English HELENE KNOX, ph.d., Lecturer in English STEVEN KORNETSKY, m.b.a., Lecturer in Business Administration LARRY J. KOSMONT, m. p. a., Adjunct Faculty in Continuing Education WILLIAM H. KRAUS, ph.d., Adjunct Faculty in Continuing Education LINDA KRAUSKOPF, m.a., Lecturer in World English Center PENNY KREITZER, m.a. , Lecturer in World English Center WALT KUSHNIR, m.p.a. , Adjunct Faculty in Continuing Education GAIL E. LAFORGE, ph.d. , Adjunct Faculty in Continuing Education SUSAN LAMP, m.a. , Lecturer in World English Center REV. ERNEST E. LARKIN, o. carm., ph.b., s.t.d., Lecturer in Religious Education SERGE LASHUTKA, m.b.a. , Adjunct Faculty in Continuing Education LARRY R. LAWSON, m.a. , Adjunct Faculty in Continuing Education EUGENE Y. LEONG, m.s. , Adjunct Faculty in Continuing Education JULES A. LEVAGGI, m.s.w. , Lecturer in Social Welfare in Evening College CAROL LEVINSON, m.a. , Adjunct Faculty in Continuing Education MORTON LITWACK, ed.d., Adjunct Faculty in Continuing Education DONALD LOGUIDICE, m.s. , Adjunct Faculty in Continuing Education MARTIN LONERGAN, ph.d. , Adjunct Faculty in Continuing Education ELEANOR C. LOUIS, b.s., Clinical Teaching Assistant in Nursing JANETTE B. LOUTZENHISER, Adjunct Faculty in Rehabilitation Administration LUIGI F. LUCACCINI, ph.d. , Adjunct Faculty in Business Administration WILLIAM LUFT, m. a. , Adjunct Faculty in Continuing Education PHILIP A. LUM, ph.d. , Lecturer in English in Evening College WILLIAM H. LUNCH, ph.d. , Adjunct Faculty in Continuing Education JAMES MAAS, m.a. , Lecturer in Anthropology in Evening College CATHALEENE J. MACIAS, ph.d., Adjunct Faculty in Continuing Education JOHN W. MADDEN, b.s. , Lecturer in Business Administration JOHN F. MAGUIRE, ph.d. Candidate, Lecturer in Sociology in Evening College CORNELIUS F. MALONEY, b.a. , Lecturer in Geography in Evening College JANET G. MARKS, m.a. , Lecturer in English in Evening College FRANK MARONE, ph.d. , Adjunct Faculty in Continuing Education MICHAEL MAROVICH, m.b.a. , Adjunct Faculty in Continuing Education 360

JUDITH I. MASSONG, m.s.n., Clinical Instructor in Nursing ANTHONY MASTROENI, Lecturer in St. Ignatius Institute NANCY LEE MATSON, m.s.n. , Clinical Teaching Assistant in Nursing ANTHONY MATSUDA, m.s. w., Lecturer in Social Welfare in Evening College ELEANOR MAXWELL, ph.d. , Adjunct Faculty in Continuing Education JACK R. McCABE, m.a., Adjunct Faculty in Continuing Education REV. JOSEPH J. McCARTHY, o. carm., b.a., m.a., ph.d., Lecturer in Religious Education CHUCK E. McCARTY, ph.d. Candidate, Adjunct Faculty in Continuing Education CAROLYN M. McCOMBS, b.s.n., Clinical Teaching Assistant in Nursing ROBERT H. McDANIEL, Adjunct Faculty in Rehabilitation Administration NEIL McGETTIGAN, j.d., Lecturer in Business Administration MARY McGOVERN, Adjunct Faculty in Rehabilitation Administration DONALD McGUIRE, s.j., Lecturer in St. Ignatius Institute SR. MARY TIMOTHY McHATTEN, o.p., b.s., m.ed., m.a., ph.d., Lecturer in Religious Education BARBARA McINNIS, b.a. , m.r.e. , m.a. , Lecturer in Religious Education MARK G. McLEOD, ph.d. Candidate, Adjunct Faculty in Continuing Education WILLIAM R. McPHERSON, ph.d. , Adjunct Faculty in Continuing Education ROBERT MEFFORD, m.b.a. , Adjunct Instructor in Business Administration CLIFF MENEKEN, m.a. , Lecturer in World English Center RODNEY MERRILL, ph.d. , Lecturer in English MAUREEN MILESKI, ph.d. , Adjunct Faculty in Continuing Education WILLIAM J. MILLER, ph.d. , Adjunct Faculty in Continuing Education WILLIAM E. MONNET, ph.d. Candidate, Adjunct Faculty in Continuing Education BERNARD MOONEY, c.p.a. , Lecturer in Business Administration PETER MORALES, ph.d. Candidate, Adjunct Faculty in Continuing Education MIGUEL S. MORGADO, ph.d., Lecturer in Government in Evening College MARGARET E. MORSE, ph.d., Adjunct Faculty in Continuing Education RICHARD E. MULCAHY, s.j. , ph.d. , Adjunct Professor of Business Administration CLAUDINE MURPHY, m.a., Lecturer in Physical Education RAYMONA MURPHY, m.a. , Lecturer in English in Evening College TIMOTHY MURPHY, j.d. , Lecturer in Business Administration JAMES NAIFY, ph.d., Adjunct Faculty in Continuing Education 361

DENIS NEILSON, ph.d. , Adjunct Professor of Business Administration WING Y. NG, m.a. , Lecturer in Physical Education RICHARD NICOLOPULOS, b.s. , Lecturer in Communication Arts and Director, Instructional Media CHARLES P. O'DONNELL, ph.d. , Adjunct Faculty in Continuing Education STEPHEN M. O'MEARA, pharm.d. , Lecturer in Nursing GABRIEL OSIPOFF, b.a., Lecturer in Russian in Evening College SUSAN PARKER, m.p.h., Lecturer in Nursing WILLIAM E. PARKER, j.d. , Adjunct Faculty in Continuing Education ROBERT L. PATTERSON, b.a., Lecturer in Social Welfare in Evening College NADINE M. PAYN, ph.d. , Adjunct Faculty in Continuing Education RON R. PAYNE, M.S., Adjunct Faculty in Continuing Education PHILLIP W. PAYTON, ph.d. , Adjunct Faculty in Continuing Education JON H. PEARCE, ph.d. Candidate, Lecturer in Mathematics in Evening College

KENNETH PEFKAROS, ph.d., Lecturer in Mathematics in Evening College GRACIELA C. DEL PERA, b.aLecturer in Spanish in Evening College JANE S. PERMAUL, ph. d. , Adjunct Faculty in Continuing Education JOHN PETROVSKY, ph.d. , Lecturer in Spanish in Evening College ANNE PRAH-PEROCHON, ph.d., Lecturer in St. Ignatius Institute QUANGMINH PHAM, m.s. , Lecturer in Mathematics in Evening College VICTORIA PHILLIPS, m.a., Lecturer in World English Center JOYCE L. PIGG, Adjunct Faculty in Rehabilitation Administration ROBERT PLOTKOWSKI, Lecturer in Economics in Evening College PHILLIP L. POLAKOFF, m.d. , Adjunct Faculty in Continuing Education ERNEST N. POSEY, b.a. , Adjunct Faculty in Continuing Education ANNIE F. PURETZ, m.a., Lecturer in French in Evening College ROBERT QUIGLEY, m.a., Lecturer in Business Administration MICHAEL RADETSKY, ph.d. Candidate, Adjunct Faculty in Continuing Education MAURICE H. RAHIMI, ph.d. Candidate, Adjunct Faculty in Continuing Education DOUGLAS L. RAINEY, j.d. , Adjunct Faculty in Continuing Education KENNETH RALSTON, b.a., Lecturer in World English Center STEPHEN RATCLIFFE, m.a. , Lecturer in English JOHN M. RAVNIK, ph.d. Candidate, Lecturer in Government in Evening College STANTON READ, b.s., Lecturer in Business Administration 362

SISTER MARY REDEMPTA, o.s.F., a.b. , Lecturer in German and French, Russell College W. RICHARD REGAN, ph.b., m.a.t., Lecturer in Religious Education DANIEL REIDY, j.d., ph.d., Adjunct Faculty in Continuing Education OLEG I. REOUTT, m.s., Lecturer in Physics in Evening College ERNIE REYES, m.b.a. , Lecturer in Economics in Evening College MICHAEL RIBOTTA, s.d.b., m.a., Lecturer in English in Evening College JAMES A. RICHMAN, Adjunct Professor of Law VINCENT D. RING, m.a. , Lecturer in History in Evening College JOHN RIORDAN, j.d. , Adjunct Professor of Law MARK RITTENBERG, m. a. , Adjunct Faculty in World English Center STEVEN S. ROBINSON, m.a. , Lecturer in Mathematics in Evening College WILLIAM N. RODGERS, m.b.a. , Lecturer in Business Administration LAWRENCE A. ROM ANI, m.a. , Lecturer in English (for International Students) in Evening College MARY ROMO, b.a. , Lecturer in World English Center DAVID RORICK, b.a. , Lecturer in World English Center LOUISE G. ROSENCRANTZ, m.ed. , Adjunct Faculty in Continuing Education CAREY C. ROTH, m.b. a. , Adjunct Instructor in Business Administration DAVID W. RUDY, j.d. , Adjunct Professor of Law WILLIAM D. RYAN, s.j., s.t.b., Lecturer in Theology and Religious Studies in Evening College ROBERT SAAKE, ed.d. , Adjunct Faculty in Continuing Education SISTER M. HELENA SANFILIPPO, s.m. , ph.d. , Academic Dean, Russell College HAROLD SARF, ph.d. Candidate, Adjunct Faculty in Continuing Education EDWIN S. SARSFIELD, m.s.w. , Adjunct Faculty in Continuing Education JAYANT A. SATHAYE, ph.d. , Adjunct Faculty in Continuing Education CAROLINE SAVAGE-LEE, m.f.a. , Adjunct Faculty in Continuing Education PAUL SCHIENBERG, ph.d. , Adjunct Faculty in Continuing Education MAX SCHLEICHER, m.s., Lecturer in Computer Science and Mathematics in Evening College H. ERIC SCHLOCKMAN, ph.d. Candidate, Lecturer in Government in Evening College NICHOLAS G. SCHOONBROOD, J.D., Lecturer in Business Administration DORE SCHWAB, m.b.a., Lecturer in Business Administration ALLEN K. SETTLE, ph.d. , Adjunct Faculty in Continuing Education PORTIA SHAPIRO, ph.d. Candidate, Adjunct Faculty in Continuing Education 363

ALAN W. SHATERIAN, m.a., ph.d. Candidate, Lecturer in Modern Languages ANDREA L. SHIELDS, ph.d. , Adjunct Faculty in Continuing Education YOSHISHIMAZU, m.a., Lecturer in World English Center JOHN L. SHOBE, m.a. , Lecturer in English (for International Students) in Evening College CARLTON W. SHRUM, m.a., Lecturer in Computer Science GISELLE SINONCELLI, Lecturer in French in Evening College DONALD SMITH, m.b.a., Lecturer in Economics in Evening College KENT W. SMITH, ph.d., Adjunct Faculty in Continuing Education JAMES SMITH, ph.d. , Adjunct Faculty in Continuing Education ALAN SOLDOFSKY, M.A., Lecturer in English MAXINE SPENCER, ph.d. , Adjunct Faculty in Continuing Education SANDRA SPIEGEL, ph.d. , Adjunct Faculty in Continuing Education WILLIAM B. SPOHN, ll.m., Lecturer in Government in Evening College SANDER I. STADTLER, m.b.a., Lecturer in Business Administration THOMAS E. STANG, m.s. , Adjunct Faculty in Continuing Education BEN STARR, m.s., Adjunct Faculty in Continuing Education CALVIN STEWART, ph.d. , Adjunct Faculty in Continuing Education JOE STICKNEY, b.a., m.div., Lecturer in Religious Education STEPHEN STOLLER, ph.d., Lecturer in Economics DONALD STONE, ph.d. Candidate, Adjunct Faculty in Continuing Education CALVIN STURGIES, ed.d. , Adjunct Faculty in Continuing Education ELIZABETH SUMMERS, ph.d., Lecturer in Business Administration TONY J. TASCA, ph.d., Adjunct Faculty in Continuing Education GIOVANNI TEMPESTA, M.A., Lecturer in French, Modern Languages Department DANIEL J. TENNENHOUSE, j.d. , Adjunct Professor of Law LINDA THOMAN, m.a. , ph.d. Candidate, Lecturer in Economics JULIA THOMAS, m.a. , Lecturer in World English Center REV. FRED TILLOTSON, o.carm., b.a., s.t.l., m.a.r.e., Lecturer in Religious Education MARK TOPKIN, m.a. , Lecturer in Communication Arts RICHARD E. TWOHY, s.j. , m.s. , Adjunct Professor of Business Values LEONARD ULRICH, Lecturer in German in Evening College HAROLD V. URBAN, m.a. , Lecturer in History in Evening College 364

JAMES R. VAN SANT, m.s., Adjunct Faculty in Continuing Education REGINALD VAUGHAN, m.a. , Lecturer in World English Center HOWARD M. VOLLMER, ph.d., Adjunct Faculty in Continuing Education ERIKA WAECHTER, m.s.m. , Adjunct Faculty in Continuing Education WILLIAM D. WAGSTAFFE, m.b.a., Lecturer in Business Administration DEBORAH WARD, m.s., Adjunct Faculty in Continuing Education HARRY WASKIEWICZ, m.p.a. , Adjunct Faculty in Continuing Education PETER HART WEINER, j.d. , Adjunct Professor of Law ALLEN WEITZEL, m.b.a., Lecturer in Business Administration PATTY ZINDLER WERNET, m.s., Clinical Teaching Assistant in Nursing RUTH R. WETHERFORD, ph.d., Adjunct Faculty in Continuing Education RUSSELL WELLS, ph.d. , Adjunct Faculty in Continuing Education WILLIAM E. WHITE, m.s., Adjunct Faculty in Continuing Education WILLIAM WILKINSON, m.b.a., Lecturer in Business Administration ESME W. WILLIAMS, U.S., Adjunct Faculty in Continuing Education CARL E. WILSEY, ed.d. , Adjunct Faculty in Continuing Education PATRICIA L. WISNE, ph.d., Adjunct Faculty in Continuing Education CELIA R. WOLF, ph.d. Candidate, Adjunct Faculty in Continuing Education STEVEN W. WONG, m.b. a. , Adjunct Faculty in Continuing Education BETTY S. WOOD, m.s., Adjunct Faculty in Continuing Education THOMAS E. WYNN, m.s., Lecturer in Biology DAVID J. WYNNE, j.d. , Adjunct Professor of Law MICHAEL YEE, ph.d., Lecturer in Pharmacology in Evening College RICHARD A. ZITRIN, j.d. , Adjunct Professor of Law 365

Business Administration, McLaren College of, 221 Finance, 227 Index Graduate Courses in, 240 Graduate Programs, 229 History, Goals, and Regulations, 223 Industrial Relations, 227 A International Business, 227 Academic Advising, 316 Management Science, 228 Academic Calendar, 10 Marketing, 228 Academic Disqualification, 56 Master in Business Administration, 229 Academic Probation, 56 Master of Science in Personnel, 234 Academic Support Services, 304 Undergraduate Programs, 225 Academy of Art College, 266 Undergraduate Courses in, 235 Acceptance Deposit, 30 VITA, 233 Accreditation, 7 Adding of Courses, 48 Administrative Officers, 319 c Admissions, 21 Y California Academy of Science, 220 Auditors, 28 California State Scholarships, 37 Continuing Education, 262 California State College Opportunity Grant Freshmen, 22 Program (COG), 37 Graduate Students, 24 Campus Life, 307 International Students, 26 Campus Map, 17 Special Students, 28 Campus Ministry ,318 Transfer Students, 23 Career Planning and Placement Center, 318 Veterans, 28 Certificate Programs, 149,281,283,289 Advanced Credit, 29 Challenge Examinations, 55 Advanced Placement, 28 Change of College, 44 Advancement to Candidacy for Graduate Change of Grade, 55 Students, 65 Change of Major, 44 Aerospace Studies, 293 Chemical Biology, Institute of (ICB), 220 Affiliation, 8 Chemical Engineering, 189,191 Anthropology, Courses in, 156 Chemistry, Department of, 187 Application Procedures for Financial Aid, 35 Classification of Students Application Filing Dates for Financial Aid, Graduate, 62 35 Undergraduate, 45 Applies Science and Business, 176 Classics, Courses in, 122 Applied Spirituality, M.A. in, 164 Clubs, 308 Art, 70 College Level Examination Program Asian/Pacific Studies, Institute for, 281 (CLEP),29 Assessment Center, 268 College of Our Lady of Mercy, 293 Associated Students of USF (ASUSF), 309 Communication Arts, Department of, 187 Astronomy, Courses in, 210 Communications Directory, 9 Athletics, 309 Comprehensive Examinations for Graduate Services for Scholarship Athletes, 317 Students, 67 Attendance, 52 Computer Center, 306 Auditor Status, 28,46 Computer Science, Department of, 196 Awards, 56 Conduct, Standards of, 313 Consortium, 51 Contents, 2-5 B Continuing Education, School of, 261 Basic Educational Opportunity Grant Admissions, 262 (BEOG), 36 Assessment Center, 268 Biochemistry, 189,191 Environmental Management, 271 Biomathematics, 206 Fine Arts, 266 Biology, Department of, 177 Human Relations and Organizational Biophysics, 213 Behavior (HROB), 262 Board of Trustees, 319 Human Relations and Organizational Buckley Amendment, see Release of Development (HROD), 275 Information, 58 Philosophy Components, 265 366

Professional Internship Program (PIP), Finance, see Business Administration, 227 267 Financial Aid, 35 Public Administration, 264, 269 Fine Arts Cooperative Program, 266 Toxicological Science, 273 Fine Arts, Courses in, 96 Core Curriculum, 43 French, Courses in, 123 Counseling, 315 Fromm Institute for Lifelong Learning, 292 Credit, Transfer of, 63 Cross Registration, 51 G General Education Curriculum, 42 D General Information, 9 Dance, 136,138 General Regulations Dean's Honor Roll, 56 for Graduates, 61 Degrees, 44 for Undergraduates, 40 Degree Requirements Geography, 98 Core Corriculum, 43 German, Courses in, 124 General Education, 42 Gerontological Studies, 283 Major Requirements (see individual Gleeson Library, 305 major) Government, Department of, 98 Deposits, 30 Grade Honor Points, 54 Dining Policies, 312 Grading System, 53 Diplomas, 57-58 Grade Point Average, 54 Directed Study, 48 Graduate Advisors, 63 Disqualification, Academic, 56 Graduate Programs, see individual school, Doctoral Programs, see School of Education college, or department Doctoral Residence Requirements, 64 Graduate Regulations, 62 Double Credit, 50,64 Graduate Students, Classification of, 62 Double Majors, 44 regular, 62 Drama (Theatre Arts), 77 with provisional status, 62 Dropping of Courses, 48 with special status, 62 Graduation Check, 57 Graduation Requirements, 41 for Transfer Students, 24 E Grants, 37 Economics, Department of, 80 Greek, Courses in, 125 Education, School of, 296 Group Transfers in Continuing Education, (see also separate catalog) 49 Educational Aims, 18 Guaranteed Student Loan Program, 37 Educational Services Center for Minority Students (ESCMS), 317 Electronic Physics, 214 H Emeriti, 351 Health Education, Courses in, 142 Engineering Science, 200 Health Examinations, 315 Engineering Physics, 201 Health Services, 315 English, Department of, 89 Hebrew, Courses in, 125 English Language Proficiency, 27 High School Enrichment Program, 29 Ethnic Studies, Department of, 95 History, Department of, 106 Courses in, 158 History of the University, 13 Evaluation of students, 52 Honors and Awards, 56 Evening College, 278 Honors Program, 45 Examinations, 52 Housing, 311 Excess Unit Load, 47 Housing Operations, Office of, 311 Exchange Programs, 318 Human Relations and Organizational Behavior, 262 F Faculty, 325 I Adjunct, 353 Incidental Fees, 32 Emeriti, 351 Independent Study, 48 Lecturers, 353 Industrial Relations, see Business Filing for Graduation and Diplomas, 57 Administration 367

Instructional Media, 306 Nursing, School of, 251 Intercollegiate Athletics, 309 Courses in, 258 International Business, see Business Nursing Student Loan, 36 Administration Nursing Student Scholarships, 36 International Student Programs, 317 Institute for Asian/Pacific Studies, 281 Institute for Chemical Biology, 220 o Intersession (see Intersession Schedule of Official Grades, 55 Classes) Ombudsman, 318 Intramural Sports, 309 On-Campus Residency Requirement, 312 Italian, Courses in, 126 Orientation, 309

L P Late Registration, 47 Parking, 16 Latin, Courses in, 126 Part-Time Students, 46 Law, School of, 301 Pass-Fail Option, 53 (see also separate catalog) Payment of Fees, 33 Leave of Absence Personnel, see Business Administration for Graduate Students, 64 Philosophy, Department of, 129 for Undergraduate Students, 50 Pastoral Theology, M.A. in, 149,165 Liberal Arts, College of, 70 Physical Education, Department of, 133 Librarians, 350 Physics, Department of, 211 Libraries and Academic resources, 304 Physics Research, 220 Political Science, see Government Pre-Dental Curriculum, 180,217 M Pre-Engineering Program, 201 Major, Change of, 44 Pre-Medical Curriculum, 180, 217 Mandarin, Courses in, 127 Pre-Pharmacy Curriculum, 180, 217 Management Science, see Business Pre-Professional Health Course Work, 217 Map of Campus, 17 Pre-Veterinary Curriculum, 180,217 MAPM (Master of Arts in Pastoral Probation, Academic, 56 Ministry), see Department of Religious Professional Internship Program (PIP), 267 Education, 148 Program for Internships and Cooperative MAPT (M.A. in Pastoral Theology), see Education (PRICE), 267, see PIP above under Religious Education and Theology Psychological Services, 143 149,165 Psychology, Department of, 143 MARE (M.A. in Religious Education), see Public Administration, 264, 269 under Religious Education, 148 Marketing, see Business Administration Mass Media Studies Program, 75 R Mathematics, Department of, 205 Readmission, 49 McLaren College of Business, 221 to School of Nursing, 24 Medical Technology, 180 Records, 57 Memorial Buildings, 14 Refunds, 33,34, 48 Military Science, 115 Registered Nurses, 257, 258 Minimum GPA, 24 Registration, 46 Minority Student Services (ESCMS), 317 by Proxy, 47 Mission and Goals of USF, 18 Certification, 47 Modern Languages and Classics, Late Registration, 47 Department of, 120 Regular Undergraduate Student Status, 45 Music, Courses in, 96 Rehabilitation Administration, 246 Release of Information, 58 Religious Education, Department of, 147 N Religious Studies, see Theology National Direct Student Loan Program Repeated Courses, (NDSL), 36 for Graduate Students, 65 National Merit Scholarships, 37 for Undergraduate Students, 55 Natural Science, Courses in, 209 Residence Hall Council, 312 Non-Discrimination Statement, 7 Residence Policies, 312 368

Residency Requirements, Time Limitations for Graduate Degrees, 64 for Doctoral Students, 64 Transcripts, 57 Residential Life, Office of, 312 Transfer Students, Residents' Policy Council, 312 Admission of, 23 Room and Board, 31, 312 Regulations for Graduate-Jransfer R.O.T.C., Ranger Program, 118 Students, 63 Russell College, 294 Transfer of Credit Russian, Courses in, 127 for Graduate Students, 63 Trustees, 319 Tuition and Fees, 30 s Application Fee, 30 . San Francisco Consortium, 51 Assessment Fees (Continuing Education), St. Ignatius Institute, 45, 286 Scholarship Athletes' Academic Support Challenge Examination 33 Program, 317 Drop/Add Fees, 32 Scholarships, 38 Graduation Fee, 33 Scholarship Requirements, see Financial Health Insurance, 32 Aid Late Registration Fee, 32 Science, College of, 174 Returned Check Fee, 33 Research and Support Services, 220 Room and Board, 31 Second Degree, 45 School of Nursing Additonal Fees, 32 Second Major, 44 Student Activities Fee, 32 Supplemental Educational Opportunity Transcript Fee, 33 Grants (SEOG), 36 World English Center, 31 Social Welfare, Courses in, 156 Tutorial Services, 317 Sociology, Department of, 152 Spanish, Courses in, 127 Special Courses, 266 Special Registration, 47 Special Student Status, 46 U Speech (Communication Studies), Courses University Center, 310 in, 73 Unit Hour Limitations, 47 Sports Administration, 135 Upward Bound, 295 Standards of Conduct, 313 Urban Studies Certificate Program, 289 Student Activities, 308 USF Scholarships and Grants, 35 Student Categories, 45 Student Housing, 311 V Students in Good Standing, 46 Veterans, Admission of, 28 Students on Conditional Status, 46 Visas for International Students, 27 Student Employment, 316 VITA Program, see Business Student Records, 58 Administration, 233 Student Rights and Freedoms, 314 Student Services, 315 Summer Session (see Summer Session Schedule of Classes) W T Withdrawal, 49 Teaching Credentials, 298 from a Course, 48 Theatre Arts, Courses in, 77 from Continuing Education, 49 Theology and Religious Studies, from School of Nursing, 49 Department of, 160 from the University, 49 Thesis, 66 World English Center (WEC), 290 Deadline for Submission, 67 Format, 67 Y Procedure for Submission, 67 Year Courses, 68