U NIVERSITY OF P ORTLAND ’s Catholic

BULLETIN 2007-2008 University Calendar

2007-08 2008-09 Fall Semester Aug. 27 Mon. Aug. 25 Semester begins: Classes begin at 8:10 a.m. Aug. 27 Mon. Aug. 25 Late registration begins Aug. 31 Fri. Aug. 29 Last day to drop courses with full tuition refund Aug. 31 Fri. Aug. 29 Last day to register or change registration (drop/add) Sept. 3 Mon. Sept. 1 Labor Day (Classes in session, offices closed) Oct. 15-19 Mon.-Fri. Oct. 13-17 Fall vacation, no classes Oct. 19 Fri. Oct. 17 Mid-semester (academic warnings) Nov. 1 Varies Nov. 1 Last day to apply for degree in May Nov. 16 Fri. Nov. 14 Last day to change pass/no pass Nov. 16 Fri. Nov. 14 Last day to withdraw from courses Nov. 5-9 Mon.-Fri. Nov. 3-7 Advanced registration for spring semester, seniors and juniors Nov. 12-16 Mon.-Fri. Nov. 10-14 Advanced registration for spring semester, sophomores and freshmen Nov. 22-23 Thurs.-Fri. Nov. 27-28 Thanksgiving vacation (begins 4 p.m., Wednesday) Dec. 7 Fri. Dec. 5 Last day of classes Dec. 10-13 Mon.-Thurs. Dec. 8-11 Semester examinations Dec. 13 Thurs. Dec. 11 Meal service ends with evening meal Dec. 14 Fri. Dec. 12 Degree candidates’ grades due in registrar’s office, 11 a.m. Dec. 14 Fri. Dec. 12 Christmas vacation begins, residence halls close Dec. 17 Mon. Dec. 15 Grades due in registrar’s office, 1 p.m. 2007-08 2008-09 Spring Semester Jan. 14 Mon. Jan. 12 Semester begins: Classes begin at 8:10 a.m. Jan. 14 Mon. Jan. 12 Late registration begins Jan. 18 Fri. Jan. 16 Last day to drop courses with full tuition refund Jan. 18 Fri. Jan. 16 Last day to register or change registration (drop/add) Mar. 3 Mon. Mar. 2 Advanced registration for Summer Session begins Mar. 7 Fri. Mar. 6 Mid-semester (academic warnings) Mar. 10-14 Mon.-Fri. Mar. 9-13 Spring vacation, no classes Feb. 1 Varies Feb. 1 Last day to apply for degree in August/December Apr. 4 Fri. Apr. 3 Last day to change pass/no pass Apr. 4 Fri. Apr. 3 Last day to withdraw from courses Mar. 25-27 Varies Mar. 23-25 Advanced registration for fall semester, seniors and juniors Mar. 28-Apr. 2 Varies Mar. 26-31 Advanced registration for fall semester, sophomores and freshmen Apr. 8 Tue. Apr. 7 Founders Day (Special Schedule) Mar. 21-24 Fri.-Mon. Apr. 10-13 Easter Vacation — No Classes (begins 4 p.m. Thursday) Apr. 25 Fri. Apr. 24 Last day of classes Apr. 28-May 1 Mon.-Thurs. Apr. 27-30 Semester examinations May 1 Thurs. Apr. 30 Meal service ends with evening meal May 2 Fri. May 1 Degree candidates’ grades due in registrar’s office, 11 a.m. May 3-4 Sat.-Sun. May 2-3 Commencement May 5 Mon. May 4 Residence halls close for graduating students May 5 Mon. May 4 All remaining grades due in registrar’s office, 1 p.m. May 12 Mon. May 18 Continuous registration for Summer Session 2008 2009 Summer Session May 12 Mon. May 18 Classes begin Aug. 1 Fri. Aug. 7 Summer Session ends For more information about the University, Contents contact the people listed below: General Information Academic Affairs 5 Curriculum Br. Donald J. Stabrowski, C.S.C., Ph.D., 8 Special Academic Programs Provost, (503) 943-7105 14 Academic Regulations e-mail...... [email protected] 21 Records Admissions 23 Financial Information Jason S. McDonald, Ed.M., Dean, (503) 943-7147 26 Athletics e-mail...... [email protected] 27 Garaventa Center for Catholic Intellectual Athletics Life and American Culture Lawrence R. Williams II, J.D., Director, 28 University Center for Entrepreneurship (503) 943-7704 28 Enrollment Management and Student Life e-mail...... [email protected] 33 Public Safety Campus Ministry 37 Information Services Division Rev. William D. Dorwart, C.S.C., 41 Wilson W. Clark Memorial Library Director, (503) 943-7131 43 of Arts and e-mail...... [email protected] 73 Dr. Robert B. Pamplin, Jr. Development School of Business Administration J. Bryce Strang, Associate Vice President, (503) 83 School of 943-7395 93 School of e-mail...... [email protected] 109 School of Financial Aid 113 Paul L. Krull, M.B.A., Director, (503) 943-7311 135 Course Descriptions e-mail...... [email protected] 241 Administration Registrar 243 Roberta D. Lindahl, M.B.A., Registrar, 257 Degrees Conferred (503) 943-7321 273 Index e-mail...... [email protected] Students With Disabilities, Office for Notes About This Bulletin Melanie J. Gangle, M.S., Coordinator, The Bulletin has been published solely for infor- (503) 943-7134; FAX: (503) 943-7119; TTY: (503) mation; information as of June 1, 2007. Every 943-7484 effort has been made to ensure its accuracy. Its University Health Center contents do not constitute a contract between Paul R. Myers, Ph.D., Director, (503) 943-7134 the University and its students. If regulations, e-mail...... [email protected] program requirements, or services described Arts and Sciences, College of herein conflict with current practice the latter Rev. Stephen C. Rowan , Ph.D., Dean, will prevail. (503) 943-7221 Course descriptions appear alphabetically by e-mail..... [email protected] subject following the Graduate School section. Business Administration, Dr. Robert B. Course offerings and class times are published Pamplin, Jr. School of in the Registration Information and Course Robin D. Anderson, Ed.D., Dean, (503) 943-7224 Schedule available annually in April. e-mail...... [email protected] The University reserves the right to modify, Education, School of change, or discontinue at any time, any element Sr. Maria J. Ciriello, O.P., Ph.D., Dean, in its structure or organization, including its (503) 943-7135 professional schools, departments, programs of e-mail...... [email protected] study, undergraduate and graduate majors, and Engineering, School of individual courses, as well as any other services Zia A. Yamayee, Ph.D., Dean, (503) 943-7314 offered, or fees charged. e-mail...... [email protected] The Bulletin is pub- Nursing, School of lished by the Office of Marketing and Commu- Joanne R. Warner, D.N.S., Interim Dean, nications, University of Portland, 5000 N. (503) 943-7211 Willamette Boulevard, Portland, Oregon 97203- e-mail...... [email protected] 5798, Br. Donald J. Stabrowski, C.S.C., Publisher. Graduate School Contacts Thomas G. Greene, Ed.D., Associate Provost, The University address is 5000 N. Willamette Dean of the Graduate School Blvd., Portland, Oregon 97203-5798. The general (503) 943-7107 information telephone number is (503) 943-8000; e-mail...... [email protected] FAX: (503) 943-7399; Internet: www.up.edu.

2 Non-Discrimination credited by the Council on Social Work Educa- The University, in its educational policies, tion, 1725 Duke Street, Suite 500, Alexandria, programs, and procedures, provides equal VA, 22314-3457, phone (703) 683-8080; Fax: opportunity for all its students without regard to (703) 683-8099; E-mail: [email protected]. race, color, religion, sex, age, national or ethnic Approvals origin, or disability. The School of Education is approved at the un- The University of Portland does not discrimi- dergraduate and graduate level by the Oregon nate against qualified individuals with disabilities Teacher Standards and Practices Commission in the recruitment and admission of students, (TSPC): Public Service, 255 Capitol, N.E., Suite the recruitment and employment of faculty and 105, Salem, OR 97310-1332, (503) 378-3586. staff, and the operation of its programs and ac- The University of Portland is authorized by tivities, as specified by applicable federal the Washington Education Coordinating and regulations. The designated coordination Board and meets the requirements and mini- point for University compliance with Section mum educational standards established for de- 504 of the Rehabilitation Act of 1973 and for gree-granting institutions under the Degree ADA is the Vice President for Financial Affairs, Authorization Act. This authorization is valid in coordination with the University Health Cen- until September 30, 2007, and authorizes the ter, Human Resources, and the Office for Uni- University of Portland to offer the following de- versity Events. gree: in Educational Lead- Accreditation ership. Any person desiring information about The University of Portland is accredited by the the requirements of the act or the applicability Northwest Commission on and Univer- of those requirements to the institution may sities, 8060 165th Avenue N.E., Ste. 100, Red- contact the board office at Co- mond, WA, 98052-3981. ordinating Board, 917 Lakeridge Way S.W., P.O. The bachelor’s and master’s degrees in drama Box 43430, Olympia, WA, 98504-3430, (360) 753- are accredited by the National Association of 7869. Schools of Theatre, 11250 Roger Bacon Drive, Prospective Washington state students are ad- Suite 21, Reston, VA, 20190, (703) 437-0700. vised to contact the Office of the Superinten- The bachelor’s and master’s degrees in dent of Public Instruction at (360) 725-6320 or and music education are accredited by the [email protected] to determine whether National Association of Schools of Music, 11250 this education program is approved for teacher Roger Bacon Drive, Suite 21, Reston, VA, 20190, certification or endorsements in Washington (703) 437-0700. state. Additionally, teachers are advised to con- The Dr. Robert B. Pamplin, Jr. School of Busi- tact their individual school district as to ness Administration’s undergraduate and whether this program may qualify for salary ad- graduate programs are accredited by the Associ- vancement. ation to Advance Collegiate Schools of Business The School of Nursing is approved by the (AACSB International), 777 South Harbour Is- Oregon State Board of Nursing, 800 N.E. Oregon land Boulevard, Suite 750, Tampa, FL 33602- St., Suite 465, Portland, OR, 97232, (503) 731- 5730, (813) 769-6500 (Fax: 813-769-6559). 4745. The School of Education is accredited until The bachelor of degree in 2012 at the undergraduate and graduate level (option 1) is approved by the American Chemi- through the National Council for Accreditation cal Society, Committee on Professional Train- of Teacher Education (NCATE), 2010 Massa- ing, 1155 Sixteenth Street, N.W., Washington, chusetts Avenue NW, Suite 500, Washington, DC, 20036, (202) 872-4589. D.C., 20036-1023, (202) 466-7496. Memberships The degree programs in American Association of Higher Education civil, electrical, and are American Council on Education accredited by the Engineering Accreditation Association of American Colleges and Commission and that in is ac- credited by the Computing Accreditation Com- Association of Catholic Colleges and Universities mission of the Accreditation Board for Association of Governing Boards of Colleges Engineering and , Inc. (ABET), 111 and Universities Market Place, Suite 1050, Baltimore, MD, 21202, National Association of Independent Colleges (410) 347-7700. and Universities The School of Nursing baccalaureate and National Catholic Education Association master’s degree programs are accredited by the Oregon Independent Colleges Association Commission on Collegiate Nursing Education Oregon Independent Colleges Foundation (CCNE), One Dupont Circle, NW, Suite 530, Western Association of Graduate Schools Washington, DC, 20036-1120, (202) 887-6791. The bachelor’s degree in social work is ac- GENERAL INFORMATION 3 General Information The University of Portland he University of Portland was founded in 1901 by the Most Reverend Alexander Christie, Archbishop of Portland, with support and counsel Tfrom Rev. John A. Zahm, C.S.C., provincial of the American Province of the Congregation of Holy Cross, a Catholic religious community that shared his belief in the importance of education. In 1902, Archbishop Christie asked the Congregation to assume control of the University. For the next 65 years Holy Cross was solely responsible for the University’s operation. In 1967, as a means of ecumenical outreach and to involve lay people in the governance of the University, Holy Cross transferred control to a board of re- gents, but continued its commitment to offer the University the service of its members. As a result, the University of Portland is Oregon’s Catholic university, governed by an independent board of composed of men and women of various religious denominations, with Holy Cross priests and brothers as mem- bers of its faculty, staff, and administration. The University places superb teaching as both its first virtue and a central tenet of its mission. The five colleges of the campus — the College of Arts and Sciences, the Pamplin School of Business Administration, and the Schools of Education, Engineering, and Nursing — offer an education that stresses broad liberal arts learning, the development of personal skills, and the opening of the mind, the heart, and the soul. Ranked by U.S. News & World Report magazine as one of the ten best regional universities in the West, the University offers some 1,300 courses, 38 undergraduate programs of study, and 12 graduate degrees. The University is situated on a bluff near the confluence of the Willamette and Columbia rivers in one of the large metropolitan areas of the West. Located in a residential section of the city of Portland, the 130-acre campus offers lawns, hundreds of trees, and beautiful buildings in a quiet, peaceful setting, which is conducive to the learning process. Proximity to the river has suggested nautical for the University’s athletic teams, the Pilots, and the student publica- tions, The Beacon and The Log. Mission The University of Portland is an independently governed Catholic university, a community of scholars composed of people of diverse races, ages, nationalities, and religions. Devoted since its inception in 1901 to a mission with three central tenets — teaching, faith, and service — the University is committed to the liber- al arts as the foundation of learning, and offers a curriculum of arts, sciences, , and professional programs at the undergraduate and graduate lev- els. The University provides recognized leadership and leaders to the community and to the world through the quality and innovation of its programs and the preparation and contributions of its graduates. The University provides excel- lent teaching and individual attention in an environment that fosters develop- ment of the whole person. Central to the daily life of the University is a concern with issues of justice and ethical behavior. The University encourages service to God and neighbor. 4 GENERAL INFORMATION Goals and Objectives d. To provide and maintain facilities and equipment equal to the needs The University implicitly acknowledges of the University. the following goals and objectives as inher- e. To establish and maintain a system ent to the implementation and realization of program review that includes ar- of its mission: ticulation of purpose and evaluation I. To be guided by Catholic academic, of achievement, where possible intellectual, and pastoral traditions in with the help of external evaluators. the formation of a community of IV. To offer a core curriculum, required scholars. of all baccalaureate students, that ad- a. To offer a program that includes the vances basic knowledge in the liberal study of Catholic life and thought and fine arts, the sciences, and the within the framework of a contem- humanities; that supports the devel- porary university curriculum. opment of competencies in writing, b. To foster among its Catholic mem- critical thinking, and analysis; and bers a community that is support- that helps to integrate the objectives ive of faith and finds its expression of the various curricula. in worship and service. a. To clarify the purposes of the core c. To foster an atmosphere that is sup- curriculum and to communicate portive of authentic religious belief these purposes to students. and the aspirations of other faiths. b. To examine at regular intervals the II. To assist faculty and students in ex- evidence of its success and its inte- panding their vision beyond the limits gration with other curricula. set by their own social and economic c. To foster connections among disci- background, geographic experience, plines and between academic pro- and nationality. grams and student services. a. To seek the contribution of those of V. To foster programs and learning at diverse cultural experiences and levels of excellence that earn broad background in study and in related recognition and that contribute in sin- activities. gular ways to the well-being of the b. To offer a range of opportunities larger community. for study about and in other coun- a. To support the quality of selected tries and cultures. programs in such a way as to earn c. To provide a program in volunteer broad recognition and to present services and to encourage partici- models for innovation and effec- pants to reflect on the significance tiveness. of their volunteer experiences. b. To recruit and support outstanding III. To offer contemporary curricula students and to prepare them for grounded in the liberal arts that pre- distinguished service. pare students for lives of continued c. To provide within the University learning, including advanced study the financial stability needed to and in professional practice. achieve these marks of excellence. a. To offer academic programs at an VI. To provide a community in which in- externally recognized level of qual- dividual, personal needs receive ity, through specialized accredita- recognition. tion where appropriate. a. To maintain the size of the Univer- b. To foster faculty development sity, its programs, its component through sabbatical leaves, continu- parts, and the ratio of staff and fac- ing education, and research oppor- ulty to students so that the needs tunities. of individuals are easily recognized c. To offer compensation that is ade- and served. quate to attract and retain staff and b. To foster opportunities for faculty, faculty equal to the goals of the staff, and students to interact in ways University. that support the combined goals of academic and personal development. GENERAL INFORMATION 5 VII. To give primacy to teaching and the students for future employment or quality of instruction in academic pro- further study. grams. III. To provide service courses in the a. To recognize the primacy of teach- humanities, arts, social sciences, and ing in faculty development, in re- natural and mathematical sciences for view for promotion and tenure, the curricula of the college and pro- and in compensation. fessional schools. b. To recognize the essential and IV. To develop the student’s ability to ex- complementary contribution of plore and analyze the basic questions scholarship to the quality of in- about human nature and society, the struction. universe, and God; to develop the c. To uphold scholarship, including student’s ability to think clearly and research and creative endeavors, objectively about these ultimate ques- as integral to a community of tions in to move from the unex- scholars. amined life to a more coherent and VIII.To provide for the development of the comprehensive verification of person- whole person through programs which al convictions and actions. support and complement the goals of V. To develop an understanding of the the academic curricula. findings and insights of the humani- a. To maintain programs in student ties, arts, sciences, and fields of pro- activities including athletics that fessional study in order to prepare foster leadership, social responsi- students and graduates to live in a bility, and creative contributions to complex and changing world. the community through extra and VI. To develop skills in (1) critical, curricular activities. ethical, and historical thinking; b. To encourage responsible commu- (2) cultural literacy, reading, and nity living through a campus resi- listening, proficient writing and dence program. speaking; and (3) research methodol- c. To foster interaction and mutual ogy, including theoretical and mathe- support between academic and co- matical analysis, computing, problem curricular student programs. solving, and evaluation. d. To support quality intramural and VII. To encourage additional service to and competitive intercollegiate athletic links with the community beyond the programs. University through participation in IX. To demonstrate concern for ethical consortia with other private colleges issues, in curriculum and in practice. and universities, faculty research and a. To support study and research on consultation, student internships, ethical and social justice issues. urban and rural plunges, and produc- b. To encourage service to the needi- tions, festivals, and performances. est members of the community and reflection on this experience. c. To provide the opportunity for hear- The Curriculum ing and redressing of injustices, both within and outside of the University. Core Curriculum Beginning with the rise of universities in Undergraduate Paris and Bologna in the Twelfth Century, Curriculum Objectives the Catholic intellectual tradition has been I. To provide for all students a common rooted in reasoned inquiry that crosses fundament of knowledge, a core cur- scholarly disciplines to engage and inform riculum, developed within the frame- each of them. This tradition creates a work of the liberal tradition in west- framework in which great questions facing ern culture. humankind can and should be addressed. II. To provide major programs leading to This undergraduate program was crafted bachelor degrees which prepare to educate students so that they will make 6 GENERAL INFORMATION contributions to the world guided by con- I Who or what is God? How can one relate cerns for issues of justice and ethical be- to God? havior. The core curriculum will offer I What is a good life? What can do courses to help students: about injustice and suffering? [1] develop the foundational knowledge Lenses for Examining the Questions and skills necessary for informed inquiry, In creating this core curriculum, the faculty decision making, and communication; has been guided by the University of Port- [2] develop the knowledge, skills, and com- land’s place in the history of Catholic high- mitment for acting ethically in everyday life; er education and by its contemporary mis- [3] learn to use and value the lenses of sion. Therefore, the faculty requires that different disciplines, and seek the connec- students use these courses as the lenses tions among them; through which to begin their study of the [4] examine faith, its place in one’s own fundamental life questions introduced by life, and in the lives of others; the core curriculum. [5] critically examine the ideas and tradi- Hrs. Area Hrs. Area tions of western civilization; 3 Fine Arts 6 Philosophy [6] learn to live and contribute in a diverse 3 History 6 Science society and interdependent world; and 3 Literature 6 Social Sciences [7] value the importance of learning and (2 disciplines) reflection throughout one’s life. 3 9 The upper division theology course may be a Fundamental Questions Theological Perspectives class that can be used The faculty of the University of Portland to satisfy the distribution requirements of both this core curriculum because we theology and a companion subject. believe that learning originates in seeking Lenses for Seeing and Learning answers to important life questions. Learn- Essential Skills and Values ing springs from active inquiry conducted The faculty is committed to teaching stu- through different intellectual disciplines, dents essential skills and values for learning each with its own tools, methods, and mea- and life. Enhanced attention to writing, oral sures. Learning is ongoing and integrates communication, critical thinking, techno- various perspectives. University of Portland logical literacy, information literacy, and the students learn how various disciplines use implications of diversity will be embedded their different lenses to study the same uni- elements of courses distributed throughout verse and all its experience. As a communi- the core curriculum. Students will thus have ty of scholars, faculty and students approach opportunities in their core courses to learn key questions about life by gathering and as- and refine their understanding and sessing evidence about them: we explore application of each of these elements. cultures of the past and present for their an- The University requires course work in: swers; we examine the natural world and Hrs. Area universe for data about them; we study reli- 3 Fine Arts —Fulfilled by FA 207 only. gious traditions and practices, philosophies, 3 History —Fulfilled by any history literature and other arts, and ourselves for course up to and in- answers. Through this process, we know cluding 300 level. that good questions lead to more questions. 3 Literature —Fulfilled by ENG 112 As a Catholic university, these funda- only. mental questions, threaded throughout 3 Mathematics—Fulfilled by any mathe- students’ years here, must engage us all: matics course above I Who am I? Who am I becoming? Why am MTH 120. I here? 6 Philosophy —Fulfilled only by PHL I How does the world work? How could 150 and PHL 220. the world work better? 6 Science —Fulfilled by any SCI I How do relationships and communities courses, or courses in a function? What is the value of difference? science major. Consult I What is the role of beauty, imagination, programs for options. and feeling in life? GENERAL INFORMATION 7 6 Social Communication, B.A. Sciences —2 disciplines fulfilled Drama, B.A. from among SOC 101, English, B.A. PSY 101, ECN 120, POL Environmental Ethics and Policy, B.A. 200, POL 201, POL 202, Environmental Science, B.S. CST 225. French Studies, B.A. 9 Theology —Lower-division require- History, B.A. ments fulfilled only by General Studies, B.S., B.A. THE 101 and 205. German Studies, B.A. Upper-division THE Life Science, B.S. course may be a Theo- Mathematics, B.S., B.A. logical Perspectives Music, B.A. class that can be used to Organizational Communication, B.S. satisfy the distribution Philosophy, B.A. requirements of both , B.S. theology and a compan- Political Science, B.A. ion subject. *Pre- study The core curriculum applies to transfer †Pre- study students. No substitutions may be made Psychology, B.A. without special permission from the dean. Social Work, B.A. Exemptions from the University core will , B.A./Criminal Justice Track, B.A. be evaluated by the in col- Spanish, B.A. laboration with the president. Exemptions Theology, B.A. will be reviewed at the time of the internal Dr. Robert B. Pamplin, Jr. review process that normally takes place in School of Business Administration the year preceding the periodic external ac- Accounting, B.B.A. creditations of the professional schools. Finance, B.B.A. Global Business, B.B.A. Major Programs Marketing and Management, B.B.A. The University of Portland consists of one School of Education college with 11 departments, four profession- Elementary Education, B.A.Ed. al schools, and a graduate school. Under- Music Education, B.M.Ed. graduate majors are available in all depart- , B.S.S.E. ments of the College of Arts and Sciences School of Engineering and in each of the professional schools. , B.S.C.E. The Graduate School offers advanced Computer Science, B.S.C.S. degrees in the schools/departments of , B.S.E.E. business administration, communication Engineering Management, B.S.E.M. studies, drama, education, engineering, Mechanical Engineering, B.S.M.E. music, and nursing. School of Nursing Students entering the University indicate Nursing, B.S.N. the program of studies they wish to follow Graduate and will be under the direction of the dean Business Administration, M.B.A. of the college or school administering that , M.A., M.S. program. Students may elect at any time Drama, M.F.A. to petition for a change of major or change Education, M.A., M.A.T., M.Ed. of school. Engineering, M.Eng. College of Arts & Sciences Music, M.A. , B.S. Nursing, M.S., D.N.P. Chemistry, B.S. Theology, M.A. in Pastoral Ministry

*Law schools require a bachelor’s degree for admission, but no specific major is required; there is no “pre-law major’’ as such. Students are helped to select a program acceptable to various law schools. †Both chemistry and biology provide a complete preparatory program for , medicine, , , or veterinary medicine. 8 GENERAL INFORMATION Programs Officer Training Corps (ROTC) classes and related experiences. Minors consist of no fewer than 12 nor Air Force ROTC offers to men and women more than 18 credit hours of upper-division four- and three-year programs, which lead courses excluding prerequisites. Academic to an Air Force commission. Students who regulations governing courses applied to qualify may elect to pursue any one of major programs also apply to minors. these programs. In addition, Air Force Approved minors include: ROTC offers many scholarships to quali- Biology fied students. Two-, three-, and four-year Business Administration scholarships are available which pay tu- Catholic Studies ition, fees, a book allowance, and a month- Chemistry ly stipend that varies by academic year. Communication The four-year program requires student Computer Science participation during four academic years. Drama The first two years, students are enrolled in the General Military Course (GMC) one Education credit hour each term. During the spring English term of the sophomore year, students may Entrepreneurship apply for entry into the Professional Offi- Environmental Policy cer Course (POC). Those selected will at- Environmental Science tend a four-week Field Training course, Fine Arts normally during the summer between French their sophomore and junior years, and German enter the POC at the beginning of their History junior year. In the POC, cadets hold the Mathematics rank of cadet officers and participate in Music planning, organizing, and conducting the Philosophy Leadership Laboratory training. This train- Physics ing is the application of leadership and Political Science management theory they have learned. Psychology On completion of the POC, the four-week Social Justice Field Training course, and receipt of a bac- Sociology calaureate degree, cadets are commis- Spanish sioned in the Air Force as second lieu- Sport Exercise and Fitness tenants. Theology The three-year program is similar to the four-year program but requires students in their first year of AFROTC to be either con- Special Academic currently enrolled in both the sophomore and freshman GMC course, a total of two Programs semester hours each term, or attend an ex- In addition to the major and minor acade- tended field training unit the summer be- mic programs, the University also offers tween their sophomore and junior year. special opportunities through which stu- Entry Requirements All students accept- dents may gain particular or ed into the Professional Officer Course otherwise enhance their education. (POC) must: [1] Be a citizen of the . Air Force ROTC [2] Successfully pass the Air Force Officer Qualifying Test. Aerospace Studies [3] Successfully pass a physical examina- Col. Terry Kono, of aerospace studies tion (paid for by the Air Force). Faculty: Durrell, Stewart [4] Meet minimum predetermined acade- The faculty of Aerospace Studies is organ- mic and qualitative selection standards. ized to administer the Air Force Reserve For further information, contact the Aerospace Studies Program, University of GENERAL INFORMATION 9 Portland, 5000 N. Willamette Blvd., Port- Eligible students must apply and receive land, Oregon 97203-5798. Telephone (503) the permission of the professor of military 943-7216. Toll Free (800) 227-4568, ext. 7216. science and leadership to gain entry. Advanced military science and leader- Army ROTC Military ship consists of twelve academic credits of classroom instruction and associated labs Science and Leadership and physical training. Students also attend Lt. Col. Peter Rooks, professor of military a paid, six-week advanced leadership and science and leadership tactics practicum, the ROTC leader devel- Faculty: Fabre, Marley, Thomas, Larsen opment and assessment course (LDAC), The University of Portland, in cooperation between their junior and senior years. with the U.S. Army, established the Depart- In addition, advanced military science ment of Military Science and Leadership to and leadership students become the stu- operate the Army Reserve Officer Training dent leaders for the University of Portland Corps (ROTC). Army ROTC provides leader- Pilot Battalion. ship training and scholarships so that stu- Completion of all military science and dents may earn an Army officer commis- leadership requirements qualifies the stu- sion. Students enrolled in ROTC may earn a dent to apply for Congressional appoint- commission as an Army second lieutenant ment as a commissioned officer in the Unit- while achieving an academic degree (un- ed States Army. dergraduate or graduate) in an academic Entry Requirements All students accept- discipline of their choice. First- and second- ed into the advanced course must: year courses are open to any University stu- [1] Be a citizen of the United States. dent and may be taken without obligation [2] Successfully pass the Army physical to the U.S. Army. fitness test. Program Description [3] Successfully pass a physical examina- Army ROTC has traditionally been a four- tion (paid for by the Army). year program. Individuals with prior mili- [4] Meet minimum predetermined acade- tary service, members of Reserve or mic and qualitative selection standards. National Guard units and summer ROTC For further information, contact the leadership training course attendees may Army Department of Military Science and obtain advanced placement credit and Leadership, University of Portland, 5000 N. enter and complete the program in two Willamette Blvd., Portland, Oregon 97203- years. Normally all students enroll in one 5798. Telephone (503) 943-7353. Toll Free military science and leadership course and (800) 227-4568, ext. 7353. leadership laboratory per semester. Physical Financial Assistance fitness of all enrolled students is stressed Each advanced military science and leader- and closely monitored. The Army ROTC ship student receives a subsistence allow- program consists of two phases, basic and ance of $350-$500 per month. Cooperative advanced military science and leadership. programs available with the Army Reserve Basic Course and Army National Guard pay advanced mil- All students are eligible for enrollment in itary science and leadership non-scholarship basic military science and leadership students approximately $4,000 per year for courses without incurring a military obliga- simultaneous membership in Army ROTC tion. Requirements for completion of the and a Reserve or National Guard unit. basic course are MSL 101, MSL 102, MSL Scholarships 201, and MSL 202, and associated labs and All freshman, sophomore, and graduate physical training classes. students may compete for ROTC scholar- Advanced Course ships covering full tuition and fees. All Upon fulfillment of the basic military sci- Army ROTC scholarship recipients also ence and leadership requirements, stu- receive $300-$500 per month for up to ten dents become eligible for entrance into ad- months of each school year, plus a $900 vanced military science and leadership. allowance per school year for books. Students need not be enrolled in Army 10 GENERAL INFORMATION ROTC to apply for and compete for three- into the broad tradition from which and two-year scholarships. No commit- Catholicism as an intellectual tradition de- ment is incurred until the student accepts veloped, to deepen their understanding of an offered scholarship and receives pay- Catholicism’s rich and living heritage, to ment for school expenses. For more infor- examine the contributions the tradition mation, call the Army ROTC department at has made to culture and the contributions (503) 943-7353. it has received from culture, and to be Uniforms and Texts aware of its development and influence in Army ROTC uniforms, basic course texts, and the contemporary culture. The minor is equipment are furnished without charge. open to all students and it is intended to be interdisciplinary. It provides opportunities Nursing Program to explore the dynamic interaction be- Army ROTC offers challenging training for tween Church and culture as well as cul- students interested in a bachelor of sci- ture and Church. It is intended to chal- ence in nursing degree. In addition to clin- lenge students to understand and to con- ical and academic experiences, cadets tribute to the transformative power of learn leadership and organizational skills, Church teaching in every aspect of life and enhancing their clinical decision-making to understand the development of Church and critical task management. Army teaching in history. It is intended to pro- ROTC pays for summer clinical and lec- vide opportunities for students to engage ture classes, in addition to ROTC scholar- in sustained reflection on the Catholic ships and University incentives. Students tradition and to experience Catholicism in spend three weeks working in a military its many facets—intellectual, spiritual, hospital. liturgical, artistic, and service. The inter- Extracurricular Activities disciplinary nature of the new minor Ranger Challenge: An Army ROTC varsity distinguishes it from theology and the sport designed to provide its members more intense intellectual focus as opposed with additional adventure training in basic to more focused social justice component and advanced tactics, rappelling, and distinguishes the new minor from the cross-country land navigation. Social Justice Program. Color Guard: The University of Portland The Catholic Studies Minor requires 18 Army ROTC Color Guard participates in a credit hours—two required courses and variety of school and civic functions. four elective courses. The distribution is as Drill Team: Army ROTC offers an exhibi- follows: (a) required course: PHL 150: In- tion drill team that performs at social and troductory Philosophy (3 credit hours); (b) military functions. required course: THE 457: Foundation of Advanced Special Skills Qualification Catholic Theology (3 credit hours); and (c) Training: Advanced military science and elective upper-division courses (12 credit leadership students and select basic mili- hours) carrying Catholic Studies credit. tary science and leadership students may These twelve hours taken for the Catholic participate in regular Army training Studies minor are to be distributed among schools: Airborne, Air Assault Schools, three academic disciplines. There are Northern Warfare School, and Cadet Troop presently seven academic disciplines that Leadership training. have courses in the Bulletin that are listed in the Catholic Studies Minor. For more in- Catholic Studies Minor formation about the minor please contact ei- Directors: Margaret Monahan Hogan, Ph.D., ther of the directors ([email protected] or baas- McNerney-Hanson Chair in Ethics; executive [email protected]). director, Garaventa Center for Intellectual Life and American Culture; Matthew Baasten, Cross-Registration Program Ph.D., chair, theology Roberta Lindahl, M.B.A., registrar The Catholic Studies minor is a university- Full-time University of Portland students wide, interdisciplinary minor designed to may participate in a cross-registration pro- permit and encourage students to reach gram sponsored by the member institu- GENERAL INFORMATION 11 tions of the Oregon Independent Colleges 2003, the E-Scholars Program received a Association (OICA). $100,000 grant to replicate the program na- The program allows students to take a tionally. maximum of one undergraduate course For more information about the pro- per semester on a “space available” basis at gram, contact the director of the Center for a participating institution. There is no ad- Entrepreneurship, University of Portland, ditional cost for tuition if the student is en- 5000 N. Willamette Blvd., Portland, OR rolled full-time at their home institution. 97203-5798. Telephone (503) 943-7769. Interested students should first contact their academic advisor and dean for Honors Program course approval. Contact the Office of the John C. Orr, Ph.D., director Registrar for the OICA cross-registration The University of Portland offers the form and additional information at (503) Honors Program to enhance the intellectu- 943-7321. al life of the University community by Participating institutions include Concor- mentoring high achieving and intrinsically dia University, Corban College, George motivated students to serve as intellectual Fox University, Lewis & Clark College, catalysts at the University and beyond. Linfield College, , The program fosters in these passionate Mt. Angel Seminary, Multnomah and gifted students a love for the life of the College, Northwest Christian College, Pa- mind and the desire to enrich their com- cific N.W. College of Art, Pacific Universi- munities. Honors students may be en- ty, , University of Portland, rolled in any major. Warner Pacific College, , The curriculum fulfills a portion of the Western States Chiropractic College, and University core requirements for gradua- . tion. Freshmen take a one-week colloqui- For detailed information, call (503) 943- um before the fall semester. They then 7321. take a first year course that fulfills one (and in some cases two) core require- Entrepreneur Scholars ment(s). In their sophomore year students (E-Scholars) Program take an additional core class. In the first Robin D.Anderson, Ed.D., Franz Chair in two years honors students are also as- Entrepreneurship signed a faculty mentor with whom they meet regularly and for whom, each semes- The Entrepreneur Scholars (E-Scholars) ter, they write reflective papers integrating Program is a comprehensive entrepreneur- their educational experience with their ial development program incorporating personal development. The sophomore classroom activity and applied experience. year culminates with a reflective retreat at It is limited to 25 students, and students which students develop personal mission from any discipline may be admitted to statements. In the junior and senior years, the program. Students apply in their the focus of the honors students is in their sophomore year for participation in their majors. Each major has its own set of hon- junior year. E-Scholars Program classes ors requirements, including a capstone are: Creating a World-Class Venture (BUS project. The junior and senior years also 480); Entrepreneur (BUS see honors students participating in two 481); and Global Entrepreneurship (BUS one-credit interdisciplinary reading and 482). This innovative program is made discussion courses. Additionally, honors possible through individual and corporate students are supported and encouraged to named sponsorships of $5,000; each E- take advantage of a number of special op- Scholar pays $3,000 for this unique combi- portunities including, but not limited to, nation of classroom work, interaction with study abroad programs, internships, sum- world class entrepreneurs and enterprises, mer research opportunities, nationally and international travel. Past experiences competitive scholarships, service projects, have taken place in Australia, Brazil, Chile, various off-campus transformative experi- China, Malaysia, South Africa, Vietnam, ences such as participation in conferences, and , among other countries. In 12 GENERAL INFORMATION and special projects. For details contact the (503) 943-8076. Toll free (800) 227-4568. Director of the Honors Program, Buckley Or program assistant director (503) 943- Center 201, University of Portland, 5000 8076 or [email protected]. North Willamette Blvd., Portland, OR 97203. Telephone: (503) 943-7286. Toll Certificate in Spanish free: (800) 227-4568. E-mail: [email protected]. Lora Looney, Ph.D., coordinator The University offers a certificate program Social Justice Program in Spanish designed for students who are Rev. Claude Pomerleau, C.S.C., Ph.D., director not majoring in Spanish, but who wish to Lauretta Frederking, Ph.D., assistant director gain genuine proficiency at the same time The social justice program is open to all they are pursuing their own majors. The students from any major or school at the certificate requires 21 upper-division University. The Social Justice Program in- semester hours including an overseas ex- stills in students a commitment to work perience approved by the foreign language for justice and peace and for an approach program. Approved one-semester pro- to life that promotes social integrity, eco- grams include the ILACA program in nomic prosperity and defense of human Granada, and the University’s sum- rights for all. mer program in Morelia, and The service dimension of learning at this Segovia, Spain. university is expressed in a unique and ef- The certificate in Spanish is awarded at fective way within the Social Justice Pro- the same time as the baccalaureate degree gram. It challenges students to place their in the student’s major. personal development and career choices Prior to applying to a study abroad pro- into an ethical world view within an inter- gram for the certificate, a student must disciplinary context. have completed a 301-level language All participants in this program — which course (or equivalent), maintained a mini- includes a wide range of religious denomi- mum 3.0 grade point average in the target nations and a principled adherence to ethi- language, and 2.5 grade point average cal behavior — prepare themselves to chal- overall. The following is what a semester- lenge unjust systems and become leaders abroad course schedule might look like: who will create a better world. Hrs. The program includes courses in its cur- 3 302+ level of foreign language study riculum such as Business, education, Eng- 3 Foreign literature course lish, history, mathematics, philosophy, 3 Core course 6 Electives political science, sociology, and theology. It is recommended that students start as The program leads to a certificate in social early as possible in planning their semes- justice or a minor in social justice. In addi- ter abroad. tion, the program is available as a continu- For complete details contact the foreign ing education opportunity. language coordinator or the director of The certificate program requires stu- studies abroad, University of Portland, dents to complete 12 credit hours in social 5000 N. Willamette Blvd., Portland, OR justice with a minimum grade of C in each 97203-5798. Telephone (503) 943- course. These 12 credit hours must be 7286/7221. Toll-free: (800) 227-4568. completed in at least three different acade- mic disciplines. Requirements for the minor include the Studies Abroad successful completion of SJP 200 (Perspec- Rev. Arthur F. Wheeler, C.S.C., Ph.D., director tives of Social Justice) and SJP 400 (Social There are many opportunities for students Justice Leadership Capstone) and 12 other at the University of Portland to study abroad. upper-division credit hours in at least The University provides an academic-year three different academic disciplines. program in Salzburg, , fall and For complete details, contact the pro- spring semester programs in Fremantle, gram director, 5000 N. Willamette Blvd., Australia or Rome, and summer-study pro- Portland, Oregon 92703-5798. Telephone grams in Salzburg, London, Tokyo, Fre- GENERAL INFORMATION 13 , Segovia, Spain, and Morelia, Mexico. Prague, and many places in between. The University is also a member of the At the University of Portland Center in Independent Liberal Arts Colleges Abroad Salzburg, students enroll in courses taught consortium, which offers a fall or spring in English by an Austrian faculty. German semester program in London, and a fall or language study enhances each student’s spring semester program in Granada, ability to communicate with Austrian and Spain. In conjunction with the Institute for German people. An important aspect as the International Education of Students well is the community living situation at (IES), the University offers a one- or two- the University of Portland Center. All stu- semester program in Paris or Nantes, dents are actively involved in the various France, for students interested in ad- academic, cultural, social, and spiritual vanced studies in the , aspects of the program. and a one- or two-semester program in The full-year Salzburg Program is open to Freiburg, Germany, for students interested all qualified students, normally for their in advanced studies in the German lan- sophomore year. The University also guage. Business internships are available offers two summer sessions in Salzburg, at a variety of sites through IES. including courses in engineering, history, For information concerning these pro- literature, science, philosophy, political grams, contact Rev. Arthur Wheeler, C.S.C., science, psychology, and theology. Ph.D., Director of Studies Abroad, University Australia of Portland, 5000 N. Willamette Blvd., Port- Michelle Gay, land, Oregon, 97203-5798. Telephone (503) Fall or spring semester programs are avail- 943-7857. Toll-free (800) 227-4568. able in Fremantle, the port city for Perth, Salzburg Western Australia, by arrangement with Rev. James Connelly, C.S.C., director in the Australia, an residence independent Catholic institution with a wide Eva Brandauer, Ph.D., assistant director range of offerings in , humanities, Faculty: E. Aussermair, J. Aussermair, social sciences, and business. The program Feldner, Hieke, Loos, Nadel, Schratzberger, is designed for juniors; nursing students Walterskirchen, Zecha and accounting students may participate Students can enhance their education at the as sophomores. The program includes a University of Portland by participating in field trip to the aboriginal community at the University’s oldest foreign studies pro- Broome. Summer study features instruc- gram, which is located in Salzburg, Austria. tion in biology and theology. In odd-num- Since 1964, the Salzburg Program, an acad- bered summers, a five-week program for emic year of studies in the humanities, has biology students is offered in Broome. provided an opportunity for students to Rome immerse themselves into a different Fall semester programs are available in culture, travel to all corners of , and Rome, by arrangement with John Cabot experience personal growth as a member University, an independent international of the University community in Salzburg. university with strength in international The University sponsors academic tours relations and international business. The for the students while they are abroad. On program is open to juniors and seniors. the fall tours, students examine firsthand Summer Studies in Japan the art, religion, and history of Austria, A four-week study/cultural experience is France, and Germany. The spring tour takes available in Tokyo. Although a basic students to the ancient ruins where the Japanese course is offered, this is not a heart of the Greco-Roman culture once language program. Instead, students par- flourished. A three-week break between ticipate in a series of lecture courses semesters and three-day weekends allow for taught in English by specialists on Japan- independent travel throughout Austria and related topics. In addition, conducted tours other parts of Europe; Salzburg lies within enable students to learn about the people an overnight train trip to Berlin, Paris, of Japan firsthand. Course offerings in Amsterdam, Zurich, Rome, Budapest, and 14 GENERAL INFORMATION Asian studies deal with Japanese social mainland. This program is available in structure, economics, history, art, religion, most even-numbered summers. and business and management practices. The program is open to all qualified stu- dents, with a preference for global busi- Academic ness majors. Those interested should apply early to ensure acceptance. Satisfac- Regulations tory academic achievement and favorable personal recommendations are required. The following articles set forth the rules and Students will choose two courses from regulations of the University whereby the among 12 offered by Sophia University. Six deans administer the academic affairs of the undergraduate credits may be earned. respective college and schools under the co- ordinating direction of the provost. All stu- The London Summer Program dents, including those who participate in in- The London program is a five-week oppor- tercollegiate athletics, are responsible for tunity for firsthand study of English cul- knowledge of these regulations and will be ture and its contributions to the develop- governed by them. ment of Western Civilization. The program is headquartered in residential facilities in I. Code of Academic London, convenient to all major sites in the city. The program is open to all quali- Integrity fied students after their freshman year. Academic integrity is openness and hon- Enrollment is limited and admission is esty in all scholarly endeavors. The Uni- competitive; application must be made in versity of Portland is a scholarly communi- October; selection of participants will be ty dedicated to the discovery, investiga- made and announced in early January. tion, and dissemination of truth, and to the The six-credit curriculum consists of two development of the whole person. Mem- three-semester-hour courses taught by Uni- bership in this community is a privilege, versity of Portland . Credits from requiring each person to practice academ- both courses can normally be applied to ic integrity at its highest level, while ex- core curriculum requirements at the Uni- pecting and promoting the same in others. versity. The courses are drawn from the arts Breaches of academic integrity will not be and sciences. Specialized summer programs tolerated and will be addressed by the are also available in London for business community with all due gravity. students in odd-numbered summers. The University of Portland defines acade- Morelia, Mexico mic integrity as “openness and honesty in Programs in advanced Spanish, social all scholarly endeavors.” This standard is to work, Mexican health systems, and Mexi- be upheld by faculty, students, administra- can traditions are available every summer tion, and staff to the extent that their roles in Morelia, Mexico. All instruction is in in the University involve or influence Spanish and students live with Spanish- scholarly activities, both on and off campus. speaking . The University expects each faculty mem- ber and each student to engage in and pro- Segovia, Spain mote scholarship in such a way that peers Advanced classes in Spanish literature and and experts will recognize his or her work culture are available in the summer in as a scholarly undertaking, thorough and Segovia, Spain in odd-numbered summers. consistent with regard to the standards of All instruction is in Spanish, and students one’s discipline, appropriately cautious and live with Spanish families. self-critical, and cognizant and respectful of Hawaii the contributions of others, including differ- A six-credit summer program in tropical ing or opposing points of view. ecology is available for students who have The University’s interest in maintaining finished a year of general biology. Hawaii, compliance with this standard is grounded though part of the United States, offers in nothing less than its identity as a schol- many opportunities not available on the arly community in the Roman Catholic GENERAL INFORMATION 15 tradition. As a Roman Catholic institution II. Course Registration of higher learning, the University seeks to provide an educational opportunity for its [A] The dates for registration of students students within a Judeo-Christian context in both semesters and summer session are that promotes respect, honesty, and fair- set forth in the University calendar con- ness in service to God and neighbor. In the tained in this Bulletin. words of its mission, the University is com- [B] Providing the general requirements for mitted to providing “an environment that admission to the University are met, the fosters development of the whole person,” dean of each college or school of the Univer- including the moral and ethical self, and to sity has the sole right to admit and register promoting “a concern with issues of justice students in his or her college or school. and ethical behavior” that is “central to the [C] Students will not receive credit for any daily life of the University.” class for which they are not properly regis- As a scholarly community, the Universi- tered. Students who register for a class, fail ty believes that it is vital to the academic to attend, and fail to withdraw properly process, as well as desirable in itself, to will be assigned a grade of F for the course. maintain an environment in which ideas, [D] No one may register for any course after accomplishments, and information can be the latest date for registration. Students may exchanged freely and creatively without change courses (drop/add) with the permis- misgivings as to the honesty and openness sion of the dean of the college or school in- of one’s colleagues. Beyond this, the Uni- volved during the first week at the beginning versity’s stature and reputation as a schol- of the semester. arly community depend on the quality of [E] Students may not register for more than its research and , as well as its 18 semester hours of credit (nine semester ability to certify its achievements in these hours in the summer session), without the areas. In conferring credentials, recogniz- consent of their dean. ing competencies, and awarding degrees, [F] The University reserves the right to can- honors, promotions, and distinctions to cel courses for which there is not sufficient students, faculty, and other associates of registration, to close enrollment in courses the University, it is imperative that the which are filled, and to modify course offer- University have full confidence that all ings when necessary. Every effort will be concerned parties have conducted them- made to announce such changes promptly. selves in accordance with its standard of [G] The dates for closing the late registration academic integrity. and the latest date for dropping or adding of In line with this, the University holds classes are listed in the University calendar. that a consistent, active commitment to its [H] Registration is not complete until a stu- standard of academic integrity not only dent has been cleared by the Office of Stu- benefits all members of the University dent Accounts (by payment of all tuition community, but also is the responsibility and fees and the signing of any financial aid of each and every member, without excep- checks, etc. prior to the start of the term). tion. Thus, each person who participates The University reserves the right to cancel in the mission of the University of Port- the registration of any student who has not land and shares its privileges is account- been cleared once the term has begun. able to the University not only for his or [I] Advanced undergraduate students may her own actions with regard to the stan- enroll in a graduate course for either un- dard of academic integrity, but also for the dergraduate credit or reservation for possi- actions of groups of which he or she is a ble graduate credit. The written approval part. Furthermore, each person is respon- of the department chairman, dean, and sible for encouraging academic integrity in graduate program director is required. others by means of direct communication [J] Certain departments/schools offer and personal example, for discouraging courses which represent guided inquiry by breaches of academic integrity, for con- special arrangement with faculty mem- fronting persons who commit breaches, bers, or which carry varying amounts of and for reporting breaches to the appropri- credit based upon the level of work being ate authorities. submitted. These directed study or vari- 16 GENERAL INFORMATION able credit courses require the written ap- IP must be justified in writing to the asso- proval of the instructor and dean of the ciate provost. school in which the course is offered. [C] Cheating Because of the University’s [K] Students who register for classes but commitment to academic integrity, cheating decide not to attend them must cancel by a student in course work or examinations their registration in writing at the Office of will result in penalties that may include as- the Registrar by the last day for registra- signment of a grade of F for the specific ex- tion. If classes have begun, students must amination or project, an assignment of a follow the withdrawal procedure. grade of F for the course, or dismissal by the dean from the University. Any instance of III. Course Requirements cheating must be reported to the dean of the [A] If an instructor is 10 minutes late, the college or school in which the course is of- class is considered dismissed. fered and to the dean of the college or school [B] The instructor of a class determines in which the student is currently enrolled. the requirements for the successful com- [D] Grade Report A grade report for each pletion of a given course. The instructor will student is available online during the week inform students in writing of these require- following the close of each semester. A paper ments and grading policies within the first copy will be mailed to the student’s perma- week of the opening of the class. In those nent address upon request. There is a $6 fee cases in which a student misses class meet- for each additional copy and $2 for each mul- ings due to participation in activities which tiple copy requested. Grades will not be re- are officially approved by the provost, the leased or redirected over the telephone. If a student will be permitted to fulfill the student has any account balances or obliga- missed requirements of the course. tions such as tuition, library or parking fines, [C] As a general standard, one semester loans, etc., a hold will be placed on grade re- credit hour is to represent 45 hours of stu- ports, transcripts, and/or until paid. dent involvement. In the fall and spring se- [E] Grading System The grading system mesters the portion of this involvement that is based upon achievement in course work is dedicated to recitation or lecture is estab- attempted. The grades and points of this lished as 55 minutes in length per week over grade point average (G.P.A.) system are as 14 weeks. In summer sessions and in other follows: time-shortened arrangements an equivalent Points per Semester Hour Grade of this dedication is required exclusive of reg- A 4.0 C 2.0 istration and final examination periods. A- 3.7 C- 1.7 B+ 3.3 D+ 1.3 IV. Examinations B 3.0 D 1.0 In courses in which semester examinations B- 2.7 D- .7 are required, the examinations are to be C+ 2.3 F .0 given during the scheduled times published In addition, the following symbols are used: by the registrar. During the week prior to P — Pass final examination week, no examinations NP — No Pass may be given, except in laboratory practica. AD — Audit I — Work Incomplete V. Grades and Credits IP —In Progress (given only for 599 [A] Academic Warning At least by the and other approved courses) mid-point of each semester, instructors W — Withdrew (with permission) shall give a written academic warning or NG — No Grade Submitted mid-term grade to each student who is The G.P.A. is the total points divided by doing failing or near failing work. A copy the total semester hours in which grades of of this warning will be turned in to the Of- A through F are received. All courses fice of the Registrar. which the student does not successfully [B] Change of Grade No one but the in- complete will be denoted on the transcript structor of a course can give a grade in that by the symbol I, IP, F, or NP. course or change a grade once given. The [F] Incomplete The grade I is allowed only change of any grade other than the I and with the approval of the dean. An incom- GENERAL INFORMATION 17 plete may be given when a student needs no original course denoted by the symbol RP. further formal instruction but is unable to While courses repeated at the University complete some requirement of the course of Portland may change one’s grade point due to circumstances beyond their control. average, equivalent courses taken at an- The instructor must inform the dean in writ- other institution, even when fulfilling Uni- ing of their reasons for the incomplete and versity requirements, cannot be used to re- the agreed upon date for completion of the place any course or grade entered on the requirement (not to exceed one year). The I permanent academic record, or to change will convert to an F if the requirement is not one’s University of Portland G.P.A. completed by the deadline. [I] Withdrawal To receive a W, a student [G] Pass/No Pass Certain courses, because must officially withdraw from a course in of their content and scope, are graded on which he/she chooses not to continue. the pass/no pass basis. These courses are The withdrawal is effective the date it is determined by the dean of the college or filed in the registrar’s office, and in no in- professional school which offers the courses stance later than the eleventh week of the involved upon recommendations of the fac- semester. ulty of a department or professional school. Students who seek an exception from Such courses will not be subject to the regu- this regulation for individual courses after lations on student options below. this deadline must meet with the appropri- Courses that are required by the Univer- ate department head and academic dean sity core, college curriculum, or depart- who will make a recommendation to the mental program may not be taken pass/no associate provost in accord with Reg. XI e. pass. To fulfill the remaining credit hours In no instance will a request be considered for graduation, three courses may be taken for a late withdrawal from an individual pass/no pass. The student must have the course without academic penalty that has approval of his/her academic advisor and not been forwarded with the recommenda- dean. tion of the academic dean. Courses attempted under the pass/no [J] Medical Leave of Absence Medical pass system and completed successfully leave of absence is designed to allow an will carry academic credit, while unsuc- undergraduate or graduate student to pur- cessful performance will carry no credit sue treatment for medical or psychiatric but will be listed on a student’s transcript. conditions, or to accommodate students However, neither result will be included in too ill to complete the semester. A granted the computation of the grade point aver- medical leave allows a student to leave age. Grades assigned will include P for per- school for not more than one year without formance ranging from D- to A and NP for subsequent financial or academic penalty. F. The instructor will not be made aware The student will have grades of W record- that a student is enrolled under the sys- ed for the semester. A medical leave of tem. The grades he/she submits will be absence is granted at the discretion of the translated into either a P or an NP by the Office of the Provost; however, requests registrar. Within the parameters above, for a medical leave of absence originate at one change in registration from regular the University health center. status to pass/no pass or vice versa will be allowed in a given course up to two weeks Grading Appeals after the midpoint in each semester. Students are responsible for maintaining [H] Repeating Courses Only courses in standards of academic performance estab- which a grade of C-, D+, D, D-, F, or NP lished for each course in which they are has been received may be repeated at the enrolled. Whenever students believe that University of Portland for academic credit. their work has been improperly evaluated A course may be repeated only once and or that they have been treated in a capri- only the latest grade is included in the com- cious or prejudiced manner, they are ex- putation of the G.P.A. and the total number pected to discuss this directly with the fac- of credit hours required for graduation. ulty member involved. If, after earnest in- Both courses and grades will remain on quiry, the matter remains unreconciled, the permanent academic record, with the the students may seek assistance through 18 GENERAL INFORMATION the following steps: bation. Furthermore, the records of those [A] Appeal the question to the head of the students who withdraw from more than department (unless the department head four credit hours during a semester will be is a party to the grievance). reviewed by the dean. When the academic [B] Submit the appeal to the dean of the progress of such a student is judged unsat- academic college. The dean together with isfactory, that student will be placed on the department head shall take all reason- academic probation. able and proper actions to resolve the If at the end of the next regular semester question at their level. the student is not placed on probation, the [C] Should the aggrieved students believe student returns to regular academic stand- that their rights were abridged at the de- ing. A student who is placed on probation partmental and college levels, they may for two semesters in any twelve-month pe- file a request for review with the associate riod may be dismissed from the University. provost, making clear the substance of the In addition, regardless of the number of appeal. The associate provost will consult semesters on probation, a student may be with the dean, the department head, and dismissed if, in the opinion of the dean, faculty member in question and make a the student’s academic progress is inade- recommendation regarding the issue: that quate to assure successful continuation at the original evaluation and decision the University. Students who have been should stand; or that there appears to have dismissed from the University for academic been unfair evaluation or treatment by the reasons may appeal in writing to the Acad- instructor. In the latter instance, the asso- emic Standing Committee for a review of ciate provost will suggest that the instruc- the decision of dismissal and/or for re- tor correct the wrong. admission to the University. The letter should be addressed to the associate VI. Advanced Placement provost, who is chair of the Academic [A] Students may challenge courses Standing Committee. It is only with the and/or receive advanced placement with approval of this committee that a student, credit upon permission from their acade- once dismissed, may be re-admitted to the mic dean and on certification from the University. head of the department which offers the course. Courses may be challenged only VIII. Transfer of Credits once. Courses may not be challenged in [A] Transfer to the University or from one which the student has been previously en- college or school within the University to rolled at the University of Portland.* another may be made only with the ap- [B] Credit may be granted for advanced proval of the dean in each area. placement for those courses required in For students who transfer within the the student’s major program.* University, courses common in require- [C] Students who have earned 60 or more ments to all schools and divisions of the semester hours of college credit cannot University will be accepted in transfer and gain additional credit through the College both credit earned and grade received Level Examination program (CLEP) gener- shall be used in computing the G.P.A. of al tests. They may receive credit for satis- the student. Other courses may be accept- factory scores in specialized subject exami- ed at the discretion of the dean and shall nations. be used in computing the G.P.A. [B] If, after enrolling in a degree program VII. Probation and at the University of Portland, a student wishes to take a course at another institu- Dismissal Due to tion and use it toward the degree, prior Poor Scholarship approval of the student’s academic dean Any student who earns a semester G.P.A. should be obtained. Official transcripts of below 2.00 will be placed on academic pro- credits earned in other institutions (high

*Forms for requesting approval to challenge courses and for certifying credit are available in the Office of the Registrar, and must be presented to the proper academic dean before examination is taken. GENERAL INFORMATION 19 school, college, or university) must come Students seeking a second baccalaureate directly from the school to the University degree from the University are required to of Portland. complete an additional 30 semester hours at the University and fulfill the course re- IX. Student Classification quirements of the college or school in [A] -seeking stu- which the second degree is sought. dents are classified as freshmen if they [B] In addition to satisfying the above have earned less than 30 semester hours; quantitative requirements, students must as sophomores if they have earned at least have a cumulative G.P.A. of at least 2.0 in 30 semester hours; as juniors if they have courses taken at the University of Port- earned at least 60 semester hours; as se- land, and a 2.0 average in their major field. niors, if they have earned at least 90 se- [C] The undergraduate and graduate de- mester hours. grees listed elsewhere in this Bulletin are [B] Special students are those who qualify granted by the University through the by maturity and ability to perform satisfac- College of Arts and Sciences and the vari- torily at the university level, but who fail ous schools. (For master’s degree require- to meet the requirements for freshman or ments, refer to the Graduate School chap- advanced standing. ter of this Bulletin beginning on page 113.) [C] Nonmatriculated students are those [D] Eligible candidates for graduation who have been admitted in order to regis- should file an application for degree with ter for credit but who have not been ac- the registrar and pay the appropriate fees cepted into any degree program at the during the semester prior to the semester University. See page 31 of this Bulletin for in which they expect to graduate, but no specific requirements for admission to this later than the date specified in the academ- student status. ic calendar. [D] Postgraduate students are those who [E] Although a number of administrative have earned an undergraduate degree and and faculty advisors are ready to help stu- are in a program that leads to a certificate dents in planning and checking the progress or other non-degree . of their degree program, the final responsi- [E] Graduate degree-seeking students are bility for completing all requirements for a those who have earned a baccalaureate de- degree rests with the student. If a student gree and who have been accepted into a has not satisfied all of the requirements, program leading to an advanced degree. the degree for that student will be with- held pending adequate fulfillment. X. Graduation and XI. Honors at Degrees [A] In order to earn a baccalaureate de- Graduation gree, students must successfully complete Honors for undergraduate degrees at grad- at least 120 semester credit hours, and uation are determined one semester prior more in most programs. The particular re- to graduation by computing the G.P.A. in quirements in each college or school are all courses (both University of Portland listed under each program in this Bulletin. and transfer) applicable toward gradua- A minimum of 30 semester hours at the tion. Transfer students who have not com- University of Portland is required for a de- pleted 30 semester hours in residence by gree. Normally, these 30 semester hours one semester prior to graduation will be must be those which immediately precede evaluated at the conclusion of all work. the completion of degree requirements. It Fall semester graduates are included with is expected that students will complete all the subsequent spring semester and sum- of the upper division courses in their mer semester graduates are included with major at the University of Portland. How- the previous spring semester in determin- ever, the deans of the schools or colleges ing honors at graduation. Honors are may accept up to 25 percent of the upper- based on the following formula: within a division major course requirements in given college or school, summa cum laude transfer from other accredited institutions. will be awarded to all students receiving a 20 GENERAL INFORMATION 4.00 G.P.A.; maxima cum laude to the next continuing education units (CEUs) only. 3%; magna cum laude to the next 7%; cum [D] Dean’s List The undergraduate laude to the next 10%. dean’s list is compiled at the end of each semester by the Office of the Registrar. To XII. Miscellaneous qualify for the dean’s list, a student must complete at least 12 semester hours of Regulations credit which count toward their grade [A] Applicability Students and University point average; receive a grade of C or personnel are bound by all published Uni- above in all classes which count toward versity rules and regulations. their grade point average, receive no F or [B] Administrative Withdrawal The NP grades; and earn a semester G.P.A. of University reserves the right to withhold 3.50 or higher. There is no dean’s list in the or terminate the privilege of attending the Graduate School. University when such official action is [E] Exceptions Exception to any academ- deemed advisable or necessary in the in- ic regulation is permitted only for extraor- terest of the student or of the University or dinary reasons, and then only by the both. When such action involves termina- provost. tion of attendance within a semester or [F] Student Address Students are re- session, it shall be termed “Administrative quired to report in writing or online to the Withdrawal.’’ An appropriate record shall Office of the Registrar their off-campus, be kept in the confidential files of the vice local address and any changes of address, president for enrollment management and both local and permanent, each semester. student life and a notation of such action (Note: Residence hall students’ addresses shall be kept in the student’s file in the Of- and telephone numbers are automatically fice of the Registrar. recorded.) [C] Course Numbers The number as- [G] Transcripts A transcript of credit is a signed to a course indicates in a general complete and faithful copy of the student’s way its academic level. University academic record. Official tran- Generally, courses numbered in the one scripts bear the seal of the University and hundreds (1xx) are for freshmen; courses the of the registrar. Requests for numbered in the two hundreds (2xx) are transcripts must be made in writing in- for sophomores. Courses numbered in the cluding the student’s signature. We are un- three hundreds (3xx) are upper-division able to accept telephone or e-mail requests courses for undergraduates only. Four since the student’s signature is required to hundred courses (4xx) are principally for release their transcript. To order a tran- upper-division undergraduate students, script, please send an original, signed let- but a limited number of such courses may ter indicating where you would like your be applied toward advanced degrees with transcripts to be sent, or download and the permission of the department head mail the transcript request form from our and the associate provost. Five hundred website at www.up.edu/registrar. Please courses (5xx) are graduate courses which include in your written request the follow- may be taken for undergraduate credit by ing information: (s) under which you advanced students with the permission of may have attended; U.P. ID number; date the head of the department in which the of birth; and dates you attended the Uni- course is taught and the dean of the col- versity of Portland. Transcripts are normal- lege. Courses numbered in the seven hun- ly mailed within 2 working days of receiv- dreds (7xx) are reserved for continuing ed- ing the request. You can order a rushed ucation credit courses ordinarily not ac- transcript for an additional fee and it will ceptable as fulfilling requirements in pro- be processed immediately. Please allow grams leading to academic degrees. several additional days for processing if Course numbers in the eight hundreds you attended the University prior to 1983. (8xx) are reserved for non-credit continu- For all requests submitted in person or ing education courses. Course numbers in through the mail, we are only able to ac- the nine hundreds (9xx) are reserved for cept cash, check, or money order made continuing education courses taken for out to the “University of Portland.” There is GENERAL INFORMATION 21 a $6.00 fee for each transcript and a $2.00 be inspected. If the records are not main- fee for each additional copy processed at tained by the University official to whom the same time, payable at the time of re- the request was submitted, that official . Faxed requests require payment by shall advise the student of the correct offi- credit card and require an additional pro- cial to whom the request should be ad- cessing fee. If you choose to fax your re- dressed. quest, please include a Visa, Discover, or [2] The right to request the amendment of MasterCard number and expiration date the student’s education records that the on your request form. The University will student believes are inaccurate, mislead- not issue transcripts for anyone with out- ing, or otherwise in violation of the stu- standing account balances or obligations. dent’s privacy rights under FERPA. A stu- Note: For transcripts from previous educa- dent who wishes to ask the University to tional institutions attended students must amend a record should write the Universi- contact each institution directly. ty official responsible for the record, clear- [H] Withdrawal The student who with- ly identify the part of the record the stu- draws at any time during the school year dent wants changed, and specify why it must complete the withdrawal form avail- should be changed. If the University de- able from the Office of the Registrar. Fail- cides not to amend the record as request- ure to do so will result in responsibility for ed, the University will notify the student grades submitted by the instructors. in writing of the decision and the student’s [I]University Communication All Uni- right to a hearing regarding the request for versity of Portland students, faculty, and amendment. Additional information re- staff are required to obtain access to the garding the hearing procedures will be University network, the campus portal (Pi- provided to the student when notified of lotsUP,) and a University of Portland e-mail the right to a hearing. account (@up.edu) for communication [3] The right to provide written consent purposes. Communication from Universi- before the University discloses personally ty offices is posted on the campus portal or identifiable information from the student’s sent to the up.edu address and students, education records, except to the extent faculty, and staff are responsible for any that FERPA authorizes disclosure without information that is conveyed. consent. The University discloses educa- tion records without a student’s prior writ- ten consent under the FERPA exception Records for disclosure to school officials with legiti- mate educational interests. A school offi- Educational cial is a person employed by the Universi- ty in an administrative, supervisory, acad- Rights and Privacy Act emic, or research, or support staff position (FERPA) (including law enforcement unit person- nel and health staff); a person or company The Family Educational Rights and Priva- with whom the University has contracted cy Act (FERPA) affords students certain as its agent to provide a service instead of rights with respect to their education using University employees or officials records. These rights include: (such as an attorney, auditor, or collection [1] The right to inspect and review the agent); a person serving on the board of re- student’s education records within 45 days gents; or a student serving on an official of the day the University receives a re- committee, such as a disciplinary or griev- quest for access. A student should submit ance committee, or assisting another to the registrar, dean, head of the academic school official in performing his or her department, or other appropriate official, tasks. A school official has a legitimate ed- a written request that identifies the ucational interest if the official needs to re- record(s) the student wishes to inspect. view an education record in order to fulfill The University official will make arrange- his or her professional responsibilities for ments for access and notify the student of the University. the time and place where the records may [4] The right to file a complaint with the 22 GENERAL INFORMATION U.S. Department of Education concerning Center (including parents, teachers, or resi- alleged failures by the University to com- dence life staff) without the written consent ply with the requirements of FERPA. The of the student. name and address of the office that admin- Medical Records Medical records are isters FERPA is: privileged and confidential as required Family Policy Compliance Office (and except as limited) by law in accor- U.S. Department of Education with state and federal statutes and 400 Maryland Avenue, SW regulations. Generally, information may Washington, DC 20202-5901 not be disclosed to another person or Directory Information FERPA allows agency outside of the University Health the University to provide “directory infor- Center (including parents, teachers or resi- mation” to others without a student’s con- dence life staff) without the written con- sent. Directory information is information sent of the student. Medical records may that is generally not considered harmful or be released to necessary personnel to ap- an invasion of privacy if released. If you propriately respond to an emergency. do not want the University to disclose di- Records Not Available to Students or rectory information without your prior Third Parties The following items are not consent, you must notify the registrar in available to students or outside parties: writing by the end of the first week of alumni giving records; campus safety and classes. In the event that such written no- security records for law enforcement pur- tification is not filed, the University as- poses; parents’ financial information; per- sumes that the student does not object to sonal records kept by individual staff the release of the directory information. members; score reports of standardized Directory information includes: name; ad- tests; student employment records; and dress; telephone number; e-mail address; transcripts of grades sent by other educa- name(s) and address(es) of parent(s); tional institutions. country of citizenship; major field of study; participation in recognized activi- Enrollment Certification ties and sports; weight and height of mem- The University can certify a student’s en- bers of athletic teams; photographs; dates rollment status for the current semester or of attendance; degrees, honors and for past enrollment semesters. Requests received; class-year in school; and previ- for the current semester are processed ous educational institutions attended. after the end of the first week of classes. Disciplinary Records All records of disci- Current enrollment status is based on the plinary proceedings are maintained number of registered semester credit through the Office of the Associate Vice hours. Undergraduate full-time enroll- President for Student Life. Such records ment is 12 semester hours (6 in summer). are destroyed seven years after the last Graduate full-time enrollment is 9 semes- entry into the student’s record. (In compli- ter hours (5 in summer). Students should ance with the Clery Act (20 USC § 1092 submit requests for enrollment certifica- (f).) Information in these records is not tion in writing to the Office of the Regis- made available to persons other than the trar. After the first week of the semester, president of the University, the vice presi- allow one week for processing, not includ- dent for enrollment management and stu- ing time needed for the certification to dent life, and student life office staff on a travel by mail. There is no fee for certifica- need-to-know basis, and as allowed or re- tions relating to student financial aid or quired in compliance with Federal Law 20 continued enrollment. There is a $2.50 fee USC §1092, and USC § 1232. for other certifications, such as those for Counseling Records Counseling records auto insurance, good student driver dis- are privileged and confidential as required counts, credit card applications, and travel (and except as limited) by law in accor- discounts. The fee is payable at the time dance with state and federal statutes and the request is made. Most of these other regulations. Generally, information may certifications will be referred to the not be disclosed to another person or National Student Clearinghouse. agency outside of the University Health GENERAL INFORMATION 23 3(10 meals and Financial $195.00 credit) $4,150.00 4(15 meals and Information $245.00 credit) $4,255.00 If a double single (a double 2007-2008 Tuition & Fees room in which one person lives) is available, add TUITION PER SEMESTER to the prices listed above $ 708.00 Undergraduate—per semester/ 12 hours or more* $ 13,750.00 If a single room (a room Undergraduate—per semester constructed to house one hour/11 hours or fewer $ 875.00 person) is available, add Graduate—per semester hour† $ 775.00 to the prices listed above $ 384.00 Auditor—50% of tuition, 100% Bath extra (prorated) $ 160.00 of course fees Residence hall damage deposit $ 100.00 Students 65 years and older— UNIVERSITY VILLAGE 50% of tuition Room Type Meal Plan Business, Computer Science, Double (7 meals, $395 cred.) $4,672.00 Economics, Engineering, Nursing Single (7 meals, $395 cred.) $5,055.00 courses per semester hour fee $ 35.00 Double/Single Technology lab assessment fee $ 125.00 (7 meals, $395 cred.) $5,443.00 PER SEMESTER FEES Univ. Village Damage Deposit $250.00 Health insurance—full-time undergraduate only unless Activity Fee For All Residence Halls and waived before or during University Village $10.00 registration as explained Special accommodations—rates on request under “Payment Schedule” $ 472.00 MEAL PLAN OPTIONS Student Government Fee — Non-resident students may purchase Full-time undergraduate only $ 70.00 Meal Plans 1, 2, 3, or 4 in the Student Music—Private lessons, per Accounts Office. Only non-resident students semester hour $ 240.00 may purchase the following meal plans at Summer Session—Consult Summer the Food Service Office in The Commons. Session Catalog tuition schedule and fees. Meal Plan 5 Laboratory/Workshop Fees—See course Any 50 meals per semester listings. plus $150.00 of flex allowance‡ $ 400.00 GRADUATION FEES Meal Plan 6 Includes and Any 20 meals per semester administrative costs $ 70.00 plus $125.00 of flex allowance‡ $ 250.00 RESIDENCE HALL & FOOD Munch Money is a prepaid individually SERVICE RATES funded account for food service purchases The University offers the following on- on campus. Munch Money accounts may campus living options per semester: be established at any time throughout the TRADITIONAL RESIDENCE year by any University of Portland student HALLS at the Food Service Office in the Commons. Room Type Meal Plan HOUSING/FOOD SERVICE CONTRACT Double 1(20 meals, 7 days) $4,150.00 EXCLUSIONS Triple 2(15 meals, 7 days) $4,050.00 Between fall and spring semesters * For foreign programs contact program director. †For theology, education programs contact graduate program director. ‡The flex allowance is the same as cash, and is redeemable at any University of Portland campus food facility. This is non-refundable and must be used during the academic year in which it was purchased. These plans are outlined in publications available in the residence life or Bon Appetit offices. 24 GENERAL INFORMATION (Christmas vacation) the residence halls Late registration fee for not registering are closed and food service is not available. on or by: All resident students must find accommo- Fall semester—August 27, 2007 dations off campus. Spring semester— ENTRANCE FEES/DEPOSITS January 14, 2008 $ 25.00 Lost or stolen ID card fee $ 10.00 Initial Application Fee— $50.00 Returned check fee $ 35.00 This fee must be submitted with the initial Thesis in progress fee $ 40.00 application for admission to the University. Special examination fee for It is non-refundable and non-transferable exam requested for time other to another academic year. than scheduled $ 10.00 Registration/Housing Deposit—$400.00 Credit by examination fee for A non-refundable registration/housing de- special comprehensive posit is required of all students. Ordinarily, examinations given to students this amount will be applied as a credit to who challenge a course—per semester the student’s account. However, for stu- credit hour (non-refundable) $ 50.00 dents residing in a University residence Certificate of Enrollment— hall, $100.00 of this deposit will be held as for auto insurance, credit card, a room reservation deposit and, as such, and travel discounts only $ 2.50 will not appear as a credit on the student’s Transcript fee—per copy account. This $100.00 will be held in es- (Each additional copy furnished crow as long as the student continues to at the same time is $2.00. The reside on campus. Minor maintenance University reserves the right services and hall damages over and above to withhold transcripts for the normal occupancy usage will be de- persons with unpaid Univer- ducted from the deposit. When the student sity financial obligations.) $ 6.00 leaves the residence hall system, any un- paid charges on the student’s account will SAMPLE OF EXPENSES be deducted from the room reservation de- Per Semester 2007-2008 posit first, then any balance will be refund- All Students: ed to the student. Tuition $ 13,700.00 INCIDENTAL FEES Health Insurance $ 472.00 Books, Supplies, Etc. $ 500.00 Student parking Student Government Fee $ 70.00 permit, full year $ 100.00 Technology Lab Assessment $ 125.00 Student parking Total $ 14,867.00 permit, one semester $ 70.00 On Campus Residents University Court and Tuition, Health Ins., fees, Haggerty Hall parking permit, books (from above) $ 14,867.00 one semester $ 100.00 Double/Triple Room Student Athletic Pass— Meal Plan 1 (20 meals) $ 4,150.00 yearly fee in place of $2.00 Residence Hall Activity charge for each intercollegiate Fee $ 10.00 athletic event $ 25.00 Total $19,027.00 Late payment fee if financial arrangements are not completed by: Payment Schedule Fall semester—August 27, 2007 Payment in full for tuition, room, and Spring semester— board (where applicable), and any assessed January 14, 2008 $ 50.00 fees is due before the day of registration at (An additional $50.00 late fee will be the beginning of each semester. Students assessed if financial arrangements still must make financial arrangements for any have not been completed by the second unpaid portion of their bill with the Office week of classes.) of Student Accounts in order to be cleared for classes. Payment for any special charges and adjustments incurred during the se- GENERAL INFORMATION 25 mester is due upon receipt of the bill. Portland with the understanding they will Payment of tuition entitles the student to remain until the end of the semester.* receive a validated student body card that When students register for classes, they permits: admission to the University incur charges and are responsible for pay- library, gymnasium, and student recre- ment of these charges whether or not they ational facilities; admission to concerts, attend. The University of Portland, a non- lectures, and athletic events at no charge profit institution of higher learning, in es- or a reduced rate; and free access to stu- tablishing any student account, extends dent publications. Full-time students are, credit to students solely for the purpose of additionally, entitled to use of the Univer- financing their education. Any balance sity health center services. due is hereby acknowledged as a student Health Insurance Participation in the loan and will be considered non-discharge- health insurance program is required of all able under Chapter 13 and 7 of the federal full-time undergraduate students. Students and state laws governing bankruptcy. To who are already covered by a health insur- have the charge removed, students must ance program may have this requirement process a drop or withdrawal through the waived by submitting the online health registrar's office within the refund period. waiver at www.chickering.com. A waiver If a student is dismissed or suspended, no is required for each academic year and part of the tuition and fees for the remain- must be received by the day of registration der of the semester will be refunded. If a at the beginning of the fall semester. Any student finds it necessary to withdraw health waivers received after this timeline completely or from specific courses, the will not be accepted for the current semes- following policies apply: ter. Waivers are available online at Fall and Spring Semesters Tuition and www.chickering.com. Fees In all cases of withdrawal,whether Student Government Fee The student complete or partial, and counting from government fee is used by the Associated the first day courses begin each semester, Students of the University of Portland to the following refund schedule applies: promote activities. During the first week —100% of tuition Parents or guardians will be held responsible and fees for all bills contracted by their dependent During the second week—75% of tuition students even though the student may be During the third week—50% of tuition self-supporting. A student’s account must be During the fourth week—25% of tuition paid in full in order to register for upcoming After the fourth week—No refund classes. Accounts that are more than 90 days Tuition refunds are effective from the past due may be referred to an outside date a completed application to withdraw agency for collection. The student is then re- or drop courses is received in the Office of sponsible for all charges due the University the Registrar, not from the last day of at- as well as all collection costs incurred by the tendance. If you must withdraw after the agency. Degrees and transcripts will not be refund period due to unusual circum- issued to any student whose account has not stances, you may contact the Office of been paid in full. If a past due account is paid Student Accounts to apply for an exception by personal check, the degree and transcript to the refund policy. will be released two weeks after the receipt A different refund policy applies to of payment. students receiving Federal Financial Aid. Expenses incurred because of damage to Please contact the Office of Financial Aid University property will be billed to the regarding this policy. student who caused the damage. Credit balances are reviewed twice a The University is not responsible for any year and are automatically generated for loss of, or damage to, the personal property credit balances in excess of $10.00. Credit of a student. balances under $10.00 will not be refund- Tuition and Fees Refund Policies Stu- ed unless requested, and will be written dents are admitted to the University of off if they are over one year old.

* Students enrolled in off-campus programs should refer to the program handbook. 26 GENERAL INFORMATION Paying by Check Accounts paid by check physical, mental, and emotional efforts; creating a credit balance will have a mini- learned the benefit of discipline and team- mum of two weeks postponement before work; channeled competitiveness, creativ- releasing the credit balance. ity, and energy toward goals both individ- Summer Session See current Summer ual and common; and realized one aspect Session Catalog for refund policy. of the University’s attempt to teach them Room Refund All students residing on what it means to be a wholly educated per- campus are required to complete a Resi- son, alert to knowledge of the mind, body, dence Hall and Food Service Contract. This and spirit. legal contract describes both University and The University’s athletics programs have student obligations and is for the entire acad- also served as an important means of bind- emic year. Release from this contract will be ing the University community together, in granted only in the event of December grad- common support of the student-athletes uation, voluntary withdrawal from the Uni- representing the University, and in com- versity, or serious extenuating circum- mon support of the athletics staff charged stances beyond the student’s control. with caring for and teaching the students Food Service Meal Plan charges will be on their teams. Coaches, trainers, and ad- prorated if a student withdraws from the ministrators in the athletics department University or is released from the Resi- are considered teachers of direct or indi- dence Hall and Food Service Contract. rect influence. Through their conversa- Munch Money will be refunded upon writ- tion, conduct, and personal and profes- ten request to the Food Service Office. sional activities, athletics personnel are colleagues in the University’s effort to edu- cate mind, heart, and spirit. Athletics The University’s participation at the NCAA Division I level is characterized by Athletics/Intramurals adhering to the NCAA’s standards of acade- mic quality and degree completion and by Lawrence R. Williams II, J.D., director striving for regional and national promi- The mission of the University’s athletics nence. The University is committed to be programs has four features: an institution that abides by NCAA rules I To educate the minds, hearts, and spirits and regulations as well as those of the of student-athletes, in such areas as fair- (WCC). ness, discipline, teamwork, competitive- Programs: The men’s and women’s inter- ness, and sacrifice; collegiate program competes in the WCC I To advance the University toward preem- in basketball, golf, tennis, soccer, and cross inence among its peers by fielding teams country. The men also compete in the and student-athletes that are talented and WCC in baseball, and the women compete competitive at the NCAA Division I level; in the WCC in volleyball. The track pro- I To provide additional non-curricular gram for both men and women competes “teaching moments” for all students; as an independent. I To formulate and perpetuate programs The intramural program offers a wide that reflect the University as a whole, and variety of organized sports and recreation- which symbolize the University’s mission. al activities for the student body, faculty, Since the University’s founding nearly a and staff. Both “pro” and “rec” divisions are century ago, sport has been both a central offered in basketball, volleyball, indoor/out- means of education for the student body door soccer, ultimate frisbee, tennis, soft- and one of the many ways that the Univer- ball, and other sports. Activities include sity is bound together as a community. biking, camping, snow skiing, hiking, The University’s inter-collegiate and in- snowshoeing, and rafting. Classes are of- tramural athletics programs have allowed fered in many activities including tae kwon many thousands of students a form of edu- do, boxing, scuba diving, yoga, and aerobics. cation respected since the time of the an- For more information contact recreational cient Greeks. On playing fields and courts, services at (503) 943-7177. University students have focused their GENERAL INFORMATION 27 are invited to participate in the retreats. Campus Ministry Campus ministry provides sacramental preparation for those preparing for mar- Rev. William D. Dorwart, C.S.C., director riage. The Rite of Christian Initiation for The Office of Campus Ministry works in Adults and preparation for the sacrament support of the University’s mission to edu- of confirmation are also offered. cate the whole person, to concern itself The campus ministry staff assists with the with issues of justice and ethics, and to organization and guidance of inter-denom- serve God and neighbor. The University of inational Bible study groups on campus. Portland is a Catholic university, and cam- They also provide resources to the Univer- pus ministry, as an institutional Catholic sity community for prayer, meditation, presence, witnesses to the University’s and study groups. mission in all areas of campus life. It does Campus ministry collaborates closely with not minister exclusively to the Catholic the Office of Volunteer Services because of community but offers a variety of activi- the intimate connection between faith and ties open to all members of the University. service to those who are most in need. It also supports other University efforts to sensitize Chapel of Christ the the community to the plight of the poor. Campus ministry collaborates with the Teacher Office of Residence Life through its Pas- The center of activity for campus toral Residents Program, which places ministry is the Chapel of Christ the committed Christian adults (usually Holy Teacher. The director of campus ministry Cross priests and brothers) in residence in and the associate directors have offices in student residence halls. Pastoral residents the chapel building and in the Pilot House. are available to students for spiritual direc- The primary activity in the chapel is wor- tion and pastoral counseling; they also are ship. It is open and available for prayer and a resource for hall staffs. Campus ministry meditation to all members of the University assists in the celebration of hall Masses on community every day of the year. Each Sun- week nights. Campus ministry also main- day the Catholic Eucharist is celebrated at tains a conveniently located office in the 10:30 a.m., and at 9 p.m. when classes are in student lounge area of the Pilot House. session. In addition, Mass is celebrated every Complete details are available by contact- weekday at noon. The life of prayer and wor- ing Rev. William D. Dorwart, C.S.C., Direc- ship is at the heart of what campus ministry tor of Campus Ministry, University of Port- contributes to the University and much time land, 5000 N. Willamette Blvd., Portland, and energy is invested in it. Students, facul- Oregon 97203-5798. Telephone (503) 943- ty, and staff are encouraged to participate in 7131. Toll free (800) 227-4568, ext. 7131. the Mass as musicians, singers, readers, and eucharistic ministers as well as to help plan other prayer and worship activities that take Garaventa Center place in the chapel. During the special sea- sons of the Church’s year (Advent, Lent, and for Catholic Easter) appropriate liturgical services are planned to enhance their observance. Intellectual Life Campus Ministry and American Programs Culture Each year campus ministry offers to the Uni- Margaret Monahan Hogan, Ph.D., executive versity community a variety of retreat expe- director riences. The Encounter retreat is almost en- Jamie Powell, director tirely planned and given by students them- selves. Other retreats are organized with spe- The University of Portland Garaventa Cen- cial groups in mind (e.g., seniors or fresh- ter for Catholic Intellectual Life and Amer- men). Faculty and staff from the University ican Culture was dedicated in 2005 as a gift 28 GENERAL INFORMATION of the Garaventa family of Concord, Cali- Robert W. Franz. Cross-disciplinary activi- fornia. ties of the center make a positive impact The Garaventa Center for Catholic Intel- on students, faculty, alumni, and support- lectual Life and American Culture is dedi- ers of all five colleges of the University. cated to the examination of the intersec- The Center forms partnerships with the tion of Catholic intellectual life and Ameri- Portland business community to offer pro- can culture. The mission of the Center is grams on new venture creation, social en- rooted in the identity of the University as a trepreneurship, not-for-profit entrepre- Catholic, Holy Cross, and American insti- neurship, global entrepreneurship, and in- tution of higher learning. Because of that novation and technology management. identity, the Center is uniquely situated, The University of Portland $16K Chal- and hence especially obligated, to con- lenge is administered by the Center. The tribute to the intellectual, moral, and reli- program is an event designed to motivate gious development of our communities to and support University of Portland students serve the common good. As Catholic, this in creating new world-class ventures. commitment is informed by the values Participants form teams which are judged that stem from the recognition that all life by a local pool of entrepreneurs, venture is a gift from a loving Creator, that all capitalists, and other successful mentors human beings have intrinsic dignity, and who evaluate the teams’ business plans, that the goods of the earth and the goods awarding a total of $16,000 in cash and of human ingenuity have been given by prizes among winners of the competition. God for the sake of all God’s creatures. As This experience provides opportunities Holy Cross, this commitment is to excel- through team building, mentoring, educa- lence in teaching in an environment that tion, networking, and capital formation. fosters the development of the whole per- The Center also administers the annual son—the heart and the mind—to con- Bauccio Lecture in Entrepreneurship, tribute to a just and lasting social order. As crafted to bring national and international American, this commitment is mindful leaders in entrepreneurship to the cam- that the spirit of freedom and the spirit of pus. The endowed lecture series is named religion together marked the founding of for its founders, Fedele Bauccio ’64, ’66, this nation and that freedom and religion and his wife Linda. can together guide the continued flourish- The Center for Entrepreneurship is locat- ing of the nation and its people. ed in Buckley Center, Room 216, (503) 943- The University of Portland Garaventa 7769, or [email protected]. Center for Catholic Intellectual Life and American Culture is located in Suite 214 in Buckley Center and can be contacted at Enrollment (503) 943-7702 or [email protected]. Management and University Center Student Life for Entrepreneur- John T. Goldrick, J.D., vice president for enrollment management and student life ship Rev. John Donato, C.S.C., Ed.D., associate vice president for student life Robin D. Anderson, Ed.D., executive director The Division of Enrollment Management Jon Down, Ph.D., director and Student Life is charged with managing Kacie Caldwell, academic programs director the University’s enrollment and developing Laura Steffen, coordinator for sustainable and maintaining a quality of student life con- entrepreneurship sistent with the University’s mission and The University of Portland Center for Catholic identity, a quality that enhances the Entrepreneurship was established in 1998 development of the whole person and fos- through a generous seed endowment by ters an environment in which students learn GENERAL INFORMATION 29 from campus experiences and interaction Documents with the University community. The educational opportunities for stu- Official transcripts, sent directly from any dents at the University are not confined to institutions attended by the applicant to the classroom. Individual interests and de- the Office of Admissions, University of velopment may be enlarged by a myriad Portland, and showing all high school and of curriculum enrichment opportunities. college work attempted, are required. There are many values to be obtained from Since all official transcripts that are sub- associating with students who come mitted become property of the University from different states and from foreign of Portland and cannot be copied or re- lands. Special benefits may also be derived turned to the student, students are encour- from informal discussions with faculty aged to obtain unofficial copies of their members who hold degrees from major transcripts for advising or personal pur- universities and colleges here and abroad. poses directly from the institutions they have attended. Policies and Regulations Students who knowingly submit altered The University community has developed transcripts or falsified applications jeopar- regulations which describe the expecta- dize their admission status and could have tions and limitations of student behavior their acceptance canceled. consistent with the objectives and purpose of the University. It is the responsibility of Entering Freshmen each student to be familiar with these reg- Students admitted as freshmen must grad- ulations, which are published annually in uate from high school before enrollment. the Student Handbook. Admission is determined by the Universi- The vice president for enrollment man- ty’s estimate of the student’s probable suc- agement and student life has full and di- cess in college-level work. This estimate is rect responsibility for implementing stu- based upon the number of and the grades dent life policies for all students. The poli- in high school academic subjects, together cies have been established by the presi- with the SAT 1 or ACT test scores, recom- dent and the regents of the University. For mendations, an essay, and the major the details contact the vice president for en- student plans to pursue. The best prepara- rollment management and student life at tion for study at the University of Portland (503) 943-7207. includes four years of English, three to four years of mathematics, three to four years of laboratory science, three to four Office of years of social sciences/history, and two to Admissions four years of a foreign language. To prepare for some majors, a more in- Jason S. McDonald, M.Ed., dean tensive background in certain academic The University welcomes applicants for areas is recommended. For example, one admission to any of our five undergradu- year of high school chemistry is required ate schools. Admission to the University of for students interested in the School of Portland is competitive. Students are se- Nursing and one year of Pre-Calculus is lected on the basis of individual merit. the preferred minimum math require- Applications for the 2008-2009 year may ment for the School of Engineering. be submitted beginning September 1, Candidates should complete the follow- 2007. The University encourages appli- ing procedures by February 1 for priority cants to visit the campus and meet with an consideration. Additional admission deci- admissions counselor, members of the fac- sions will be made to later applicants as ulty, and students. To make an appoint- space allows. In making an application for ment call (503) 943-7147; toll free (888) admission, candidates must complete the 627-5601. following procedures: Application Form Submit a University of Portland application to the Office of Ad- missions. Attach a non-refundable process- 30 GENERAL INFORMATION ing fee of $50.00 to the application. Please one of the following procedures: note: any incoming student interested in a The TOEFL test or the IELTS test is re- major in Nursing must indicate this intent quired of all applicants whose native lan- on the application. guage is not English. A minimum compos- Pre-College Testing Take the Scholastic ite score of 71 (or 5.5 on IELTS) must be at- Aptitude Test (SAT 1) or the American Col- tained for acceptance as an undergraduate lege Test (ACT) prior to February of the se- student. Performance on TOEFL subsec- nior year in high school. Submit official tions will also be considered. A minimum copies of your results to the Office of Ad- of 79 (6.5 on IELTS) is required for accep- missions. tance as a graduate student, except for the master's programs in business administra- Advanced Placement tion, communication studies, music, and With Credit In recognition of the strength nursing. In business administration the of many advanced programs in secondary minimum score is 88 (6.75 on IELTS); in schools, college credits will be awarded on communications, music, and nursing it is the basis of satisfactory scores on Advance 100 (7.6 on IELTS). An I-20 form will not Placement (AP), International Baccalaure- be issued until the student is accepted at ate (IB), and the College Level Examina- the University. After the TOEFL or IELTS tion Program (CLEP) examinations. Three requirement is met, it is required that the or more semester hours’ credit may be student take the English placement exami- granted for each AP examination passed nation at the University of Portland before with a score of 4 or 5 and higher level IB registering for classes. If the score on this examinations passed with a score of 5 or test is not satisfactory, the student will be better. CLEP provides a series of objective required to take and pass, with at least a examinations to assess student proficiency grade of C, the English class or classes in in several general fields: , line with the deficiency. Until English pro- /history, humanities, Eng- ficiency is judged satisfactory, the student lish composition, and mathematics. Sub- must take a reduced load in the major area ject examinations are also offered in a of study. Thus, it may take the student an wide variety of fields. These tests measure extra semester or more to obtain an under- competence in specific college-level acad- graduate or a master's degree. emic areas. An exception to the above may be made There is no grade attached to advanced in the following case: Applicants present- placement, international baccalaureate, or ing GCE certificates in CLEP credit. Therefore, it is not included from the , or GCE in the grade point average of the student. certificates from examining bodies recog- Without Credit Those who do not qualify nized as equivalent to the University of for advanced placement with credit ac- London need not take the TOEFL test, but cording to the provisions mentioned above, they will be required to take the University may, nevertheless, be assigned to advanced of Portland English placement examina- freshman or sophomore sections of certain tion with the conditions mentioned above. classes, if in the judgment of the dean of the college or school, the student’s prepa- Transfer Students ration is adequate. In the event of such ad- The upper division programs of the Uni- vanced placement no credit is given for versity are the center of increasing atten- any preparatory classes bypassed. tion from students transferring from other four-year institutions and community col- International Students leges. Applications of such students will be All international students, both freshmen given the fullest individual attention by and transfers, must submit official copies the University. of their record. In addi- At the option of the University, students tion to the regular admission procedures, seeking admission with fewer than 26 se- international students are required to pro- mester hours of acceptable transfer credit vide proof of English competence through may be required to follow the same admis- GENERAL INFORMATION 31 sion procedure as entering freshmen, in the application form. Submit with the ap- addition to furnishing the University a tran- plication (for Education majors only). script from the colleges attended. Students planning to transfer 26 or more semester Postgraduate and hours may be considered for admission if they have an overall grade point average Graduate Students of 2.5 and are in good academic standing Admission to the University for postgraduate in the college most recently attended. work does not imply acceptance to a graduate Admission to the University is determined degree program. Regular admission to the by the dean’s evaluation of the student’s Graduate School must be obtained from the academic record. Many academic pro- associate provost before any work will be ac- grams require specific course work and a cepted toward a graduate degree. Graduate college grade point average above 2.5. students should consult the graduate section When students transfer from an accredited of the Bulletin for admission procedures. college or university, all acceptable credits are counted in determining the class rating. Nonmatriculated Students (Students are classified as a sophomore if Nonmatriculated students are students they have obtained at least 30 semester who apply for admission in order to regis- hours of credit; as juniors, 60 hours; as se- ter for credit but who are not degree-seek- niors, 90 hours.) Students transferring into ing students at the University. Enrollment the University as sophomores, juniors, or as a nonmatriculated student implies no seniors will complete the requirements in commitment on the part of the University the curriculum in which they are enrolled. regarding regular admission at a later With the approval of the dean, credits time. Credits earned while in the nonma- designated as transfer (100-level or above) triculated classification may but do not with a grade of C (2.00) or higher, may be necessarily apply toward requirements for accepted from community colleges and a degree should a student later be accept- baccalaureate degree granting institutions ed into a degree program. accredited by regional accrediting associa- Admission as a nonmatriculated student tions, as well as by professional accredit- requires that the student submit a nonma- ing agencies when appropriate, subject to triculated student application to the office the limitations imposed by the degree re- of undergraduate admission if they do not quirements of a student’s specific major. have a bachelor’s degree, or to graduate ad- Academic credit for other courses and ad- mission if they do. A $50.00 application vanced placement may also be given with fee is required, as well as relevant tran- approval of the dean. scripts, and other requested documents Transfer Applicant Information In prior to their initial registration. If a non- making application for admission, the matriculated student wishes to register for candidate must complete the following courses in business, nursing, engineering, procedures at least one month prior to the education, or for upper-division courses in semester of enrollment. the College of Arts and Sciences, then evi- Application Form Submit a University of dence of adequate preparation for the de- Portland application to the Office of Ad- sired courses will be required. missions. Attach a non-refundable process- Nonmatriculated student status at the ing fee of $50.00 to the application. Please undergraduate level requires that the stu- note: transfer students interested in a dent reapply prior to each term. In no case major in nursing must indicate this intent is a student allowed to accumulate more on the admission application and must be than 15 semester hours or to be enrolled prepared to enter the University as a ju- for more than two semesters, and, any nior (obtaining 60 or more semester hours such student who accumulates 15 semes- with the appropriate prerequisites). ter hours or two semesters is required to Transcripts Have official transcripts sent seek regular admission to a degree pro- directly from all colleges attended to the gram in keeping with procedures deter- Office of Admissions, University of Portland. mined by the Office of Admissions. Essay Complete the essay as indicated on Accumulation of more than 9 hours of 32 GENERAL INFORMATION graduate credit in the nonmatriculated receiving benefits as well as other students status is not permitted, and any such not on benefits (for comparison), may be student who accumulates 9 semester hours provided to authorized state and federal is required to seek regular admission to a personnel without prior consent of the stu- degree program in keeping with proce- dent under 45 CFR. Part 99.3 and Part dures determined by the Graduate School. 99.35 (Protection and the Right of Privacy of Parents and Students). Auditors Additional information regarding Depart- Students who wish to attend classes but ment of Veterans Affairs policies and pro- who do not desire credit may enroll as au- grams may be obtained from the veterans’ ditors. Regularly matriculated students may coordinator, located in the Office of the audit courses with the approval of their re- Registrar in , Suite 100. spective deans. Auditors must furnish suf- Telephone (503) 943-7321. ficient evidence of their ability to take the courses involved. They are not required to Career Services perform any of the work assigned in the course, nor may they take the examinations. Amy E. Cavanaugh, M.S., director Registration for audit is done in the same The Office of Career Services assists stu- manner as for credit. Those who audit dents in all aspects of career development, courses are not eligible for credit by exami- from helping students identify and choose nation in such courses, nor may auditors major fields of study, plan and develop ca- register for credit after the last official day reers, and apply effective search skills to add/drop a class. No changes to or from for finding internships, summer , and auditor status are permitted after the last full-time employment; and graduate and day to add/drop a class. Courses taken by professional school applications. audit are entered on the student’s perma- Freshmen through seniors, as well as nent record and indicated with the symbol alumni, are encouraged to visit and use AD. the career services facility, located in Orri- co Hall. Professional staff are available for Veterans individual sessions or workshops to guide Prospective students who are eligible for students and alumni through every stage veterans’ benefits should contact the veter- of college and career development: ans’ coordinator in the registrar’s office at I Individual career advising and job search the University at the time application for assistance; admission is made. Such students should I Guidance in choosing a major; also report to the veterans’ coordinator no I Resources, including career publications later than the first week of each semester’s and videos, computers, copier, scanner, classes. The veterans’ coordinator will sub- fax, phone for career search, extensive mit the necessary application forms to the career library; Department of Veterans Affairs (DVA) re- I Workshops on various topics, including gional office for processing. resume writing, job searching, choosing a Recipients desiring advanced payment of major, and interviewing; the initial benefit check should know that I On-campus recruiting and job fairs; the DVA requires application at least 30 I Electronic job postings (website), intern- days prior to the start of the term. ships, and summer jobs; Veterans and others eligible for educa- I Contacts with corporations and alumni tional benefits from the DVA are subject to for informational interviews. the standard of satisfactory progress as re- I Assistance in all phases of graduate and quired by DVA rules and regulations. professional school applications. Benefit recipients are required to notify For details contact the director, career ser- the veterans’ coordinator of any adds, vices, 5000 N. Willamette Blvd., Portland, drops, withdrawals, or changes of program Oregon 97203-5798. Phone (503) 943-7201 of study. or (800) 227-4568. E-mail: [email protected]. The educational records of the students Webpage: www.up.edu/career. GENERAL INFORMATION 33 Financial Aid International Paul L. Krull, M.B.A., director Student Services The University wishes to help students Michael J. Pelley, director and their families secure the financial resources necessary to pay the cost of bac- The Office of International Student Services calaureate education. To meet this goal, provides services to more than 150 interna- financial assistance of more than $59 mil- tional students from more than 40 sovereign lion in scholarships, loans, grants, and nations. The director serves as liaison to work is provided annually. Detailed infor- U.S. Citizenship and Immigration Services, mation covering eligibility, financial aid the NAFSA (Association of International Ed- programs, application procedures and tu- ucators), the Institute of International Edu- ition payment options are contained in the cation, and other local, state, national, and University’s undergraduate or graduate international programs and agencies. Financial Aid Handbook, available online at The office advises international students www.up.edu in Financial Aid section and student groups, provides international under “Forms & Links,” or by contacting students orientation, administers the in- the Office of Financial Aid, University of ternational scholarship program, and Portland, 5000 N. Willamette Blvd., Port- sponsors a variety of programs including land, Oregon 97203-5798. Telephone: (503) the Friendship Partners Program and the 943-7311; toll free: (800) 227-4568; e-mail: International Health and Service Ambas- [email protected]. sador Program. Complete details are avail- able by contacting the director, University Scholarships and Grants of Portland, 5000 N. Willamette Blvd., Port- Based on need and academic excellence, land, Oregon 97203-5798. Telephone (503) the University offers scholarships and 943-7367. Toll free (800) 227-4568. grants from income derived from gifts and endowments. Qualifications vary accord- Public Safety/ ing to conditions stipulated by donors. Amounts vary from year to year. To apply Parking for these scholarship funds, students must Harold Burke-Sivers, M.T.S., director follow the application procedure outlined Monday through Friday, from 8 a.m. to 4 in the University’s undergraduate or grad- p.m., during fall and spring semesters, all uate Financial Aid Handbook, available on- vehicles parking on campus must display line at www.up.edu in the Financial Aid a parking permit. This permit allows stu- section under “Forms & Links,” or by con- dents to park in “general” parking areas. tacting the financial aid office. The lot around Waldschmidt Hall is re- stricted from student parking year round. Withdrawal/Refund Students may purchase a permit at the Of- Policies fice of Public Safety. Visitor parking per- For detailed withdrawal/refund policies mits may be obtained at the Pilot House regarding state, federal, and institutional Information Center during business hours financial aid, see the Financial Aid or at the Office of Public Safety anytime. Handbook, which explains all financial Freshmen resident students may not aid policies, procedures and regulations bring a car to campus nor may they park and is sent to all enrolled students. Extra on city streets in the neighborhood sur- copies are available in the Financial Aid rounding campus. If this policy poses a Office in Waldschmidt Hall or on the hardship, an exception may be granted by Web in pdf format at www.up.edu in the fi- public safety. The University also restricts nancial aid section under “Forms & Links.” parking in certain neighborhood areas by all members of the University community. Students should familiarize themselves with the various campus traffic and park- 34 GENERAL INFORMATION ing regulations. A copy of these regula- faith, and service mission of the University. tions is available at the Information Center The Office of Residence Life also man- and at the Office of Public Safety. ages more than 40 rental properties hous- ing students. All houses and apartments are located in the immediate neighbor- Residence Life hood of the University. Residence life Michael Walsh, M.Ed., director maintains strict criteria for application to The Office of Residence Life is committed off campus rentals, including a GPA re- to creating supportive living environments quirement. An assistant director of resi- that are safe and inclusive. Residence Life dence life manages this off campus rental promotes mutual respect, faith, and serv- program. For more information, please e- ice to others in communities focused on mail [email protected]. the development of students. Residents are called to communal responsibility and Shepard Freshman encouraged to explore and develop spiritu- ality and leadership skills for continued Resource Center education of the mind and the heart out- Brenda C. Greiner, director side the classroom. Through their experience in the halls, The Shepard Freshman Resource Center students learn what it means to love thy was established under the provost’s office neighbor while also caring for one’s self. by Steve Shepard. Its objective is to Student and professional leadership pro- help first-year students make a successful vide residents with a safe, healthy environ- transition to University life. ment enriched with opportunities to de- The Center oversees counseling and ad- velop spiritually, ethically, and socially. vising for first-year students, helping them The residential community consists of resolve issues with career planning, finan- eight buildings. Mehling Hall, the largest cial aid, registration, and social adjust- hall, houses up to 375 students, currently ment. The Center assists undeclared first- all women. Villa Maria and Christie current- year students as they select a major course ly house men. Shipstad, Kenna, Corrado, of studies. Haggerty, and Tyson Hall house men and The Freshman Center also directs a women. Each hall mixes freshman through freshman seminar workshop program, led senior students together, except for the by upper-class students, to instruct first- University Village which houses only ju- year students in college learning strategies niors, seniors, and graduate students. and to mentor them in University culture Every hall has a chapel and weekly Mass. and procedures. Additionally, the Center Other communal amenities and programs offers upper-class mentors for first-year include lounges, recreation rooms, stor- students. First-year students of any major age, and laundry rooms. A reception desk are welcome to use the Center’s resources. offers security, services, and a friendly The Shepard Freshman Resource Center face for residents and their guests. is located in 113 Buckley Center and can Leadership in the hall includes a profes- be reached at (503) 943-7895. sional hall director and assistant hall direc- tor, a resident assistant (junior and senior Student Activities students), and one or more pastoral resi- dents, usually Holy Cross priests, who Jeromy Koffler, M.A., director work to build the hall’s faith community. The University aims to enhance the edu- Student leadership in the halls also con- cational experience of students by encour- sists of the hall council, the Residence aging and supporting a wide range of stu- Halls Association, the Judicial Board, and dent interests and organizations, including student administrative positions. student government, student media, and a Student and professional leaders combine rich variety of clubs. Students who take ad- to offer a diverse experience out of the vantage of the activities and participate in classroom that supports the overall teaching, organizations gain invaluable experience in leadership and organizational skills, GENERAL INFORMATION 35 technical and professional skills, political semesters, including events planned espe- and social skills. The Office of Student cially for transfer students, minority stu- Activities serves student organizations and dents, commuter freshmen, and adult stu- leaders in learning and exercising their dents. It coordinates events for Junior Par- skills in the pursuit of their activities. ents and Families Weekend each spring, Approximately 60 student-run organiza- an event which gives juniors and their tions are recognized by the University, in- families time to spend together on The cluding social clubs, academic honors and Bluff. Student activities publishes the an- professional societies, club sports, service nual Student Handbook, which includes the groups, and groups organized for cultural student code of conduct and other impor- or academic interests. As student interests tant policies and information. Each stu- change, the list of clubs changes; the most dent should receive a copy of the Student recent list is published in the Student Hand- Handbook every year. book each year and updated regularly on the student activities website (www.up.edu/ activities). Student media include a week- University Health ly student newspaper, The Beacon; a year- Center book, The Log; and a student radio station, KDUP 1580 AM. Paul R. Myers, Ph.D., director The Associated Students of the Universi- The services and programs of the Univer- ty of Portland (ASUP), the student govern- sity health center are made available to all ment of the undergraduate student body, students to promote wellness and enhance allocates the student activity fee, provid- the quality of life at the University. The ing support for many of the student-run focus of care is on the individual student organizations, and gives voice to student with a concern for overall growth and de- concerns. Campus Program Board (CPB), velopment in academic, social-emotional, under the auspices of ASUP, coordinates a physical, vocational, and spiritual domains. multi-faceted program of social, cultural, Confidential personal, spiritual, and and educational programs. Other services learning assistance counseling, as well as provided by ASUP include ADvantage, an health care are provided at no cost for pro- advertising service for campus events; fessional services. Nominal fees are charged Espresso UP, a free “latte break” on Wednes- for psychological assessment, medication, day evenings in St. Mary’s lounge; and the laboratory studies, and medical supplies. Pilot Express, a limited shuttle service to the airport and train station in conjunction Health & Counseling with official University breaks. Services The University celebrates cultural differ- ences among students and values multi- Advanced nursing services are available for cultural programs that enrich the educa- most common health concerns. Referrals to tional experience for all students. Student community-based health care professionals activities provides programs that encour- are made as appropriate. (Emergencies are age the sharing of different cultural tradi- referred to public safety or to area hospitals tions and values. Multicultural programs as appropriate.) Health promotion services include: Ohana, the freshman pre-orienta- offer challenges and opportunities for ex- tion program for multicultural students; ploring lifestyle choices which impact special diverse campus programs and ini- health. Wellness counseling in areas such tiatives; the U.P. Diversity Committee; and as nutrition, stress management, sexuality, student diversity coordinators. AIDS awareness, and exercise is available. The Office of Students Activities serves Counseling services are available to facili- as a resource to students over 25 years old tate personal growth and development. Skill- who may have different needs and con- ful professional counselors can assist in deal- cerns than traditional college students. ing with difficult personal issues, improve re- The student activities office coordinates lationship skills, enhance coping effective- an orientation program for new under- ness, assist in spiritual/faith issues, improve graduates at the start of the fall and spring decision-making, and facilitate personal suc- 36 GENERAL INFORMATION cess at the University. The health center also works in partnership with students with provides substance abuse prevention, assess- disabilities, faculty, and University offices ment, and referral services. to coordinate reasonable accommodations and access. Complete and appropriate doc- Health History Form umentation of disability must be provided All full-time students must submit a health by the student before any consideration of history form before entering the first semes- accommodations or support can be provid- ter. This form is obtained from the Univer- ed. Guidelines for providing disability doc- sity health center or the admissions office. umentation are available from the coordi- The University also requires completed nator upon request. Students with disabili- immunization records, including docu- ties are encouraged to contact the coordi- mentation of measles immunity (e.g., pro- nator for further information during the viding proof of having received two doses admission process and at the beginning of of MMR vaccine) in compliance with Ore- each semester at (503) 943-7134; TTY (503) gon state law. Current tubercular testing is 943-7484, or www.up.edu/healthcenter. also required for all full-time international students. Information and vaccinations are available at the University health center. Moreau Center Persons 18 years or over may assume re- for Service and sponsibility for their own health care in the State of Oregon. For more information call Leadership (503) 943-7134 or go to the health center web- Thomas J. Frieberg, M.P.S., director page at www.up.edu/healthcenter/. The Moreau Center for Service and Leader- Learning Assistance ship provides students with opportunities for direct service and social change for those in The University Health Center provides a need in the larger Portland community and learning assistance program for individual beyond. Ranging from ongoing weekly serv- assessment, workshop training, and coun- ice to one-time efforts, programs are comple- seling opportunities to help students make mented by educational opportunities to ana- more efficient use of their time, energy, lyze and critique contemporary social issues and personal resources. The program fo- and to probe the links between teaching, cuses on academic issues which generally faith, and service. Frequent reflection on confront all university students, such as: service is integral to the mission of the office. I Understanding and meeting classroom The office also supports faculty and students expectations; in developing service-learning experiences I Developing effective study strategies; which link course content and community I Dealing with test anxiety; service. I Enhancing test-taking abilities; Opportunities include project manage- I Improving concentration and memory; ment, tutoring children and recent I Increasing academic motivation and self- refugees, mentoring, visiting the elderly confidence; and mentally disabled, serving meals to I Balancing work, school and social life; the homeless, building and repairing I Improving reading or writing skills; homes, working with disabled children I Finding academic resources, support, and adults, staffing a shelter, study of mi- and assistance. grant farm issues, study of inner city prob- For more information contact the health lems, and more. center at (503)943-7134. More information is available from the director by calling (503) 943-7132 or toll Office for Students with free (800) 227-4568. Disabilities Melanie J. Gangle, M.S., coordinator In keeping with the University’s mission, the Office for Students with Disabilities GENERAL INFORMATION 37 Thursday, and Friday from 8 a.m. to 5 Information p.m. Equipment such as overhead projec- tors, slide projectors, audio recording and Services Division playback decks, sound systems, VCRs, cameras, video (computer) projectors, TBA, vice president for information services screens, easels, flip charts, smart carts, The University of Portland envisions laptop computers, and peripherals may be leveraging information technology to stim- checked out or scheduled for delivery. Ad- ulate the exchange and creation of knowl- ditional services include satellite down- edge in an integrated environment that links and recordings, scanning equipment fosters an open, collaborative, and unify- for multiple choice bubble tests and evalu- ing culture. The Information Services Di- ations (faculty must provide their own vision pursues this vision by sustaining a bubble sheets), audiovisual equipment technological environment that supports and services, and assistance and training the access, analysis, and management of with instructional media materials (e.g., information benefiting all University con- audio tape recording, CD/DVD duplica- stituencies. Information services strives to tion, videotape duplication, editing). Se- provide the highest quality, most reliable, mester-long, standing orders should be contemporary, and integrated technology- made one week before the semester be- based services to students, faculty, staff, gins. One-time orders should be made at and the University community to facilitate least 48 hours in advance. All requests are accomplishment of the University’s mis- filled on a first-come, first-served basis. sion as it applies to learning, teaching, re- Students requiring the use of audiovisual search, and service. The personnel who equipment require a release form com- provide these services are dedicated infor- pleted and signed by the sponsoring facul- mation technology professionals who ty. Voice teleconferencing equipment can stand ready to meet constituents’ needs. be reserved on a limited basis. Video tele- University community members are en- conferencing requires special equipment couraged to take the time to consult with and circuit activations that must be funded them with questions, problems, or needs by the individual college or school. Reser- which relate to information technology. vations can be made by calling (503) 943- 7000 (option 2); extension 7000 (option 2) Help Desk on campus; or [email protected]. The help desk is the main point of contact for requesting technology services and Technology Training support. Located in Buckley Center room Information services provides a variety of 018, the help desk is open Monday through ongoing training and support opportuni- Thursday from 8 a.m. to 9 p.m., and Fri- ties for students, faculty, staff, and the day from 8 a.m. to 5 p.m. The help desk University community to enable them to provides account services (e.g., network, use technology more creatively and effec- electronic mail, portal, and Banner), and tively. To request a class, training session, telephone/onsite support for help with or to receive more information on how to software applications, hardware issues, implement technology in the classroom, and telephones, including voicemail. Con- contact or visit the training specialist locat- tact the help desk at (503) 943-7000 (option ed in Buckley Center room 012F at (503) 1); extension 7000 (option 1) on campus; 943-8543, or extension 8543 on campus. or [email protected]. Help sheets are also Computer Classrooms available on the information services web- There are nine computer classrooms on site under “Technical Support.” campus with computers for students and Media Services an instructor’s computer connected to a Audiovisual equipment and services are video projector. The computer classrooms available from media services, located in are located in Franz 107 and 125; Buckley Buckley Center room 012. Hours of opera- Center 015, 211, and 212; Engineering 313 tion are 8 a.m. to 9 p.m., Monday through and 109; and Old Science 201 and 206. The 38 GENERAL INFORMATION computer classrooms contain personal Computer Labs (Special computers (PCs) with the exception of Purpose) Franz 125 and Buckley Center 212, which There are eight special purpose computer contain Macintosh computers. All comput- labs on campus, located in Franz 120 (for- er classrooms have network and Internet eign language lab), Franz 119/120 (learn- access. ing resource center), Franz 111 (assistive technology lab), Buckley Center 304, Engi- Smart Classrooms, Seminar neering 214 and 215, and Swindells 128, Rooms, and Carts 143, and 241. Each lab contains PCs or There are fourteen smart classrooms and Macintosh computers and soft- three smart seminar classrooms on cam- ware as determined by faculty. Special pus. Smart classrooms and seminar rooms purpose labs are available for use by stu- contain the latest in audiovisual technolo- dents enrolled in courses in engineering, gy to provide the utmost in interactive ed- biology, chemistry, mathematics, comput- ucation. Smart classrooms are located in er science, nursing, physics, and foreign Franz 006, 015, 026, 034, 206, 214, 223, and languages, and by students with special 231; Engineering 216; and Buckley Center needs. In some cases, a computer class- 209, 307, 310, and 314. The three smart room will double as a computer lab for cer- seminar rooms are located in Franz 106, tain courses (e.g., music, GIS, and remote 108, and 205. Each smart seminar room sensing). contains a computer, network and Inter- net access, VCR/DVD player, video projec- Access Computing tor, screen, and overhead projector with There are twenty full-featured kiosk PCs sound system. Smart classrooms also in- that provide quick-stop access to PilotsUP clude a tape player and some house a and the Internet. They are located in the laserdisc player. These rooms can be used Pilot House, St. Mary’s Student Center for instructor lectures and student presen- lounge, Buckley Center, and . tations. As a result of high demand for Additionally, each resident hall has a clus- these rooms, information services contin- ter of PCs available for use by residents ually adds more smart classrooms. By re- and staff. PCs are available in the base- quest, non-mediated classrooms can also ments of Villa Maria, Mehling, Kenna, be equipped with an interactive cart on a Christie, and Shipstad Halls; in Corrado first-come, first-served basis. There are ten Hall on the second floor, both wings; and smart carts, each containing a laptop com- Haggerty and Tyson Hall in the University puter, VCR/DVD player, video projector, Village lobby. and sound system. Pilots Wireless Network Computer Labs (General Students, faculty, staff, and members of Purpose) the University community can access the There are three general purpose computer Pilots wireless network using 802.11b and labs on campus, located in Franz 111, the 802.11g wireless devices such as laptops, Clark Memorial Library, and Buckley Cen- notebooks, tablets, PDAs, handhelds, ter 212 (when not being used as a comput- Palms, Pocket PCs, Blackberrys, and cell er classroom). Each lab contains PCs or phones in St. Mary’s Student Center Macintosh computers or, in some cases, a lounge, the Pilot House, and the Clark mix of the two. Operating hours for the Memorial Library. Meeting rooms with labs match facility hours. Information ser- wireless networking include the Murphy vices employs student workers as laborato- conference room and the Seigfried confer- ry assistants, who are responsible for labo- ence room in Franz Hall, and Buckley ratory operations including answering Center room 163. Information services en- questions, cleaning computers, filling deavors each year to add additional class- printers with paper and toner, and report- rooms, entire buildings, and areas of the ing broken or missing equipment. campus to the Pilots wireless network. GENERAL INFORMATION 39 PilotsUP and the professional schools are responsi- PilotsUP (pilots.up.edu) is the campus por- ble for funding specialized software. Infor- tal that serves as a one-stop online source mation services requires compliance with for access to e-mail, announcements, Ban- all software copyright laws and regula- ner, campus events, and the course man- tions. Deep Freeze software has been in- agement system Learning@UP. PilotsUP stalled on all computers in classrooms and receives approximately 13,000 hits per day labs that will bring the computers back to and is growing as it responds to the online their original state when rebooted. needs of students, faculty, and staff. Telephone Service Learning@UP Information services provides telephone Learning@UP is an online course manage- service (including voicemail) to faculty ment system used by faculty and students and staff, and provides local dial tone to to manage class e-mail, announcements, students in campus residence halls. Con- assignments, PowerPoint presentations, tact the help desk in Buckley Center 018 online quizzes, course links, and discus- (7000 or [email protected]) to reset voicemail sion boards. Learning@UP is accessible via or request telephone service. the PilotsUP portal at pilots.up.edu. Network Storage E-mail Information services provides a nine ter- Information services provides a secure, abyte storage area network. This highly standards-based messaging and collabora- available storage area network enables in- tion system known as Microsoft Exchange. formation services to distribute and pro- The system allows timely, seamless, and tect critical data to support increasing ap- integrated access to information through plication requirements without system Microsoft Outlook (PC), Microsoft Entour- downtime. Each faculty or staff member age (Mac), Outlook Web Access (OWA), and has departmental data storage on the “U” Outlook Mobile Access (OMA). Outlook drive and an additional one gigabyte of Web Access is available within PilotsUP personal data storage on the “P” drive. (pilots.up.edu) or directly at https://web- Each student receives 500 megabytes of mail.up.edu. personal data storage on the “P” drive. Files can be accessed off-campus via the Web Services PilotsUP portal at pilots.up.edu. Information services actively defines and communicates an integrated strategy for Policies the development, maintenance, and use of The following policies are available on the Web as a strategic tool for the Universi- the information services website at ty. In addition to content management www.up.edu/is: support and training, space on supported I Acceptable Use Policy: reflects the ethi- web servers and access to specialized web cal principles of the University communi- applications, information services pro- ty and indicates, in general, the privileges vides specialized software and training for and responsibilities of those using Univer- individuals who manage campus group sity computing resources. websites ranging from the College of Arts I Backup Policy: articulates information and Sciences and professional schools to technology best practices which call for student groups and media organizations. daily, weekly, monthly, and yearly system Contact web services at (503) 943-7880 or backups. extension 7880 on campus. I Data Standards: records University data standards so as to ensure data integrity, Software consistency, and completeness. Twice per year, information services asks I Electronic Letterhead: provides guidance faculty to provide their software require- for standardized University electronic let- ments for the summer, fall, and spring terhead as well as the template itself. computer classroom and lab software I E-mail Policy: standardizes naming of builds. The College of Arts and Sciences e-mail accounts and file storage associated 40 GENERAL INFORMATION with these accounts. I Information Security Policy: articulates the University’s position involving the principles to which students, faculty, staff, and the University community must ad- here when handling information owned by or entrusted to the University of Port- land. I Mass E-mail Policy: articulates the Uni- versity’s position involving mass e-mail (sometimes called “bulk email”) to distrib- ute official and commercial messages to members of the University community. I Password Policy: establishes a standard for the creation of strong passwords. I Peer-to-Peer Policy: articulates the Uni- versity’s position involving any peer-to- peer application that promotes copyright infringement or the illegal sharing of copy- righted files without permission of the owner or distributor. WILSON W. CLARK MEMORIAL LIBRARY 41 Wilson W. Clark Memorial Library

Drew Harrington, M.L.S., Senior , Director Faculty: Connolly, Hinken, Mann, Michel, Senior, Sotak

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

Services Electronic Resources The library staff of seven and and Traditional Collec- nine paraprofessionals, provide on-cam- pus and instruction, re- tions search expertise, library collection The library subscribes to an expansive development, and day-to-day library assis- collection of electronic resources—subject tance. research databases, full-text and citation Reference librarians provide one-on-one e-journals, and e-books. The library faculty research support and teach course specific and staff work with students and faculty to information literacy sessions on how to facilitate access to these powerful informa- find, evaluate and apply information re- tion resources. sources. Traditional print and media collections The library's interlibrary loan/document in the library number more than 200,000 delivery unit requests and rapidly delivers items, providing a rich and ever-evolving electronic and print materials not held in selection of books, journals, CDs, DVD’s, our collections. videos, slides and microforms. These im- The library's circulation unit manages portant collections support research, read- checkout of library materials and assists ing, and critical thinking skills developed students and faculty with both electronic through broad exposure to ideas. and print course reserves. The Clark Memorial Library collections, The library media center is available for built collaboratively by librarians and subject the university community to view or listen faculty, are mindfully selected to comple- to multimedia materials individually or in ment and enrich the University curriculum. groups. A self-service graphics production Thousands of electronic, print, and media lab is available for the creation of instruc- resources are added annually to support a tional materials including posters, trans- broad range of disciplines and interests, re- parencies, signs, banners, and other flecting the academic offerings of the Uni- graphics. versity. The library also offers curriculum- The technical services department of the focused special collections in Catholic the- library manages the collections and creates ology and philosophy, and American his- and maintains the library’s on-line catalog tory. Additionally, the library conserves a and related access tools. collection of over 1,000 rare books and manuscripts housed in the library’s rare 42 WILSON W. CLARK MEMORIAL LIBRARY book room. These materials are available for use through special arrangement. University of Portland students, faculty, and staff can tap into more than 26 million additional library resources through the University’s membership in the SUMMIT and Portals consortia, which provide stu- dents either remote or on-site borrowing privileges at all member institutions. SUM- MIT borrowing is available on the Clark Memorial Library web pages, allowing users to search and select resources from the collections of 33 academic libraries in Oregon and Washington. Library Hours and Contact Numbers The library telephone number is (503) 943-7111 or (800) 841-8261 (toll-free). The fax number is (503) 943-7491. Library hours are 7:30 a.m. until midnight, Mon- day through Thursday; 7:30 a.m. until 9 p.m. on Friday; 10 a.m. until 6 p.m. on Saturday; and 10 a.m. until midnight on Sunday. Special hours are posted for the summer session and for times when school is not in session. Archives and Museum These two adjunct collections are located in the basement of Shipstad Hall. The archives houses collections of historical documents, publications, and photographs relating to the history of the University. The archives is open to researchers Mon- day through Friday, from 8 a.m. to 4 p.m. The University archivist may be reached by telephone at (503) 943-7116. The museum houses a display of photos and objects connected with the history and development of the University. Stu- dents and faculty are encouraged to visit the museum, which is open to visitors and researchers Monday through Friday, 8 a.m. to 12 noon, and 1 p.m. to 4 p.m. The Museum director may be reached by tele- phone at (503) 943-7198. COLLEGE OF ARTS AND SCIENCES 43 College of Arts and Sciences

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

College Requirements quirement. CST 101, CST 107, CST 307, ENG 107, and ENG 311 can be used by The undergraduate programs are designed transfer students. to build on the University core curriculum to educate students so that they will make Metaphysics contributions to the world guided by con- Metaphysics is the study of the most basic cerns for issues of justice and ethical be- and general features of reality and our havior. In addition to the University core, conceptions of them. It helps students the college requires courses in communi- learn to use and value the lenses of differ- cation and metaphysics. ent disciplines, and see the connections among them. In these courses, PHL 33x, Effective Communication students critically examine the ideas and All students in the college are required to traditions of western civilization and seek take a 3 credit course designed to help answers to the following questions: Who them develop the foundational knowledge am I? Who am I becoming? Why am I and skills necessary for informed inquiry, here? Who or what is God? How can one decision making, and communication. relate to God? Freshmen take CST 100 to fulfill this re- 44 COLLEGE OF ARTS AND SCIENCES Major Programs may not exceed 25% of the total number of The College of Arts and Sciences awards hours required for the minor. Students both the (B.A.) and bache- must achieve a minimum average of 2.0 in lor of science (B.S.) degrees. Degree pro- their minor fields. grams are designed in accordance with the Biology principles of the liberal arts to ensure ap- Required: 15 upper-division hours and at propriate breadth and depth. All the pro- least two courses must include a laboratory grams approximate the following component. Prerequisites: BIO 206-207, distribution: BIO 276-277. I 1/3 of the courses are in the major with at least 24 credits of upper division work Catholic Studies in a single discipline. Required: PHL 150 and THE 457 and 12 I 1/3 of the courses are in the University upper-division hours from Catholic Studies core program. Program (CSP) listed courses distributed I 1/3 of the courses are college and degree among three academic disciplines: THE requirements or electives. 405, THE 422, THE 425, THE 438, THE A minimum of 120 credits is required for 442, THE 453, THE 456, THE 457, THE a degree with at least a 2.0 grade point av- 469, THEP 482, BUS 480, ECN 426, ENV erage in the major discipline. At least 48 400, HST 333, HST 335, HST 354, PHL 334, credits must be upper-division work with PHL 435, PHL 469, PHL 472, SJP 400. at least 75 percent of these credits earned at the University of Portland. Specific re- Chemistry quirements of each program are listed on Required: 15 upper-division hours. All the following pages. prerequisites for these courses must be satisfied. Requirements for the Bachelor of Arts Degree (B.A.) Communication The degree requires 15 credits of upper- Required: 15 upper-division hours. division learning outside the primary Drama major. Nine of these credits must come Prerequisite: DRM 210. Required: 15 from at least three different college disci- upper-division hours to include DRM 321, plines outside the primary major. DRM 350, and DRM 407 or DRM 408. Recognizing that language is the gateway Three of the remaining hours must be a to culture, every student in B.A. degree design practicum elective: DRM 351, DRM programs will demonstrate proficiency 353, DRM 363, or DRM 365. The remain- through the intermediate level of one lan- ing three hours must be a theory elective: guage. This requirement may be satisfied DRM 310, DRM 333, DRM 427, DRM 450, in the following ways. or DRM 471. [1]Four years of high school study of one language with grades of C or above. English [2] Completion of French, German, or Required: 15 upper-division hours with at Spanish 202. least 6 hours taken at the 300 level and at [3] International students whose first lan- least 6 hours taken at the 400 level. Pre- guage is not English. requisite: ENG 112. Environmental Policy Minor Programs Required: 16 upper-division hours. One of Minor programs are offered by most de- the following biology courses with lab: partments in the College of Arts and Sci- Ecology and lab (BIO 442/472), Marine ences. Minors consist of no fewer than 12, Biology of the and lab nor more than 18, credit hours of upper- (BIO 338/368), Freshwater Ecology and division courses, excluding prerequisites. lab (BIO 363/373) (4 hours), or Stream Academic regulations governing courses Ecology and lab (BIO 362/372); one of the applied to major programs also apply to following theology courses: Ecology in minors. Transfer credits applied to a minor Theological Perspective (THE 428) or The- COLLEGE OF ARTS AND SCIENCES 45 ological Environmental Ethics (THE 427) must be taken in the same language. Pre- (3 hours), or Theology in Ecological Per- requisite: 12 lower-division hours or equiv- spective (THEP 482); two courses from the alent. following list: Environmental Policy (ENV 392), States and the Market (POL 378), History Business in a Political World (POL 379), Required: 15 upper-division hours. Prerequi- Public Administration (POL 333), Law and site: One lower-division course (selected the American Judiciary (POL 405), Inter- from HST 210, HST 211, HST 220, HST 221.) national Law and Organization (POL 351), Mathematics Women, Theology, and Globalization Required: 15 upper-division hours. (THE 458), or American Public Policy (POL 335) (6 hours); and Environmental Music Economics (ECN 322) Required lower-division prerequisites: (3 hours). Total: 16 hours. MUS 001 (2 semesters), MUS 101, MUS Environmental Science 103, MUS 105, ensembles (2 semesters), Required: 16 upper-division hours com- private study (2 semesters). Upper-divi- prised of Ecology in Theological Perspective sion requirements: MUS 001 (2 semesters), (THE 428) or Theological Environmental MUS 301 or MUS 302, MUS 331, ensembles Ethics (THE 427) (3 hours) or Theology in (2 semesters), private study (2 semesters), Ecological Perspective (THEP 482); Ecolo- electives (2). gy with lab (BIO 442/472) (4 hours); and 9 Philosophy hours from the following list: Animal Be- Required: 15 upper-division hours includ- havior (BIO 347), Freshwater Ecology (BIO ing at least one course from PHL 331-335 363), Freshwater Ecology Lab (BIO 373), and at least two 400-level PHL courses. Seed Plant Biology (BIO 341), Seed Plant Prerequisites: PHL 150 and PHL 220. Lab (BIO 371), Marine Biology of the Pacific Northwest (BIO 338), Marine Biology Lab Physics (BIO 368), Stream Ecology (BIO 391), Required: 15 upper-division hours; up to Stream Ecology Lab (BIO 392), Inverte- three hours of advanced laboratory credit brate Zoology (BIO 436), Invertebrate Lab may be included. Prerequisites: PHY 204- (BIO 476), Vertebrate Biology (BIO 345), 205. Vertebrate Lab (BIO 375), Environmental Geoscience (ENV 383), Remote Sensing Political Science and GIS (ENV 384), Environmental Micro- Required: 15 upper-division hours. Prereq- biology (ENV 385), Environmental Chem- uisite: POL 200. istry (ENV 386), Environmental Lab (ENV 387), Environmental Engineering (CE Psychology 367), Analytical Chemistry (CHM 314), Required: 15 upper-division hours. Prereq- Analytical Labs (CHM 374/379), Advanced uisite: PSY 101. Instrumental Methods (CHM 412), or Ad- vanced Instrumental Techniques (CHM Social Justice 472) (9 hours). Total: 16 hours. Required: SJP 200 and SJP 400 and 12 upper-division hours from at least three Fine Arts different academic disciplines. Required: 12 lower-division prerequisites (FA 125, FA 207, and at least three different Sociology introductory level studio courses) and 12 Required: 15 upper-division hours. Prereq- upper- division hours (to include FA 350 uisite: SOC 101. and FA 351, and three advanced-level stu- dio courses). Theology Required: 15 upper-division hours, select- Foreign Languages ed in consultation with the department ad- (Minors are offered in French, German, visor, with no more than six hours in any and Spanish.) Required: 12 upper-division one area of specialization. Prerequisites: hours. All lower- and upper-division hours THE 101 and THE 205. 46 COLLEGE OF ARTS AND SCIENCES Degrees and Programs

environmental studies are offered by the Biology and Life Department of Biology. Students should consult with their academic advisor or Sciences with the health professions advisors to de- Katie O’Reilly, Ph.D., chair velop a schedule of courses that will meet Faculty: Ahern-Rindell, Alexander, Favero, individual educational goals. Houck, Kodadek, Kolmes, Lafrenz, Moore, The Department of Biology oversees a O’Reilly, Snow, Tobalske, VanHoomissen comprehensive undergraduate program In an increasingly technological world, for students preparing to enter a variety of educated citizens need value-based scien- health professions, including medicine, tific expertise and skills in critical think- dentistry, dental hygiene, pharmacy, occu- ing. The Department of Biology strives to pational therapy, optometry, physical achieve excellence in the teaching of sci- therapy, podiatry, veterinary medicine, ence to all levels of undergraduate stu- and biomedical research. The pre-health dents. Students majoring in biology and professions program at the University of life science achieve comprehensive prepa- Portland focuses on providing students ration for careers as future , with a solid foundation in the natural sci- health care practitioners, and technical ences within the context of a broad liberal personnel. Students in these majors ac- arts education. quire a breadth of knowledge along with The University offers courses that satisfy technical and analytical skills, while re- the admission requirements for all accred- flecting on ethical values that link science ited U.S. medical and dental schools, and and society. Undergraduate research is for most other health professions pro- emphasized throughout the curriculum, grams and graduate programs in the bio- reinforcing independent learning and medical sciences. Most professional and allowing students to develop talents in graduate programs require students to critical thinking and problem solving complete a set of prerequisite science while refining advanced laboratory or field courses, but students may complete these skills in observation and data collection. requirements while pursuing a degree in Students in nursing, education, and envi- any . The University en- ronmental studies complete biological courages students to pursue a major of coursework relevant to their professional their choice and take a broad spectrum of training. A biology major and a life science coursework, while completing the specific major are offered; a minor is available in requirements for a particular professional biology. A concentration in biology is of- or graduate program. Students interested fered through the environmental studies in the biological sciences may fulfill these program. Through its support of the core requirements while completing a bache- science courses as well as courses in the lor’s degree in biology or life science. majors, the department attempts to ensure The Department of Biology offers sup- that all University graduates develop sci- porting courses in the University’s envi- entific literacy, an understanding of the ronmental studies program. Students potential and limitations of scientific interested in entering environmental methodology, and an appreciation for the careers at the bachelor degree level, or role of science in contemporary life. entering graduate programs in the environ- mental sciences may obtain a B.S. degree Preparation for Careers in in environmental science with a concen- Health Science, Biology, and tration in biology. A description of this Environmental Science program and its requirements may be Programs of coursework to prepare for found in the environmental studies sec- post-graduate study or employment in tion of this Bulletin (pg. 53). many areas of health science, biology, and COLLEGE OF ARTS AND SCIENCES 47 Scholarship Requirements 36 Upper-division hours Science Electives (27 Students majoring in biology or life sci- upper-division hours must be in Biology ence must maintain a G.P.A. of 2.0 in all bi- and at least two courses must include a lab- oratory component) ology courses required for the major in order to be eligible for a degree. Degree Requirements—40 hours Hrs. Capstone Experience 8 CHM 207-208/— General Chemistry/ It is required that students earning a B.S. 277-279 — Labs degree in biology or life sciences partici- 8 CHM 325-326/— Organic Chemistry/ 375-376 — Labs pate in a biologically-oriented capstone ex- 8 PHY 201-202/ — General Physics/ perience sometime during their junior or 271-272 — Labs senior year. This capstone experience will or provide the student an opportunity to syn- 8 PHY 204-205 —General Physics Lecture thesize their biological course material and Lab into a cohesive and integrated body of 3 MTH 161 — Elementary Statistics knowledge. A capstone experience in the 4 MTH 201 — Calculus I biology discipline can be achieved through 9 Free electives the following options: 48 hrs. upper-division coursework required Hrs. for graduation. 3 BIO 442, Ecology Total Credit Hours — 120 3 BIO 453, Evolution 3 BIO 493, Research 3 BIO 497, Internship Life Science, B.S. 3 BIO 499, Senior or Honors Thesis The life science major is designed to allow 3 ENV 400, Integrating Seminar in Environ- students to combine coursework in biology mental Studies with classes towards a minor in another discipline such as psychology, sociology, Biology, B.S. business, or communication. It is appro- The program in biology is designed to give priate for students preparing for admission students a rigorous and comprehensive back- to doctoral or master’s degree programs in ground in biology, with additional support- , hospital administration, ing coursework in the physical sciences and genetic counseling; it can also be used and mathematics. The program is suitable to meet admission requirements for pro- for either a or as prepara- grams in occupational therapy, optometry, tion for medical or dental schools or gradu- environmental law, scientific illustration, ate study in the biological sciences. The , and science communica- degree program requires 120 credit hours. tion, among many possibilities. This is a University Core Requirements— 30 hours more flexible program than the traditional (see pg. 5-7.) biology major on which it is based. Howev- The two core science and core mathematics re- er, to ensure students meet the graduation quirements are satisfied by: requirement for 48 hrs. of upper-division 3 BIO 206 — Organismal and Popula- course work, a minor in a complementary tion Biology discipline is strongly recommended. The 3 BIO 207 — Introductory Cell Biology degree program requires 120 credit hours. and Genetics 3 MTH 161 — Elementary Statistics University Core Requirements— 30 hours (see pg. 5-7.) College Requirements, B.S. — 6 hours The two core science and core mathematics re- Hrs. quirements are satisfied by: 3 Persuasion and Leadership (CST 100) 3 BIO 206 — Organismal and Popula- 3 Metaphysics (PHL 33x) tion Biology Major Requirements — 44 hours 3 BIO 207 — Introductory Cell Biology Hrs. and Genetics 4 BIO 206/276 Organismal and Population 3 MTH 161 — Elementary Statistics Biology/Lab Recommend 3xx History course. 4 BIO 207/277 Introductory Cell Biology and Genetics/Lab 48 COLLEGE OF ARTS AND SCIENCES

College Requirements, B.S. — 6 hours I Obtain and use data from the chemical Hrs. literature; 3 Persuasion and Leadership (CST 100) I Effectively communicate orally and in 3 Metaphysics (PHL 33x) writing; Major Requirements — 47 hours I Work effectively as a member of a multi- Hrs. disciplinary team; 4 BIO 206/276 —Organismal and Popula- I Work safely and with a safety-conscious tion Biology/Lab attitude; 4 BIO 207/277 —Introductory Cell Biology and Genetics/Lab I Exhibit ethical scientific conduct; 27 Upper-division Biology electives (at least I Behave and think in patterns leading to two courses must include a laboratory com- innovation; ponent) I Critically evaluate hypotheses and data 12 Science electives (lower-division or upper- against established scientific theory; division BIO, CHM, CS, EGR, ENV, MTH, I Demonstrate leadership; PHY, SCI) I Become a lifelong learner. Degree Requirements — 37 hours University Core Requirements— 30 hours Hrs. (see pg. 5-7.) 8 CHM 207-208/— General Chemistry/ General Chemistry satisfies the science core 277-279 — Labs requirement. Calculus satisfies the core mathe- 3 MTH 161 — Elementary Statistics matics requirement. Additional core courses in 26 Free electives science and math are not required. 48 hrs. upper-division coursework required College Requirements, B.S. — 6 hours for graduation. Hrs. Total Credit Hours — 120 3 Effective Communication (CST 100) 3 Metaphysics (PHL 33x) Chemistry, B.S. Major Requirements — 39 hours Hrs. Steven Mayer, Ph.D., chair 8 CHM 207-208/— General Chemistry I-II/ Faculty: Anderssohn, R.R. Bard, R.S. Bard, 277-279 — Laboratories Cantrell, Hoffman, Lincoln, S.G. Mayer, 3 CHM 314/379 — Analytical Chemistry/ Wood Laboratory 8 CHM 325-326/— Organic Chemistry/ There are three options available to stu- 375-376 — Laboratories dents pursuing a bachelor of science in 4 CHM 331/372 — Physical Chemistry/ chemistry. Each of the options provides a Laboratory solid preparation for professional practice 8 PHY 204-205/ — General Physics/ in chemistry and a variety of related areas or and for entrance to graduate school. Each 8 PHY 201/271, option requires 120 total credit hours. A PHY 202/272 — General Physics/Labs senior capstone experience is required in 8 MTH 201-202 — Calculus I-II either lecture or laboratory/research. Option 1 Scholarship Requirements Requirements for Degree with Ameri- A grade of C- or better in the first semester can Chemical Society Certification is recommended for continuation to the The department offers a curriculum for second semester of all sequence science majors that is certified by the American courses (for example: CHM 207-208). An Chemical Society. Upon notification by average G.P.A. of 2.0 must be maintained the department, the society issues a cer- in all science, mathematics, and engineer- tificate recognizing the academic achieve- ing courses required for the major. ment of the student. In addition to the Learning Outcomes for Chemistry above common requirements, the follow- Majors ing courses are required to earn an Ameri- The American Chemical Society approved can Chemical Society approved degree. curriculum at the University of Portland is designed to graduate students who can: Option 1 Requirements — 45 hours Hrs. I Ask questions, design experiments, and 4 CHM 332/373 — Physical Chemistry/Lab interpret results; COLLEGE OF ARTS AND SCIENCES 49 3 CHM 444 — Inorganic Chemistry Option 3 Requirements — 45 hours 1 CHM 473 — Inorganic Synthesis and Hrs. Characterization 4 BIO 206/276 —Organismal and Popula- 1 CHM 477 — Digital Data Acquisition tion Biology/Lab and Instrument Control 4 BIO 207/277 —Introductory Cell Biology 3 CHM 412/472 — Advanced Instrumental and Genetics/Lab Methods/Advanced In- 3 CHM 412/472 — Advanced Instrumental strumental Techniques Methods/Advanced In- 4 MTH 301 — Vector Calculus strumental Techniques 5 Upper-division science, engineering, or 7 CHM 453-454/ — Biochemistry I-II/ mathematics electives (2 hours must be in 471 — Laboratory chemistry) CHM 493, Research, strongly 3 CHM 444 — Inorganic Chemistry recommended 4 Upper division biology electives (BIO 24 General electives: 6 must be upper-division 445/475, Genetics with lab, BIO 454/474, (A minor is strongly encouraged) Cell Biology with lab, BIO 359/379, Microbi- Total Credit Hours — 120 ology with lab, or BIO 460, Immunology are strongly recommended) Option 2 5 Upper division science elective, minimum This curriculum is designed for the stu- of 1 in chemistry (CHM 493, research, is dent who wants to complement an interest strongly recommended) in chemistry with an interest in a related 15 Electives (5 must be upper-division) field such as engineering, business, com- Total Credit Hours — 120 puter science, education, patent law, sci- ence communication, or any of the liberal Communication arts. Specific course recommendations are available from the department for those Studies related areas. In addition to the core and Elayne Shapiro, Ph.D., chair college, and major requirements listed Faculty: Heath, Kerssen-Griep, Lattin, Mul- above, the requirements for this option are: crone, Pierce, Rabby, Sawantdesai, Shapiro Option 2 Requirements — 45 hours The mission of the Department of Com- Hrs. 4 CHM 332/373 — Physical Chemistry/Lab munication Studies is to understand how 3 CHM 412/472 — Advanced Instrumental people use symbols to construct knowl- Methods/Advanced In- edge and exert influence. At the heart of strumental Techniques its mission is the fundamental concern 3 CHM 444 — Inorganic Chemistry with the processes through which humans 10 Upper-division science, engineering, or convey messages to audiences and a belief mathematics electives (3 hours must be in that human communication is central in upper-division chemistry) creating just societies. The department is 25 Electives : 7 must be upper-division (A minor is strongly recommended) dedicated to educating students in the lib- eral arts tradition to produce knowledge- Total Credit Hours — 120 able, responsible, and skilled professional Option 3 communicators that understand how to Biochemistry* communicate effectively and ethically in This curriculum is recommended for stu- all human arenas. dents who are interested in the molecular Learning Goals of the Communication basis of biological problems and plan on Studies Major pursuing advanced study in biochemistry Students who successfully complete all or a medically related field. It leads to a B.S. the requirements for a degree in the De- in chemistry (biochemistry) degree. In ad- partment of Communication Studies dition to the core and college, and major re- should be able to: quirements listed above, the requirements [1] Demonstrate knowledge of the com- for this option are the following: munication process in its ethical, social, legal, relational, and cultural dimensions. [2] Demonstrate knowledge of the com-

*For the ACS certified biochemistry program, students must also take CHM 332. 50 COLLEGE OF ARTS AND SCIENCES munication theories relevant to her/his The journalism emphasis area engages specialty within the discipline. students in the kind of writing professional [3] Demonstrate knowledge of communi- journalists need. Students take a variety of cation technology and its impact on writing courses, such as public affairs re- human communication practices. porting, as well as participate in a practicum [4] Demonstrate skills expected of a fu- course. These students can elect to take ture professional in the field, including feature writing, opinion writing, and an in- abilities to: ternship course as part of their nine cred- I interpret and conduct communication- its of electives. Graduates with a journalism related research emphasis area will find jobs in newspapers, I apply human communication theory in television studios, and corporations focus- experiential settings from interpersonal to ing on journalistic and technical writing. organizational and public Students pursuing the media studies em- I write well for both academic and profes- phasis area are involved in critically as- sional audiences sessing the social, political, cultural, and I speak well in a variety of situations and economic aspects of mass media. These for various audiences students take courses such as broadcast I influence and be influenced appropriate- criticism,cinema and society, advertising, ly via communication. and visual communication. Students grad- [5] Demonstrate values central to the dis- uating with a media studies emphasis will cipline: find professional careers in advertising, I incorporate ethical communication into public relations, sales, management, etc. his or her life Students in both areas of emphasis can I respect and not fear diverse human soci- take an academic internship that will help ety them explore various career options. I participate in the civic life of their com- University Core Requirements — 39 hours munities (See pg. 5-7.) I encourage freedom of expression and de- College Requirements, B.A.—18-30 hours fend its centrality to democratic practice. Hrs. The department offers courses in com- 3 Metaphysics (PHL 33x) munication and organizational communi- 15 Credits of upper-division courses outside cation. The bachelor of arts degree is the primary major, 9 of which must come granted in communication, as is the degree from 3 different disciplines in the College of . The bachelor of science Arts and Sciences. This requirement is not degree is awarded in organizational com- fulfilled by the University core. munication, in cooperation with the Dr. 0-12Intermediate level of one language (pg. 44) Robert B. Pamplin, Jr. School of Business Communication Core Requirements — 24 Administration. The hours degree is granted in management commu- Hrs. nication, also in cooperation with the 3 CST 101 — Introduction to Communi- Pamplin School of Business Administration. cation Studies 3 CST 107 — Effective Public Speaking Requirements 3 CST 225 — Fundamentals of Interper- Students must earn an overall G.P.A. in the sonal Communication major of 2.0 or higher. Each senior is re- 3 CST 233 — Small Group Communica- quired to complete a capstone project in tion order to graduate. 3 CST 300 — Communication Research 3 CST 301 — Media and Society Communication, B.A. 3 CST 320 — Rhetorical Theory and Criticism The bachelor of arts in communication 3 CST 352 — Writing and Reporting has two emphasis areas from which to choose: journalism or media studies, and Media Studies Track — 9 hours broadly focuses on the role that mediated 3 CST 440 — Broadcast Criticism 3 CST 445 — Cinema and Society messages play in shaping societal atti- 3 CST 470 — Communication History tudes, values, or beliefs. COLLEGE OF ARTS AND SCIENCES 51 Journalism Track — 9 hours 3 BUS 362 — Human Resource Manage- 3 CST 363 — Journalism Writing ment Practicum 3 BUS 442 — Cross Cultural Manage- 3 CST 403 — Communication Law ment 3 CST 452 — Public Affairs Reporting 3 BUS 460 — Managing Innovation and Change 9 Communication electives Public Relations/Advertising Track General Electives — 9-21 hours Major Requirements (Business Courses) — Total Credit Hours — 120 12 hours Hrs. Organizational 3 BUS 200 — Entrepreneurial Marketing 3 BUS 370 — Marketing Research Communication, B.S. 3 BUS 371 — Consumer Behavior The bachelor of science program in orga- 3 BUS 443 — International Marketing nizational communication educates stu- Management dents to communicate effectively and or 3 BUS 471 — Integrated Marketing ethically in modern organizations. Students Communications complete communication and business courses that provide insights into the con- Total Credit Hours — 120 cepts and practices that underlie human and technical organizational communication English systems. This major can prepare students Herman Asarnow, Ph.D., chair for graduate study in organizational com- Faculty: Asarnow, Brassard, Buck-Perry, munication or for professional careers in Grossboetzl, Hersh, Hiro, Larson, Masson, fields such as corporate communication, McDonald, Olivares, Orr, Sherrer, Walter- public relations, or personnel management. skirchen University Core Requirements — 39 hours (See pg. 5-7.) The mission of the English program at the University of Portland is to guide practice College Requirements, B.S.—18 hours in critical reading and competent writing Hrs. for all levels of University students. In the 3 Metaphysics (PHL 33x) 15 Credits of electives courses provided for the University’s liber- al arts core, as well as in those of its own Major Requirements (Communication major and minor, the English program in- Courses) — 51 hours creases the breadth and depth of each stu- Hrs. 3 CST 101 — Introduction to Communi- dent’s literary experience, the development cation Studies of appropriate reading and writing skills, 3 CST 107 — Effective Public Speaking the understanding of the humane values 3 CST 225 — Fundamentals of Interper- at the center of literary study, and the sonal Communication appreciation of the power and pleasure of 3 CST 233 — Small Group Communica- literature. tion English faculty members engage the in- 3 CST 300 — Communication Research tellects and imaginations of their students 3 CST 301 — Media and Society through careful attention to the reading 3 CST 320 — Rhetorical Theory and Criticism and writing of literature, its context, and 3 CST 433 — Organizational Communi- its art. In addition to their classroom teach- cation Theory ing, faculty strive to model the personal 3 CST 352 — Writing and Reporting and ethical qualities inherent in the Uni- 15 Major electives (15 hours of selected upper- versity’s mission, including the discipline division communication courses) and commitment necessary for scholarly 9 Electives in or outside the major research and creative expression. They are Human Resource Track committed to student-centered instruction, Major Requirements (Business Courses) — which develops the skills and confidence 12 hours English majors need to be successful in Hrs. graduate programs, as well as in a variety 3 BUS 200 — Entrepreneurial Marketing of careers, including teaching, law, pub- 52 COLLEGE OF ARTS AND SCIENCES lishing, and business. [4] Write with clarity and compose well- The department offers an English major argued essays. and minor. The English program offers [5] Know how to conduct useful, produc- courses in British, American, and world tive research in the humanities. literature, and in academic and creative [6] Appreciate that literature is a powerful writing. Prospective English majors and way of knowing about cultures and the minors should consult with the depart- lived life. ment chair about designing their programs University Core Requirements — 39 hours of study. (See pg. 5-7.) College Requirements, B.A.—21-33 hours English, B.A. Hrs. The English program provides students 3 Effective Communication (CST 100) with courses of study that will develop 3 Metaphysics (PHL 33x) both academic and creative writing, an un- 15 Credits of upper-division courses outside derstanding of language, and a critical en- the primary major, 9 of which must come gagement with literature. To achieve these from 3 different disciplines in the College of objectives, English majors are expected to Arts and Sciences. This requirement is not fulfilled by the University core. develop and refine their writing abilities 0-12 Intermediate level of one language (pg. 44) and critical understanding of language and literature through extensive reading and Major Requirements — 31 hours discussion. Hrs. 3 ENG 225 — Introduction to Literary All students who desire to major in Eng- Studies lish will be required to complete 28 upper- One of the following courses: division credit hours of English courses 3 ENG 320 — Anglo-Saxon and Medieval approved by the department chair and Literature demonstrate satisfactorily their possession 3 ENG 324 — Renaissance British Litera- of the basic skills of literary criticism and ture research through completion of ENG 225. 3 ENG 325 — Eighteenth-Century After being accepted as English majors the British Literature students will, in consultation with their ad- 3 ENG 344 — Romantic Literature 3 ENG 345 — Victorian Literature visers, decide upon a program of studies 3 ENG 355 — Nineteenth-Century best suited to their needs and interests, American Literature whether in preparation for teaching, ad- Two courses chosen from the above list or below: vanced study, professional writing, or 3 ENG 346 — British Literature:1900- other vocations in which their liberal edu- 1945 cation may prove an asset. In their senior 3 ENG 356 — American Modernism(s) year, all English majors write a senior 3 ENG 447 — British Literature :1945- paper as a capstone experience. Present English graduates at the University of 3 ENG 457 — Contemporary American Literature Portland should: 6 400-level English electives [1] Possess an overview of English and 12 English Electives American literary history, including famil- 1 ENG 499 — Senior Thesis iarity with canonical and non-canonical General Electives — 17-29 hours writers of prose and poetry, a sense of the Total Credit Hours — 120 relationships between writers and their times, and an awareness of the problems of establishing a canon. [2] Be able to read texts closely and criti- cally, with openness, confidence, and acu- ity—understanding that literary texts are complex and resist simple interpretation. [3] Possess a basic understanding of the major approaches of literary criticism, past and present, and its usefulness. COLLEGE OF ARTS AND SCIENCES 53 physics, mathematics, and computer sci- Environmental ence, along with a strong foundation in the social sciences and humanities. Within Studies this integrative framework, students will Steven A. Kolmes, Ph.D., program director select an upper-level concentration in and B.S. track director biology, chemistry, or physics. Russell Butkus, Ph.D., associate program The B.A. track leads to a degree in envi- director and B.A. track director ronmental ethics and policy, which com- Alexander, Anderssohn, Butler, Barnes, bines a background in science with a Butkus, Cantrell, Hill, Houck, Kodadek, discourse that centers on philosophy, theol- O’Reilly, Snow, Wasowski ogy, ethics, political science, and other The purpose of the environmental studies fields. One of the critical aims of this degree program is to critically examine the broad track is to cultivate critical intelligence and scope of the current environmental crisis. consciousness within students regarding This crisis is scientific, sociopolitical, and the multifaceted nature of environmental ethical in nature. In light of this crisis, the ethics and environmental policy. environmental studies program offers a B.A. and B.S. students in environmental bachelor of arts degree in environmental studies are brought together several times ethics and policy and a bachelor of science in the course of their undergraduate work: degree in environmental science. The pro- in the University’s core curriculum courses, gram is designed to give all program in environmental studies courses, labora- majors, regardless of the track they pursue, tories, and field trips, and in a senior cap- an understanding of the scientific implica- stone seminar which involves case studies tions of environmental study, and the the- and team-approach problem-solving in re- ological, philosophical, economic, and gional environmental issues. political issues at the heart of this chal- Minors are available in environmental lenge. In addition to its interdisciplinary science and in environmental policy. nature in the College of Arts and Sciences, the program is also dedicated to creative Environmental Studies interaction with other schools of the Uni- Learning Outcomes versity, such as the environmental engi- These programs are designed to graduate neering track in the civil engineering students who have: degree program, and the sustainable entre- I an understanding of the scientific impli- preneurship offerings in the Pamplin cations of environmental study, and the School of Business Administration. Taken theological, philosophical, economic, and together, this encourages a rich and con- political issues at the heart of this chal- structive conversation on our campus that lenge. centers on the place of humankind and I gained enough insight into the present human activities in an environmentally environmental situation, and the intercon- sustainable future. nected elements involved in any solution, The goal of the environmental studies to provide leadership as environmental program is to graduate students who have professionals. gained enough insight into the present en- I cultivated critical intelligence and con- vironmental situation, and the intercon- sciousness regarding the multifaceted na- nected elements involved in any solution, ture of environmental ethics and to provide leadership as environmental environmental policy. professionals. As Oregon’s Catholic Univer- I learned to use a team-approach in prob- sity, the University of Portland is perfectly lem-solving regional environmental is- situated as a place where the discussion of sues. moral and ethical dimensions of environ- mental decisions is part of normal discourse. Environmental Ethics The B.S. track leads to a degree in environ- mental science, a broadly conceived course and Policy, B.A. of study that involves biology, chemistry, The University’s bachelor of arts in envi- ronmental ethics and policy is an interdis- 54 COLLEGE OF ARTS AND SCIENCES ciplinary degree track designed to provide or students with a firm foundation in envir- 3 SCI 111 — Natural Hazards in the onmental science and ecology and the in- Pacific Northwest fluence these sciences have on the or development of political policy, environ- 3 SCI 162 — Introduction to Marine Science mental ethics, and recent theological refor- 3 SCI 182 — Environmental Science mulation within the Judeo-Christian tradition. The program culminates in a 21 credits from below: capstone experience designed to challenge 3 ENV 392 — Environmental Policy 3 ENV 493 — Environmental Research students to apply their area of study to specific 1-6 ENV 497 — Environmental Internship issues germane to the Pacific Northwest. 3 HST 357 — Technology, Resources, University Core Requirements— 39 hours and Environment in (See pg. 5-7.) World History 3 PHL 434 — Environmental Ethics College Requirements, B.A.—6-18 hours 3 POL 320 — United States Urban Poli- Hrs. tics 3 Persuasion and Leadership (CST 100) 3 † POL 333 — Public Administration 3 Metaphysics (PHL 33x) 3 POL 335 —American Public Policy 0-12Intermediate level of one language (pg. 44) 3 POL 351 — International Law and Major Requirements Organization Hrs. 3 POL 356 — Building World Peace 8 credits from: 3 POL 378 — States and the Market 4 * BIO 338/368 — Marine Biology of the 3 POL 379 — Business in a Political Pacific Northwest/Lab World or 3 POL 405 — Law and the American Ju- 4 * BIO 363/373 — Introduction to Fresh- diciary water Ecology/Lab 3 SOC 466 — Violence, Poverty, and the or Environment 4 * BIO 391/392 — Stream Ecology/Lab 3 THE 405 — Poets, Prophets, Diviners, 3 † THE 423 — Christian Social Ethics and Divas or 3 THE 458 — Women, Theology, and 3 † THE 422 — Modern Catholic Ethics Globalization or Electives — 9 hours 3 THE 427 — Theological Environmen- Courses selected from the following: tal Ethics Hrs. 3 THE 428 — Ecology in Theological 3 CST 401 — and Politics Perspective 3 ENG 363 — The Literature of Nature or and the Out-of-Doors 3 THEP 482 — Theology in Ecological 3 ENG 430 — The International Litera- Perspective ture of Peace and Justice or 3 ENG 461 — Oregon and Northwest 3 THE 453 — Religion and Science Writers 3 ECN 322 — Environmental 3 ENV 383 — Environmental Geo- Economics science 3 ENV 400 — Integrating Seminar in 3 ENV 384 — Remote Sensing and GIS Environmental Studies 3 ENV 385 — Environmental Microbiol- 3 PHL 412/ ogy SJP 409 — Philosophy of Law 3 ENV 386 — Environmental Chemistry or 1 ENV 387 — Environmental Laborato- 3 PHL 422 — Philosophy of Science ry or 3 ENV 493 — Environmental Research 3 PHL 433 — Heidegger and Ecological 1-6 ENV 497 — Environmental Internship Ethics 3 HST 314 — American Frontier or 3 HST 359 — The Modern City 3 PHL 437 — The Sublime in Nature 3 PHL 412 — Philosophy of Law 3 SCI 110 — Earth Systems Science * Students may substitute BIO 442/472 Ecology and lab for the 8 credits taken from BIO 338/388 or BIO 362/372 or BIO 363/373 if they have taken BIO 206. †THE 422 or 424 may be substituted for THE 428 or 453 with the director’s/associate director’s approval. COLLEGE OF ARTS AND SCIENCES 55 3 PHL 413/ 3 ENV 383 — Environmental Geo- SJP 443 — Socio-Political Philosophy science 3 PHL 414/ 3 ENV 400 — Integrating Seminar in SJP 432 — Philosophy and Feminism Environmental Studies 3 PHL 422 — Philosophy of Science 3 POL 200 — Introduction to U.S. 3 PHL 433 — Heidegger and Ecological Politics Ethics 3 THE 453, Religion and Science, or THE 3 PHL 437 — The Sublime in Nature 427, Theological Environmental Ethics, or 3 POL 320 — United States Urban Poli- THE 428, Ecology in Theological Perspec- tics tive, or THEP 482, Theology in Ecological 3 POL 333 — Public Administration Perspective. 3 POL 356 — Building World Peace 3 POL 378 — States and the Market Concentration Options 3 POL 379 — Business in a Political Biology Concentration Requirements — World Hrs. 3 SOC 434/ 4 BIO 442/472 — Ecology/Lab SJP 444 — Urban Society 8 Major Electives (Selected from: BIO 3 SOC 466 — Violence, Poverty, and the 341/371, Seed Plant Biology/Lab; BIO Environment 345/375, Vertebrate Biology/Lab; BIO 347, 3 THE 445 — Human Development in Animal Behavior; BIO 363/373, Freshwater Theological Perspective Ecology/Lab; BIO 338/368, Marine Biology/ 3 THE 454 — God and the Theological Lab; BIO 391/392, Stream Ecology/Lab; BIO Imagination 436/476, Invertebrate Zoology/Lab; ENV 3 THE 458 — Women, Theology, and 384, Remote Sensing and GIS; ENV 385, En- Globalization vironmental Microbiology; ENV 387, Envi- ronmental Laboratory; CE 367, Total Credit Hours — 120 (48 hrs. must be Environmental Engineering; CS 203/273, upper-division) Computer Science/Lab; ENV 493, Research; ENV 497, Environmental Internship.) Environmental Science, 8 CHM 325-326 — Organic Chemistry/ B.S. 375-376 — Laboratories 3 CHM 314 — Analytical Chemistry/ The major fields of study that are described 379 — Lab as environmental science B.S. majors with 4 MTH 201 — Calculus concentrations in biology, chemistry, and 8 PHY 201-202 — General Physics/ physics are designed to let students of 271-272 — Labs varying interests develop both breadth and Total Credit Hours — 120 (48 hrs. must be depth in their training as environmental upper-division) scientists. Students in all of these concen- Chemistry Concentration Requirements trations will take 48 semester hours of core Hrs. courses and 36 semester hours in the sci- 4 BIO 363/373 — Introduction to Freshwa- ences in common, along with their varied ter Ecology/Lab advanced scientific courses. or University Core Requirements— 30 hours 4 BIO 341/371 — Seed Plant Biology/Lab (see pg. 5-7.) or The science and mathematics requirements are 4 BIO 338/368 — Marine Biology of the Pa- satisfied by the program. cific Northwest/Lab or College Requirements, B.S. — 6 hours 4 BIO 345/375 — Vertebrate Biology/Lab Hrs. or 3 Persuasion and Leadership (CST 100) 4 BIO 391/392 — Stream Ecology/Lab 3 Metaphysics (PHL 33x) or Major Requirements 4 BIO 436/476 — Invertebrate Zoology/Lab Hrs. or 4 BIO 206/276 —Organismal and Popula- 4 BIO 442/472 — Ecology/Lab tion Biology/Lab 3 CHM 314/ — Analytical Chemistry/ 4 BIO 207/277 —Introductory Cell Biology 379 — Lab and Genetics/Lab 8 CHM 325-326/— Organic Chemistry/ 8 CHM 207-208/— General Chemistry/ 375-376 — Laboratories 277-279 — Laboratories 4 CHM 331/372 — Physical Chemistry/Lab 56 COLLEGE OF ARTS AND SCIENCES or 3 CE 367 — Environmental Engineering 4 CHM 353/371 — Biochemistry/Lab 3 ENV 384 — Remote Sensing and GIS or 3 ENV 493 — Environmental Research 4 ENV 386/387 — Environmental Chem- 4 CS 203/273 — Computer Science/Lab istry/Lab 3 ENV 497 — Environmental Internship or Total Credit Hours — 120 (48 hrs. must be 4 CE 367 — Environmental Engineer- upper-division) ing and 1 CE 376 — Environmental Engineer- Foreign Languages ing Lab or Kathleen Regan, Ph.D., chair 1 ENV 387 — Environmental Lab Faculty: Booth, Brandauer, Echenique, or Feldner, Looney, McLary, Regan, 4 ENV 493 — Environmental Research Warshawsky or The mission of the foreign languages pro- 4 CS 203/233 — Computer Science I/Lab or gram (Spanish, German, and French) at 4 ENV 497 — Environmental Internship the University of Portland is to prepare 3 CHM 412/472 — Advanced Instrumental and motivate students to understand, live, Methods/Techniques study, and work in international commu- 8 MTH 201-202 — Calculus I-II nities at home and abroad. In the foreign 8 PHY 201-202 — General Physics/ language courses required of all B.A. stu- 271-272 — General Physics Labs dents, as well as in those of its major, mi- Total Credit Hours — 120 (48 hrs. must be nors, and certificates, the program: upper-division) [1] Builds proficiency in speaking, listen- Physics Concentration Requirements ing, reading and writing the target language; Hrs. [2] Fosters appreciation for other cultures 4 BIO 338/368 — Marine Biology of the Pa- and the international global community; cific Northwest/Lab [3] Develops the critical thinking skills or and humane values inherent in the Uni- 4 BIO 341/371 — Seed Plant Biology/Lab versity’s liberal arts tradition. or Foreign language faculty members guide 4 BIO 345/375 — Vertebrate Biology/Lab and inspire students to experience other or 4 BIO 363/373 — Introduction to Freshwa- cultures through the study of language and ter Ecology/Lab literature, and through periods of total im- or mersion abroad. In their teaching and in 4 BIO 391/392 — Stream Ecology/Lab their research, faculty are dedicated to the or study of language and literature for its own 4 BIO 436/476 — Invertebrate Zoology/Lab power and pleasure, and as a means of or promoting understanding and enjoyment 4 BIO 442/472 — Ecology/Lab of cultural differences. They are commit- 8 MTH 201-202 — Calculus I/II ted to student-centered instruction, which 4 MTH 301 — Vector Calculus 3 MTH 321 — Differential Equations I: develops the foreign language proficiency Ordinary Differential and confidence majors and certificates Equations need to be successful in graduate programs, 8 PHY 204-205 — General Physics/ as well as in a wide range of careers, such 274-275 — Labs as business, government, education, social 3 PHY 306 — Modern Physics work, and health care. 1 PHY 376 — Modern Physics Lab The Department of Foreign Languages 4 PHY 371/ offers a German Studies major, a Spanish 471 or 472 — Analog and Digital Elec- major, a French Studies major, a certificate tronics — Advanced Laboratory in Spanish, and minors in French, Ger- 6 credit hours of the following courses: man, and Spanish. The foreign languages 3 PHY 312 — program offers courses in French, Ger- 3 PHY 321 — Electrodynamics man, and Spanish language and literature. 3 PHY 322 — Optics Students interested in a foreign language COLLEGE OF ARTS AND SCIENCES 57 major, certificate, or minor should consult same time broadening and deepening with the department chair. their knowledge, understanding, and ap- preciation of the cultures of France and Learning Outcomes for the francophone world. Foreign Languages Since the goal of the French studies major is to focus on the acquisition of lan- Students who successfully complete all re- guage proficiency and to incorporate con- quirements toward a B.A. in French studies, tributions from more than one field of German studies, or Spanish, including course- study, it prepares students for careers in work in a foreign studies program, will: international law, teaching, government I speak, write, listen to, and read the target services, foreign missions, translating, the language at the intermediate-high to ad- non-profit sector, and for positions in busi- vanced proficiency level (based on the ness that require a knowledge of the ACTFL Proficiency Guidelines*); French language and culture. I demonstrate a high degree of cultural lit- Students pursuing a B.A. degree in eracy by living, studying, and/or working French studies are required to complete 18 in the target culture with relative ease and upper-division credit hours of French sensitivity to cultural differences; courses and 9 upper-division credit hours I demonstrate sensitivity to cultural diver- from at least two of the following disci- sity by examining critically their native plines: history, philosophy, fine arts, and language and culture vis-a-vis the target political science. Students pursuing a B.A. culture; degree in French studies also must spend I be able to secure positions in the private a minimum of six weeks studying French and public sector which require use of the in France or a francophone country. Study target language, engage in further study at abroad opportunities include IES pro- the graduate level in the target languages, grams in Paris (summer or semester), or secure grants for work and study in a Nantes and Dijon (semester only). country where the target language is spo- If a student studies in France for six weeks ken. in the summer, he or she may earn up to All students beginning their study of six credits towards the French Studies French, German, or Spanish at the Univer- major. If a student studies abroad for one sity of Portland are encouraged to take a semester, he or she may earn up to 15 free online placement test. After taking credits towards the major. the test, the student will receive informa- tion indicating which course will provide University Core Requirements — 39 hours the best fit for the student’s level of profi- (see pg. 5-7.) College Requirements, B.A.—21-33 hours ciency. Contact the chair of the foreign Hrs. languages department for information on 3 Effective Communication (CST 100) how to access the exam. 3 Metaphysics (PHL 33x) 15 Credits of upper division courses outside French Studies, B.A. the primary major, 9 of which must come The French studies major is an inter- from 3 different disciplines in the College of disciplinary major which combines courses Arts and Sciences. This requirement is not fulfilled by the University core. from the department of French with those 0-12Intermediate level of one language (pg. 44) from other disciplines, the content of which directly relates to France and Major Requirements — 27 hours French-speaking countries. It is possible to begin studying French as a The program is designed to offer its ma- first-year student and still complete all re- jors the opportunity to achieve proficiency quirements for the French Studies Major. in writing, speaking, comprehending, and Hrs. 18 upper division credits in French (FRN 301 reading the French language, while at the and above).

*The proficiency goals are based on the ACTFL Proficiency Guidelines published by the American Council on the Teaching of Foreign Languages. See http://www.actfl.org/i4a/pages/index.cfm?pageid=4236 and Alice Omaggio Hadley, Teaching Language in Context, Boston, MA: Heinle & Heinle Publishers, 1993. 58 COLLEGE OF ARTS AND SCIENCES Three courses outside the French program in their developing roles as leaders in their from at least two different disciplines chosen community and the world. from the following list: All students pursuing a major in German 3 HST 436 —History of Modern France studies must complete 18 upper-division 3 HST 333 —Medieval Europe credit hours of German courses and 9 3 HST 343 —Age of Dictatorship 3 HST 342 —Age of Nationalism upper-division credit hours from at least 3 POL 358 —Politics of the European two of the following disciplines: philosophy, Union history, political science, fine arts, and the- 3 POL 372 —Politics of Modern Europe ology. Students are also required to spend 3 POL 453 —Great Powers and their at least six weeks studying German in a Foreign Policies German-speaking country. Options for 3 PHL 414 —Philosophy and Feminism study abroad include the University’s year- 3 PHL 469 —Great Philosophers (when long program in Salzburg, Austria; German- focusing on a French immersion courses in Salzburg during a philosopher) 3 PHL 479 —Existentialism summer session; and IES programs in 3 PHL 476 —Contemporary Continental Freiburg, , and Berlin. Philosophy University Core Requirements — 39 hours Study Abroad—6 hours (See pg. 5-7.) General Electives—15-27 hours College Requirements, B.A.—21-33 hours Total Credit Hours—120 Hrs. Students may also take courses containing 3 Effective Communication (CST 100) significant content relating to Francophone 3 Metaphysics (PHL 33x) countries offered on a one-time basis or subse- 15 Credits of upper-division courses outside quently added to permanent course offerings. the primary major, 9 of which must come Students must seek the approval of the French from 3 different disciplines in the College of studies advisor before counting such courses Arts and Sciences. This requirement is not toward the French studies major. fulfilled by the University core. 0-12Intermediate level of one language (pg. 44) German Studies, B.A. Major Requirements — 27 hours The German studies major provides stu- Hrs. dents with the opportunity to become 18 upper-division credits in German (GRM 301 proficient in German language while also and above) becoming knowledgeable about social, Three courses outside the German program historical, and political factors that shape from at least two different disciplines, chosen and define German-speaking cultures. By from the following list: 3 PHL 474 — Hegel and 19th-Century nature the German studies major is inter- Philosophy disciplinary, and it creates connections 3 PHL 475 — Contemporary Analytical among a number of disciplines which are Philosophy cornerstones of the liberal arts tradition. 3 PHL 476 — Contemporary Continen- The combination of these courses under a tal Philosophy cohesive curriculum allows students to 3 THE 434 — Theological Implications gain proficiency in German language of the Holocaust (Salzburg while also learning to think and reason only) across disciplinary boundaries. Additionally, 3 POL 358 — Politics of the the current trend toward globalization 3 HST 370 — Early Modern Europe means that students must become not 3 POL 372 — Politics of Modern Europe only informed citizens and leaders within 3 HST 342 — Age of Nationalism their own community and country but 3 HST 343 — Age of Dictatorship also in the world at large. By becoming 3 HST 346 — History of Modern Germany knowledgeable in global political and 3 FA 304 — Development of the Fine Arts social processes through German studies, in Europe (Salzburg only) students will learn to understand complex Students may also take courses containing sig- international relationships and gain an nificant content relating to German-speaking countries offered on a one-time basis or subse- appreciation for different cultures. The quently added to permanent course offerings. German studies major supports students Students must seek the approval of the German COLLEGE OF ARTS AND SCIENCES 59 studies advisor before counting such courses to- 15 Credits of upper-division courses outside ward the German studies major. the primary major, 9 of which must come Study Abroad—6 hours from 3 different disciplines in the College of General Electives — 15-27 hours Arts and Sciences. This requirement is not Total Credit Hours — 120 fulfilled by the University core. 0-12Intermediate level of one language (pg. 44) Spanish, B.A. Major Requirements — 27 hours The Spanish program seeks to prepare Hrs. students for living and working with individ- 3 SPN 301 — Advanced Spanish Con- uals from Spanish-speaking countries either versation and Composition overseas or within the borders of the United 3 SPN 302 — Advanced Spanish Con- States. The program includes courses which versation and Culture develop language proficiency in listening 3 Culture/Literature of Spain (SPN 304, 407, comprehension, speaking, writing, and read- 408, 410, 412, 422, 480, 482, or 484) 3 Culture/Literature of America (SPN ing. Courses focus on pertinent cultural 315, 416, 421, 422, 424, or 430) issues, literary analysis and history, and pro- 15 Major electives fessional terminology. This major will pre- pare students for careers in education, social Study Abroad—6 hours General Electives — 15-27 hours services, business, and medicine. Total Credit Hours — 120 The Spanish major requires that the stu- dent complete 27 credit hours which must include SPN 301, SPN 302, one survey of General Studies, Spanish literature class, and one Latin B.A., B.S. American literature course. The Spanish major requires one semester abroad in a Though most students will develop a Spanish-speaking country or participation depth of knowledge in their upper-division in the University’s summer program in work through concentrated study in a sin- Morelia, Mexico or Segovia, Spain.* gle area, the college recognizes that some In addition to any certificate or degree a students may better attain their personal student may earn from the University of objectives through a broader program of Portland, it is recommended that all candi- studies. Such students may opt to follow dates take both oral and written proficien- the General Studies Program which re- cy tests in Spanish in their senior year or quires 24 semester hours of upper-division the spring of their fifth year immediately work in two areas within the College of after graduation. These tests are adminis- Arts and Sciences. All other requirements tered by outside certified proficiency ex- for the B.A. or B.S. degree must be fulfilled. aminers for a fee. (The American Council General studies majors are under the guid- of Teachers of Foreign Languages (ACTFL) ance of the dean or associate deans. and the federal government offer oral/ aural proficiency testing.) The testing of History, B.A. the students’ competency will give the stu- Mark Eifler, Ph.D., chair dents national certification of their actual Faculty: Connelly, Covert (), Eifler, skill levels; such certification of both oral Els, Moentmann, Wheeler, Wolf, Zimmerman and written skills should provide students (emeritus) and employers with an accurate compara- tive indicator of a student’s overall compe- The history program offers all the Univer- tency in the language. sity’s undergraduates the opportunity to acquire a working familiarity with the University Core Requirements — 39 hours history of Western civilization, the United (See pg. 5-7.) States, and other areas of the world, together College Requirements, B.A.—21-33 hours with the institutions and structures of or- Hrs. ganized society. Its curriculum is designed 3 Effective Communication (CST 100) to inculcate a familiarity with particular 3 Metaphysics (PHL 33x) *Spanish majors may earn three credit hours towards the major for a course taught in English related to Spain or Latin America subject to approval by the department chair. 60 COLLEGE OF ARTS AND SCIENCES periods and issues in the past, with the 0-12Intermediate level of one language (pg. 44) discipline of history, and with the use of Major Requirements — 36 hours (33 be- historical inquiry for analysis of contem- yond University core requirement) porary self and society. Hrs. Beyond the history major, the program 9 Lower-division history (HST 220 and 221 re- meets such goals as a part of both the Uni- quired, plus any other 200-level history course) versity core as well as the general educa- 3 HST 400 — History and Historians tion requirements for the bachelor of arts 3 HST 401 — Senior Seminar majors. Furthermore, the program in- 15 Upper-division history courses (must in- cludes courses which provide vital knowl- clude at least one course each in American, edge for students in other majors, European, and non-Western history at 300- including secondary education, political level) science, foreign languages, theology, and 6 400-level seminars (must be two different environmental studies. courses, excluding 400, 401; i.e. 420, 430, or The curriculum is specifically designed 450) to provide the following learning goals and General Electives — 12-24 hours outcomes. Students will: Total Credit Hours — 120 [1] Gain an understanding of the historical facts and trends that have brought about Mathematics the civilizations of the world in general Lewis Lum, Ph.D., chair and an understanding of our own in partic- Faculty: Akerman, Hallstrom, Hill, Kroon, ular. Lum, Niederhausen, Nordstrom, Salomone, [2] Critically examine the ideas and tradi- Wootton tions of societies in history, and particular- ly their interactions with other societies Mathematics, an ancient discipline, is both and nations in a diverse and interdepen- an art and a science. As a basic discipline dent world. in the liberal arts, the mathematics pro- [3] Gain familiarity with the disciplines of gram strives to teach problem solving, logi- history, including: cal analysis, and abstraction. Through its a. use of primary sources; curriculum it fosters the development of b. the evaluation of secondary sources; understanding and mathematical skills. It c. the varying approaches to historical in- provides the opportunity for students to terpretation; experience the connections that exist d. the tools and methods of historical re- among other disciplines, and opens stu- search; dents to the ideas and visions they might e. the writing of history; never have considered otherwise. Very f. the use of historical inquiry for analy- practically, mathematics provides stu- sis of contemporary self and society. dents with the foundational skills to be- [4] Develop an ability to use and value the come effective leaders in a wide variety of methodologies of different disciplines, as other disciplines as ethical and professional applied to the study of history. individuals. [5] Develop the foundational knowledge The Department of Mathematics offers and skills necessary for informed inquiry, programs leading to the bachelor of decision-making, and communication. science and the bachelor of arts degrees. We have made it easy to combine a major University Core Requirements — 39 hours (See pg. 5-7.) or minor in mathematics with a major or minor in computer science or physics. College Requirements, B.A.—21-33 hours Students in mathematics can prepare Hrs. themselves for graduate work or for 3 Effective Communication (CST 100) 3 Metaphysics (PHL 33x) careers in teaching, business, industry, or 15 Credits of upper-division courses outside government. the primary major, 9 of which must come from 3 different disciplines in the College of Arts and Sciences. This requirement is not fulfilled by the University core. COLLEGE OF ARTS AND SCIENCES 61 Learning Outcomes 9 Major electives (CS 411, CS 451, ED 453, The following learning outcomes are PHY 321, PHY 356, PHY 411, PHY 412, drawn from the Mathematical Association PHY 441 may count here. 3 hours must be in an upper division mathematics course. of America’s Committee on the Under- MTH 431, ; MTH 461, Applied Sta- graduate Program in Mathematics “Guide- tistics I, and MTH 345, Number Theory, are lines for Assessment of Student Learning” recommended for prospective high school (August 2005). Students should: teachers.) [1] learn to apply precise, logical reason- Major Requirements (Science Courses) — ing to problem solving; 24 hours [2] develop persistence and skill in explo- Hrs. ration, conjecture, and generalization; 4 CS 203/273 — Computer Science I/Lab [3] be able to read and communicate 12 PHY 204-205, mathematics with understanding and clar- 306/ — General Physics I-II, - ity; ern Physics/Labs [4] possess an understanding of the PHY 274-275, breadth of the mathematical sciences and 376 — 8 CHM 207-208/— General Chemistry I-II/ their deep interconnecting principles; 277-278 — Labs [5] be able to apply mathematics to a or broad spectrum of complex problems; 8 Two approved computer science courses [6] understand theory and applications of with laboratories. calculus and the basic techniques of dis- General Electives — 15 hours crete mathematics and abstract algebra; Total Credit Hours — 120 [7] gain experience in problem-solving, mathematical reasoning, communication, Mathematics, B.A. scientific computing, and mathematical The Department of Mathematics offers a modeling. program leading to the bachelor of arts de- gree in mathematics. This program is suit- Mathematics, B.S. ed especially for students who are also The Department of Mathematics offers a interested in humanities (such as philoso- program leading to the bachelor of science phy, history, language, or theology). degree in mathematics. The program is constructed for the general mathematics University Core Requirements— 30 hours (See pg. 5-7.) student; however, it is particularly appro- General Physics and Calculus fulfill the core priate for students who are also interested science and mathematics requirements. in physical science or computer science. College Requirements, B.A. — 21-33 hours University Core Requirements— 30 hours Hrs. (See pg. 5-7.) 3 Effective Communication (CST 100) General Physics and Calculus fulfill the core sci- 3 Metaphysics (PHL 33x) ence and mathematics requirements. 15 Credits of upper-division courses outside College Requirements, B.S. — 6 hours the primary major, 9 of which must come Hrs. from 3 different disciplines in the College of 3 Effective Communication (CST 100) Arts and Sciences. This requirement is not 3 Metaphysics (PHL 33x) fulfilled by the University core. 0-12Intermediate level of one language (pg. 44) Major Requirements (Mathematics Courses) — 45 hours Major Requirements (Mathematics Hrs. Courses) — 42 hours 8 MTH 201-202 — Calculus I-II Hrs. 4 MTH 301 — Vector Calculus 8 MTH 201-202 — Calculus I-II 3 MTH 311 — Discrete Structures 4 MTH 301 — Vector Calculus 3 MTH 321 — Ordinary Differential 3 MTH 311 — Discrete Structures Equations 3 MTH 341 — Linear Algebra 3 MTH 341 — Linear Algebra 6 MTH 401-402 — Real Analysis I-II 6 MTH 401-402 — Real Analysis I-II 3 MTH 404 — Complex Analysis 3 MTH 404 — Complex Variables 6 MTH 441-442 — Modern Algebra I-II 6 MTH 441-442 — Modern Algebra I-II 9 Major electives (CS 411, CS 451, ED 453, 62 COLLEGE OF ARTS AND SCIENCES PHY 321, PHY 356, 411, 412, 441 may count M.F.A. in directing and the M.A. in music here. 3 hours must be in an upper-division are available. (See Graduate School section.) mathematics course. MTH 431, Geometry; MTH 461, Applied Statistics I; MTH 345, Number Theory recommended for prospec- Drama, B.A. tive high school teachers) The drama program at the University of Portland is dedicated to providing a broad- Major Requirements (Science Courses) — based generalist foundation for undergrad- 12 hours Hrs. uate students with the knowledge, skills, 4 CS 203/273 — Computer Science I/Lab and opportunities necessary for establish- 8 PHY 204-205/ — General Physics I-II/ ing a life-long association with the theatre. 274-275 — Labs Furthermore, its aim is to demonstrate a or strong commitment to teaching and learn- 8 CHM 207-208/— General Chemistry I-II/ ing in a personal, energetic, interactive, 277-278 — Labs liberal arts environment. This is done by General Electives—3-15 hours offering a broad-based curriculum of the- Total Credit Hours — 120 atre courses that provides a common knowledge base and skill level. Beyond Performing and that, the program provides advanced course work in areas of specialization that Fine Arts prepare students for a myriad of career and educational options. Finally, the pro- Michael Connolly, D.M.A., chair gram provides a variety of production Faculty: Abbott , Ashton, Bartos, Boelling, Bog- opportunities open to the entire campus nar, Borgardt, Bowen, Bower, Briare, Cansler, student community. Students are encour- Connolly, Conkle, Cox, Culver, Dailing, Doyle, aged, mentored, and supervised in these Edson, Follett, Ghyselinck, Golla, Hoddick, productions, where they are challenged to Homan, Horning, Iimori, Kerns, Kleszynski, use their academic background and tech- Larsen, Leroi-Nickel, Lindner, M. Logan, H. nical training in the real laboratory of the Logan, Mantecon, Martin, Mitchell, Neuman, D. live theatre. Parker, W. Parker, Paul, Pirruccello, Poris, Powell- Ascroft, Ratzlaf, Richards, Sagun, Schooler, Learning Outcomes: Drama Sessa, Shakhman, Soltero, Trigg, Wilson Program The Department of Performing and Fine Students who successfully complete the Arts (PFA) is dedicated to fostering an ap- B.A. in drama should be able to: preciation of the best of human creative I Know the individuals who have influ- expression. Its major programs in music enced contemporary world theatre and and drama, along with its enrichment of- understand and articulate the fundamen- ferings in dance and the visual arts, are in- tal theories and conventions that helped tegral to the University’s commitment to shape it; the liberal arts. Each area in the department I Demonstrate the basic skills and tech- extends an open invitation to all University niques required of a modern theatre prac- students to participate and does so in an at- titioner; mosphere that is personal and supportive. I Demonstrate the general skills and tech- Within the department, majors are of- niques associated with stage performance; fered in drama and music. The depart- I Work in an environment of collaboration ment is an accredited institutional in a variety of production experiences; member of the National Association of I Apply critical and analytical skills to dra- Schools of Music (NASM) and the National matic literature, performance, and pro- Association of Schools of Theatre (NAST). duction. Although the degree programs are sepa- University Core Requirements— 39 hours rate, there is considerable flexibility be- (See pg. 5-7.) tween them, allowing the possibility for College Requirements, B.A.—21-33 hours students in one degree program to take Hrs. courses in the other. 3 Effective Communication (CST 100) Graduate programs leading toward the COLLEGE OF ARTS AND SCIENCES 63 3 Metaphysics (PHL 33x) Basic Drama Endorsement for Education 15 Credits of upper-division courses outside Certificate — 21 hours the primary major, 9 of which must come Hrs. from 3 different disciplines in the College of 3 DRM 210 — Introduction to Theatre Arts and Sciences. This requirement is not 3 DRM 321 — Acting Workshop I fulfilled by the University core. 3 DRM 333 — Directing for Theatre 0-12Intermediate level of one language (pg. 44) 3 DRM 350 — Theatre Crafts Major Common Requirements — 23 hours 3 DRM 351 — Light and Sound Design 3 DRM 407 — Theatre History I Hrs. 3 DRM 210 — Introduction to Theatre or 1 DRM 272 — Performance Practicum I 3 DRM 408 — Theatre History II 3 DRM 310 — Modern Production Theory One advanced design elective selected from: 3 DRM 321 — Acting Workshop I 3 DRM 353 — Stage Design 3 DRM 350 — Theatre Crafts 3 DRM 363 — Costume Design 1 DRM 372/373 — Production Practicum II 3 DRM 365 — Theatrical Makeup 3 DRM 407 — Survey of Theatre History I General Electives—10-22 hours 3 DRM 408 — Survey of Theatre History II Total Credit Hours—120 3 DRM 498 — Senior Capstone Music, B.A. Emphasis Options (For B.M.Ed. see School of Education, Performance Emphasis — 15 hours pg. 89.) Hrs. 3 DRM 322 — Acting Workshop II The music program strives to advance the 3 DRM 335 — Voice for the Stage comprehensive formation of musicians 3 DRM 422 — Advanced Acting who can perform music, organize music 3 DRM 437 — Audition Workshop (composition, improvisation), and analyze One design elective selected from: music (theory, history). The program ac- 3 DRM 351 — Stage Light and Sound complishes this aim through a wide range 3 DRM 353 — Stage Design of teaching and performance situations, 3 DRM 363 — Costume Design including private lessons, traditional class- 3 DRM 365 — Theatrical Makeup room environments, and large group re- Design/Technical Emphasis — 15 hours hearsals. These opportunities are offered Hrs. to the entire University. 3 DRM 351 — Stage Lighting and Sound As a nationally accredited unit of the Col- 3 DRM 353 — Stage Design lege of Arts and Sciences, the music pro- 3 DRM 363 — Costume Design One production elective selected from: gram is committed to its role within the 3 DRM 365 — Theatrical Makeup University mission (especially the devel- 3 DRM 450 — Production Management opment of the whole person), compliance 3 DRM 456 — Decorative Arts with the standards of the National Associa- 3 DRM 467 — Costume Construction tion of Schools of Music, and ongoing eval- 3 DRM 471 — Theatre Management uation of the program in all its aspects. One advanced design elective selected from: There are two degree programs for music 3 DRM 451 — Advanced Lighting and majors at the University. The bachelor of Sound arts degree in music provides students the 3 DRM 453 — Advanced Stage Design 3 DRM 463 — Advanced Costume De- widest possible education in the sciences sign and the humanities as they give particular emphasis to the comprehensive study of Production Management Emphasis — 15 music. The School of Education, in cooper- hours ation with the music faculty, offers profes- Hrs. 3 DRM 333 — Directing For The Theatre sional instruction leading to the bachelor 3 DRM 351 — Stage Light and Sound of music education degree for students 3 DRM 450 — Production Management who plan to teach in elementary or sec- 3 DRM 471 — Principles of Theatre Man- ondary schools. agement New students, including transfer stu- 3 DRM 472 — Management Internship dents, will be accepted as music majors on a probationary status until they present a satisfactory audition at one of the follow- 64 COLLEGE OF ARTS AND SCIENCES ing: 1) scholarship audition; 2) the perfor- plete the B.A. in music or B.M.Ed. should mance final examination at the end of the be able to: first semester; or 3) by special arrange- I Perform capably as a soloist or within an ment with the faculty. ensemble; A variety of large and chamber ensem- I Organize the sounds of music through bles are open to all University students basic composition and improvisation; with prior musical experience. These en- I Understand the structure and of sembles, which perform music of all types compositions, as performers and listeners; and styles, include the University Singers, I (For the B.MEd.) Apply sound principles University Concert Band, University Choral of teaching music in the classroom. Union, University-Community Orchestra, University Core Requirements— 39 hours Jazz Ensemble, Guitar Ensemble, Cham- (See pg. 5-7.) ber Ensemble, and Chapel Music Ensem- College Requirements, B.A.—21-24 hours ble. Each presents a series of performances Hrs. throughout the academic year. 3 Effective Communication (CST 100) All music majors, before completion of 3 Metaphysics (PHL 33x) their degree program, must demonstrate 15 Credits of upper-division courses outside an acceptable proficiency in keyboard, the primary major, 9 of which must come aural, and sightsinging skills. Specific de- from 3 different disciplines in the College of tails about these requirements are con- Arts and Sciences. This requirement is not tained in the Music Study Handbook. fulfilled by the University core. The Music Study Handbook also contains 0-12Intermediate level of one language (pg. 44) details about the requirements for MUS Typical B.A. Program 001 (Performance Attendance); and MUS Major Requirements — 59 hours 186, MUS 286, MUS 386, and MUS 486 (Pri- 0 MUS 001 — Performance Attendance vate lessons), and necessary information (every semester) about the senior presentation. The hand- 3 MUS 101 — Music Theory I book is presented to all music majors at 3 MUS 102 — Music Theory II the beginning of each year. It is considered 1 MUS 103 — Aural Skills Development Laboratory I an addendum to the University Bulletin. 1 MUS 104 — Aural Skills Development Opportunities for individual perfor- Laboratory II mance are available through regularly 3 MUS 105 — The Joy of Music—Listen- scheduled student recitals. They are in- ing with Understanding cluded as a part of Music at Midweek, a 3 MUS 106 — Music of the Non-Western weekly series of professional and non-pro- World fessional performances. Attendance at 8 MUS 186- these and other designated campus perfor- 486 — Private Lessons (every se- mances is required of all music students. mester) 8 MUS 242-243 — Ensembles (every semester) (See MUS 001). Unsatisfactory attention to 3 MUS 201 — Music Theory III this requirement can delay or deny gradu- 3 MUS 202 — Music Theory IV ation. Students choosing to work toward 1 MUS 230 — Introduction to the Piano the bachelor of arts in music will complete 3 MUS 231 — Keyboard Lab their studies with a senior presentation su- 3 MUS 301 — History of Musical Styles I pervised by a faculty member. The selec- 3 MUS 302 — History of Musical Styles tion of a topic and work toward that II completion will begin during the junior 3 MUS 305 — Analytical Techniques year. 3 MUS 331 — Conducting 1 MUS 498/ 499 — Senior Project Learning Outcomes: Music Pro- 6 Upper-division music electives gram The music program at the University of General Electives—3-9 hours 131 Total credit hours Portland is designed to form musicians in three areas: performance, organization of SPECIAL MUSIC FEES the sounds of music, and analysis of * Private Lessons (MUS 186/286/386/ music. Students who successfully com- 486/586): $240 per semester hour. COLLEGE OF ARTS AND SCIENCES 65 Practice room use limited to students [5] Recognize the strengths and weakness- enrolled in music courses. Refundable key es of their own arguments. deposit $25.00. University Core Requirements— 39 hours (See pg. 5-7.) Philosophy College Requirements, B.A.—21-33 hours Norah Martin, Ph.D., chair Hrs. 3 Effective Communication (CST 100) Faculty: Askay, Baillie, Evangelist, Faller, 3 Metaphysics (one course from PHL 331 Gauthier, Hogan, Martin, Santana, Trout through 335) Philosophy plays a central role in Catholic 15 Credits of upper-division courses outside as the primary inte- the primary major, 9 of which must come grating discipline across the curriculum. from 3 different disciplines in the College of Training in philosophy develops the Arts and Sciences. This requirement is not fulfilled by the University core. student’s ability to explore and critically 0-12Intermediate level of one language (pg. 44) reflect upon the most fundamental ques- tions about human beings and society, the Philosophy Major Option 1 universe, and God. By focusing on its own This curriculum features a strong empha- history, philosophy acquaints students sis on the history of philosophy and is de- with the intellectual foundations of West- signed for students planning to go on to ern civilization. By enabling students to graduate work in philosophy, or whose become reflective, critical, and articulate primary interest is in the history of philos- about their own beliefs and values, philos- ophy. ophy makes an essential contribution to Option 1 Requirements — 25 hours beyond the education of individuals, whatever core and college requirements their vocational plans, and to the develop- Hrs. ment of the community. 3 PHL 421 — 3 PHL 471 — Ancient Philosophy 3 PHL 472 — Medieval Philosophy Philosophy, B.A. 3 PHL 473 — Modern Philosophy The major in philosophy is intended to 3 PHL 474 — Hegel and 19th Century meet the needs of various types of stu- Philosophy dents, including those who plan to do grad- 9 Electives 1 PHL 499 — Capstone uate work in philosophy; those who plan to do graduate work in other fields like General Electives — 23-35 hours law, medicine, business, journalism, min- Total Credit Hours — 120 istry, or any of the liberal arts; those who Philosophy Major Option 2 wish to pursue a double major in philoso- This curriculum is designed for students phy and some other discipline of the hu- who desire to complement an interest in manities, sciences, or professional areas; philosophy with an interest in a related and those who wish to get a solid liberal field such as business, education, or any of education. Philosophy may also be taken the liberal arts. Students choosing this op- as a minor, as part of an interdisciplinary tion should consult with their advisor for major, or within other programs such as specific course recommendations to com- the social justice program. plement their interests in related fields of study. Learning Outcomes of Philoso- Option 2 Requirements — 25 hours beyond phy Major core and college requirements Philosophy graduates of the University of Hrs. Portland should be able to: 3 Logic — PHL 421 [1] Demonstrate mastery of the content of 6 History — PHL 471, 472, 473, or 474 the discipline; 3 Metaphysics [2] Engage in the art of questioning; or [3] Write technically competent philo- Epistemology — PHL 331, 332, 333, 334, sophical essays; 335, 422, 452, 472, 473, or 479 [4] Have something to say; 9 Electives 66 COLLEGE OF ARTS AND SCIENCES 1 Capstone — PHL 499 as simply as possible and so provide the General Electives — 23-35 hours foundation for the other sciences and engi- Total Credit Hours — 120 neering. Whatever questions they ask, physicists have discovered that the an- Philosophy Major Option 3: Philosophy, Politics, and Policy swers ultimately involve the same elegant This curriculum is designed for students general principles, such as symmetry, en- with an interest in philosophy and politi- ergy and momentum, mass and charge. cal science with an emphasis on public Rather than simply describe one observa- policy. Students choosing this option will tion, a physicist seeks to connect that ob- have a double major in philosophy and po- servation with many others and apply or litical science. extend comprehensive theories. Physicists look for and study patterns among natural Option 3 Requirements—66 hours beyond phenomena, including those that are read- core and college requirements ily apparent (like the orbits of planets) and Hrs. 3 PHL 413 — Socio-Political Philosophy those that are apparent only to deep analy- 3 PHL 421 — Logic sis and careful observation (like the quan- 3 PHL 471 — Ancient Philosophy tum transitions of atoms). 3 PHL 473 — Modern Philosophy A physics major provides a rigorous 3 ECN 120 — Introduction to Macroeco- grounding in the scientific process and a nomics firm scientific understanding of the world. 3 ECN 121 — Introduction to Microeco- It fosters critical thinking and quantitative nomics problem solving skills and provides broad 3 POL 200 — Introduction to United practical training in science and technolo- States Politics 3 POL 201 — Introduction to Interna- gy. It can lead to graduate study and basic tional Relations research (in a variety of disciplines), to 3 POL 202 — Modern Foreign Govern- stimulating jobs in industry, or to chal- ments lenging and rewarding careers in teaching. 3 POL 300 — Political Inquiry and Our faculty members are engaged in Analysis original research and physics majors are 3 POL 312 — Western Political Theory drawn early into collaborative research 3 POL 335 — American Public Policy projects with the faculty. Students learn to 3 PHL/POL 390 — Directed study, junior year think as physicists, not just work physics 3 PHL/POL 399 — Senior thesis 21 Electives—choose from the following 3 problems, and faculty welcome students' credit courses (at least 12 credits must be from curiosity, questioning, and new perspec- political science, with 6 being 400 level, and 9 tives. credits must be from philosophy): PHL 412, Phi- A physics major is essential for students losophy of Law; PHL 414, Philosophy of Femi- planning to pursue a graduate degree in nism; PHL 422, Philosophy of Science; PHL physics. A physics major also provides a 430, Advanced Ethics; PHL 431, Ethic and solid foundation for students who antici- Peace; PHL 434, Environmental Ethics; PHL pate a career in secondary education, engi- 435, Bioethics; PHL 472, Medieval Philosophy; neering or medical research. Students PHL 474, Hegel and 19th Century Philosophy; PHL 470, Existentialism; POL 314, American looking for a broad scientific grounding as Political Thought. part of their liberal arts education are also well served by the physics major. Total Credit Hours—126 The curriculum is specifically designed to help students reach the following learn- Physics, B.S. ing goals. Students will: Mark Utlaut, Ph.D., achair [1] Understand the general principles of Faculty: Bonfim, Breen, Butler, S.K. Mayer, symmetry, energy, force, momentum, More, Utlaut, Wasowski mass and charge as underlying founda- tions for other sciences and engineering. How does the world work? How do we [2] Be able to recognize patterns among know? What is the evidence and why do natural phenomena, including those that we accept it? Physics is the science that are readily apparent (like the orbits of seeks to understand natural phenomena planets) and those that are apparent only COLLEGE OF ARTS AND SCIENCES 67 to deep analysis and careful observation (like the quantum transitions of atoms). Political Science, [3] Develop a rigorous grounding in the scientific process and a firm scientific un- B.A. derstanding of the world. Gary Malecha, Ph.D., chair [4] Gain critical thinking and quantitative Faculty: Curtis, Frederking, Malecha, Pomer- problem solving skills in addition to broad leau, Stabrowski practical training in science and technology. The mission of the political science program [5] Learn to work effectively as a member is to prepare students to become engaged of a team. citizens and leaders in political societies. It [6] Exhibit ethical scientific conduct. provides students with the necessary tools University Core Requirements—30 hours for understanding a complex world and for (See pg. 5-7.) active civic involvement. Political science General Physics (PHY 204-205) satisfies provides this by offering introductory the science requirement. The core re- courses to all students and by preparing quirement for mathematics is satisfied by majors to enter careers in business, jour- Calculus (MTH 201-202). nalism, religious organizations, and for College Requirements, B.S.—6 hours local, national, and international service. Hrs. Majors are prepared to enter graduate 3 CST 100 — Effective Communication studies in political science, law, and other 4 PHL 33x — Metaphysics professional disciplines in top graduate Major Requirements — 75 hours schools worldwide. The department also Hrs. houses the University’s social justice pro- 8 MTH 201-202 — Calculus I-II gram, in which students select a series of 4 MTH 301 — Vector Calculus complementary courses designated as so- 3 MTH 321 — Differential Equations: cial justice to attain a certificate. Ordinary Differential Equations The program in political science is de- 3 MTH 341 — Introduction to Linear signed to provide an understanding of the Algebra discipline centered around a set of specific 4 CS 203/273 — Computer Science I/Lab strategies for gathering and analyzing in- 4 PHY 204 or 208 — General Physics/Lab formation about political life. These strate- 4 PHY 205 or 209 — General Physics/Lab gies—conceptual, historical, structural, 8 CHM 207-208 — General Chemistry I-II institutional, and behavioral—are explored CHM 277-278 — Laboratory in the light of their respective theoretical 37 upper division science, math or engineer- materials. ing credit hours with a minimum of 28 hours in physics, including: The curriculum is specifically designed 3 PHY 306 — Modern Physics to do the following: 3 PHY 356 — Mathematical Methods for [1] Provide students with a foundation in Physicists normative political inquiry and analysis; 1 PHY 376 — Modern Physics Lab [2] Introduce students to the methodology 2 PHY 371 — Analog and Digital Elec- of social science; tronics [3] Provide students with the knowledge 4 Two of the following advanced labs: PHY and skills necessary to engage in compara- 372, 470, 471, 472 tive analysis of political systems; 24 Additional courses in science, math or engi- neering, of which 15 hours must be in [4] Provide students with the knowledge physics and skills necessary to understand politi- cal events within the context of the inter- General Electives—9 hours national system; Total Credit Hours—120 [5] Provide students with the knowledge and skills necessary to understand and an- alyze the American political system; [6] Provide students an opportunity to ex- perience practical application of the disci- pline through internships. 68 COLLEGE OF ARTS AND SCIENCES University Core Requirements — 39 hours [1] A sophisticated understanding of be- (See pg. 5-7.) havior, thought, and emotion; College Requirements, B.A.—21-33 hours [2] The capacity to think critically about Hrs. behavior, to question assumptions, and to 3 Effective Communication (CST 100) consider alternatives; 3 Metaphysics (PHL 33x) [3] The ability to understand, interpret, 15 Credits of upper-division courses outside and design psychological research; the primary major, 9 of which must come [4] The capacity to express themselves from 3 different disciplines in the College of both orally and in writing. Arts and Sciences. This requirement is not fulfilled by the University core. University Core Requirements— 39 hours 0-12Intermediate level of one language (pg. 44) (See pg. 5-7.) Major Requirements — 36 hours College Requirements, B.A.—21-33 hours Hrs. Hrs. 3 POL 200 — Introduction to United 3 Effective Communication (CST 100) States Politics 3 Metaphysics (PHL 33x) 3 POL 201 — Introduction to 15 Credits of upper-division courses in the Col- International Relations lege of Arts and Sciences outside the prima- 3 POL 202 — Modern Foreign Govern- ry major, 9 of which must come from 3 ment different disciplines.This requirement is 3 POL 300 — Political Inquiry and not fulfilled by the University core. Analysis 0-12Intermediate level of one language (pg. 44) 3 POL 312 — Western Political Theory Major Requirements — 30 hours 21 Major electives (must include at least one Hrs. course each in American Politics, Interna- 3 PSY 214 — Research Methods: Design tional Relations, and Comparative Politics, 3 PSY 215 — Research Methods: one of which must be at the 400 level.) Analysis General Electives — 12-24 hours 3 PSY 498 — Senior Seminar Total Credit Hours — 120 Students must take PSY 101 as one of their core social science courses. Students may substitute Philosophy, Politics, and PSY 499, Thesis, for PSY 498, Senior Seminar. Psychology-Sociology double majors may do a Policy, B.A. combined thesis with joint supervision in place Students interested in a philosophy/politi- of PSY 498. cal science double major with a policy em- 21 Upper-division psychology electives , in- phasis should consult the chairs of the cluding 6 credits from Group 1: philosophy and political science programs. PSY 310, Behavioral Neuroscience; PSY 320, Learning; PSY 330, Cognition; PSY 340, Sen- sation and Perception; and 6 credits from Psychology, B.A. Group 2: PSY 350, Social Psychology; PSY 360, Life Span Development; PSY 370, Per- Robert Duff, Ph.D., chair sonality; PSY 380, Abnormal Psychology. Faculty: Baillet, Guest, Julka, Lies, Royce, A maximum of six non-classroom hours may be Smith used for completion of the major. The psychology curriculum is designed to General Electives—18-30 hours provide students with the basic conceptual, Total Credit Hours — 120 methodological, and applied tools of con- temporary psychology. The major pre- pares students to apply psychological Social Sciences principles in the field and provides a thor- ough background for graduate or profes- Social Work, B.A. sional study. Understanding methods and Robert Duff, Ph.D., chair principles of the social sciences, as well as Faculty: Gallegos, Rogers, Tata those of psychology, are emphasized. Psy- The Social Work Program defines general- chology majors leave with a variety of ca- ist social work practice as a service profes- pacities that are valuable in today’s world, sion based upon an eclectic knowledge including: base used to enable professional engage- COLLEGE OF ARTS AND SCIENCES 69 ment in a problem-solving process on be- Objective: To provide students with the ed- half of living systems within a context of ucational foundation necessary for ad- value-based interventions. This definition vanced graduate study in social work emanates from a number of sources. The through a curriculum that enables stu- program is named after Dorothy Day, who dents to consider personal and profession- was a Catholic social activist in the best al options regarding specialization and tradition of social work. Social justice, graduate education. peace, domestic violence, farm worker Goal III: The encouragement and en- unions, and the environment were among abling of student to assume leadership the many of her social work concerns. roles in meeting the social service needs of The social work program incorporates a vulnerable populations. Objective: To en- systems perspective that provides a way to able student to incorporate leadership con- organize conceptualizations about theories cepts and principles into their personal and methods of social work practice. Addi- and professional lives through critical tionally, this definition incorporates the thinking and ethical behavior aimed at the importance of ethics and values in the generation of solutions to social problems. practice of social work drawn from the so- In pursuit of this end, students are encour- cial teachings of the Catholic Church. aged to participate in student organiza- These qualities provide a framework for tions, the National Association of Social the program mission; to prepare students Workers, local, national, and international to assume leadership roles in global soli- boards, committees, and conferences as darity and community within an increas- possible. ingly diverse society through cultural The social work program was awarded competence and commitment to social accreditation status in October, 2006. Ac- justice. creditation status makes graduates from Cultural competence and a dedication to this program eligible for advanced stand- social justice for vulnerable populations ing in most master’s of social work pro- through global and local solidarity are sig- grams across the country. Graduates are nature aspects of the Dorothy Day Social therefore eligible to receive an MSW in Work Program at the University of Port- one year instead of two. While most of our land. The objectives of transferring the graduates go on to graduate school, many values, skills, and knowledge inherent in distinguish themselves in national and in- this goal are embedded throughout the ternational service beforehand. program through courses, sponsored re- University Core Requirements— 39 hours search, and community service in local (See pg. 5-7.) and international settings. Students are College Requirements, B.A.—21-33 hours taught to support and enhance efforts at all Hrs. levels of society to uphold human rights 3 Effective Communication (CST 100) and dignity; to assure fair access to re- 3 Metaphysics (PHL 33x) sources; and to influence social, economic, 15 Credits of upper-division courses in the Col- and political systems so that they become lege of Arts and Sciences outside the prima- more just and equitable. ry major, 9 of which must come from 3 The primary goals of the program are: different disciplines. This requirement is Goal I: The preparation of students for not fulfilled by the University core. generalist practice in entry-level positions 0-12Intermediate level of one language (pg. 44) is the primary function of the program. Major Requirements — 42 hours Objective: To provide students with the Hrs. knowledge, skill, and values necessary to 3 SW 305 — Social Work: Service and enable practice on an entry-level with in- Social Justice 3 SW 313 — Social Welfare Policy dividuals, families, groups, organizations, 3 SW 214 — Research Methods: Design and communities in a variety of practice 3 SW 325 — Cultural Diversity and settings and with a focus upon social jus- Cultural Competence tice. 3 SW 343 — Human Behavior and the Goal II: The preparation of students for Social Environment advanced graduate study in social work. 3 SW 387 — Interviewing/Counseling 70 COLLEGE OF ARTS AND SCIENCES 3 SW 480 — Theory and Practice of SW not fulfilled by the University core. Intervention I 0-12Intermediate level of one language (pg. 44) 3 SW 481 — Theory and Practice of SW Major Requirements — 30 hours Intervention II Hrs. 6 SW 482 — Social Work Practicum I 3 SOC 214 — Research Methods: Design 6 SW 483 — Social Work Practicum II 3 SOC 215 — Research Methods: Analysis Students must take PSY 101 and SOC 101 as 3 SOC 380 — Sociological Theory their core social science courses. 3 SOC 498 — Senior Project Seminar 6 Major electives Students must take SOC 101 as one of their core General Electives—6-18 hours social science courses. Students may substitute Total Credit Hours — 120 SOC 499, Thesis, for SOC 498, Senior Project Seminar. Psychology-sociology double majors may do a combined thesis with joint supervi- Sociology, B.A. sion in place of SOC 498. Robert Duff, Ph.D., chair 18 Upper-division sociology electives (A maxi- Faculty: Duff, Monto, McRee mum of 6 non-classroom hours may be used for the completion of the major) The sociology curriculum is designed to impart to students an understanding of so- General Electives—18-30 hours ciety and culture as it is organized in vari- Total Credit Hours — 120 ous social institutions. The major provides Criminal Justice Track training in the methods of social research This is an interdisciplinary track of the so- and familiarity with the various theories of ciology major that encourages a critical ex- social organization and social change. ploration of criminal behavior and the The variety of topic areas offered for criminal justice system. The program, students in this major include marriage which includes a year-long educationally and family, criminology, urban society, directed field experience in the senior gerontology, minority relations, social psy- year, is particularly appropriate for stu- chology, gender, social inequality, and the dents interested in law enforcement work study of culture. or corrections. Sociology majors graduate with a variety Students in the criminal justice track of capacities that are valuable in today’s graduate with: world, including: [1] An understanding of the operation of [1] The ability to see larger social process- the criminal justice system, and the inter- es and be aware of social change; relationships between the components of [2] The ability to think critically about so- the system and the community; cial life, to question assumptions, and to [2] A supervised experience observing consider alternatives; and working with a particular department [3] An understanding of the social forces or agency of the justice system; that shape individuals and the way that [3] The capacity to interact effectively these forces limit or enable us; with persons of diverse backgrounds; [4] The ability to understand, interpret, [4] The capacity to understand the social and design social research; and psychological causes of criminal [5] The ability to express themselves activity; through the written and spoken word; [5] The capacity to think and communi- [6] An understanding of culture and the cate effectively through writing; way it shapes our perception of the world. [6] An understanding of the ways that so- University Core Requirements— 39 hours cial class, race, ethnicity, gender, and sexu- (See pg. 5-7.) al orientation will influence and College Requirements, B.A.—21-33 hours complicate the performances of their roles. Hrs. Major and Track Requirements — 39 hours 3 Effective Communication (CST 100) Hrs. 3 Metaphysics (PHL 33x) Students must take PSY 101 and SOC 101 as - 15 Credits of upper-division courses in the Col their core social science courses. lege of Arts and Sciences outside the prima- 3 SOC 214 — Research Methods: Design ry major, 9 of which must come from 3 3 SOC 305 — Introduction to Criminal different disciplines. This requirement is Justice COLLEGE OF ARTS AND SCIENCES 71 3 SOC 325 — Cultural Diversity: Cultur- part of the core curriculum, a theology al Competence core program consisting of 9 credit hours. 3 SOC 360 — Criminology As part of the theology core program, all 3 SOC 380 — Sociological Theory students are required to take three theolo- 6 SOC 446-447 — Criminal Justice gy courses. The first, THE 101, introduces Practicum I & II 3 SOC 498 —Senior Project Seminar students to the nature of religion, the great Students may substitute SOC 499, Thesis, for world religions, and the discipline of theol- SOC 498, Senior Project Seminar. Psychology- ogy. The second, THE 205, surveys bibli- sociology double majors may do a combined cal tradition and culture. The third course thesis with joint supervision in place of SOC must be taken from a range of 400-level 498. courses, which provides students with ad- 3 Elective (POL 344, Civil Liberties; POL 345, vanced study of a more focused topic with- Constitutional Law; POL 405, Law in the Po- in Christian theology, possibly one related litical Arena; or course in criminal law) to the student’s major or one of personal 9 Upper-division Psychology or Sociology electives, at least one of which must include interest. SOC 408, Juvenile Delinquency; SOC 410, THE 101 and 205 are prerequisites for all Corrections; or SOC 444, Deviant Behavior. upper-division theology courses. The Department of Theology offers a General Electives—9-21 hours Total Credit Hours — 120 program of courses leading to the bachelor of arts degree with a major in theology, a theology minor (described on pg. 45), and Theology a masters degree in pastoral ministry (de- Matthew J. Baasten, Ph.D., chair scribed on pg. 133). Faculty: Baasten, Butkus, Cameron, Dem- ing, Dempsey, Gordon, Hosinski, LaBarre, Theology, B.A. McManus, McNamara, Rutherford Students desiring to orient themselves Theological studies have a prominent role more thoroughly in the study of religious in the University and College of Arts and values and influences choose theology as a Sciences core curricula. The Department valuable integrating major in the College of Theology is the academic unit of the of Arts and Sciences. Some declare theol- College of Arts and Sciences whose pur- ogy as a second major or interdisciplinary pose is to offer quality theological educa- area with communication, drama, educa- tion. Within a Catholic context and in an tion, philosophy, psychology, and social ecumenical perspective it provides a foun- service, to mention the most frequent dation for: a) critical, spiritual, and ethical combinations. Majors may qualify for en- reflection, and its expression; b) nurturing rollment in the national honor society for theological scholarship and dialogue; and religious studies and theology (Theta c) pastoral service on campus and in local Alpha Kappa). churches. In addition to THE 101 and 205, theology The Department of Theology is one of majors take 27 hours of upper-division the most direct and visible ways in which courses. Of these 27 hours, 3 are allotted to the University promotes its mission as an biblical studies, 3 to the history of Chris- independently governed Catholic universi- tianity, 3 to systematic theology, 3 to theo- ty, fulfilling its commitment to the central logical ethics, 3 to Christian worship, and 3 tenets of faith and service. By providing for- to spirituality. The remaining 9 hours are mative training in the content and meth- allotted to upper-division theology elec- ods of Catholic/Christian theology, the tives, three hours of which may be satis- department, in the spirit of Ex Corde Eccle- fied by taking a THEP course. siae (1990), contributes to the manner in In their senior year, students must com- which service to God and humanity is val- plete the Capstone Experience, a culmi- ued and personified in our graduates. nating event for the theology major. In The Department of Theology seeks to consultation with his or her advisor during fulfill its own mission and the stated objec- the junior year, the theology major choos- tives of the University by providing, as es from among the following year’s offer- 72 COLLEGE OF ARTS AND SCIENCES ings (ordinarily for the fall semester) an b. Be able to write in a reflective and crit- upper-division course that relates to a par- ical manner. ticular area of interest, e.g. bible, ethics, c. Develop critical thinking skills. systematics, etc. With the direction of the [6] Develop the knowledge, skills, and course professor the student writes a for- commitment for ethical awareness and so- mal paper of substantive length, usually at cial responsibility in a global context. least twenty (20) pages. The paper may be [7] Gain an appreciation for the role of interdisciplinary, i.e., written in conversa- theological reflection in the communal tion with other theology faculty and/or quest for and meaning. with faculty outside the theology depart- [8] Gain an appreciation for the impor- ment. tance of learning and reflection through- The public presentation of the theology out one’s life. capstone paper occurs in two parts. In part University Core Requirments—39 hours one, the department schedules a theology (See pg. 5-7.) colloquium. There the student presents College Requirements, B.A.—21-33 hours the paper publicly to theology majors and Hrs. minors, department faculty, and any inter- 3 Effective Communication (CST 100) ested faculty and students from the Uni- 3 Metaphysics (PHL 33x) versity community. The colloquium aims 15 Credits of upper-division courses outside to both feature a student’s work in a formal the primary major, 9 of which must come setting and to engage the University com- from 3 different disciplines in the College of munity in a scholarly conversation and in- Arts and Sciences. This requirement is not quiry. The theology department fulfilled by the University core. encourages creation of a format that in- 0-12Intermediate level of one language (pg. 44) cludes student responses from inside or Major requirements — 27 hours (24 beyond outside the discipline. Part two is a presen- University core requirements) tation of the work to a wider, non-theologi- Biblical Studies — 3 hours cal audience at the University’s Founders History of — 3 hours Day in early April. The theology capstone is recommended Systematic Theology — 3 hours for current theology majors. It is mandato- Theological Ethics — 3 hours ry for all theology majors entering in the Christian Worship — 3 hours fall 2005 semester (Class of 2010). The curriculum for the theology major is Spirituality — 3 hours specifically designed to provide the follow- Theology Upper-Division Electives—9 ing learning goals and outcomes. Students hours will: General Electives — 21-33 hours [1] Gain an understanding of the major Total Credit Hours — 120 sub-disciplines of Christian/Catholic theol- ogy, their content, and their respective methodologies. [2] Develop an ability to use and value the lenses of different disciplines, and seek connections among them. [3] Gain an understanding of how a histor- ically conscious study of theology shapes a spiritual outlook and practices in life. [4] Examine faith, its place in one’s own life, and in the lives of others. [5] Develop the foundational knowledge and skills necessary for informed inquiry, decision making, and communication. a. Be able to read scholarly literature and primary texts in a critical manner. PAMPLIN SCHOOL OF BUSINESS ADMINISTRATION 73 Dr.Robert B.Pamplin, Jr. School of Business Administration

Robin D. Anderson, Ed.D., dean Bruce H. Drake, Ph.D., associate dean Howard D. Feldman, Ph.D., associate dean Lisa J. Reed, J.D., assistant dean Faculty: Adams, Adrangi, Allender, Anderson, Barnes, Beauchamp, Bernard, Chatrath, DeHoratius, Drake, Eaton, Easton, Eom, Feldman, Gritta, Jurinski, Kondrasuk, Lewis, Li, Lin, Lippman, Martin, Mitchell, Meckler, Reed, Schouten, Seal, Stephens he Dr. Robert B. Pamplin, Jr. School of Business Administration was founded in 1939, and it is one of only five schools of business in Oregon Taccredited by the Association for the Advancement of Collegiate Schools of Business (AACSB). The Pamplin School of Business Administration’s innova- tive curriculum is an outgrowth of its mission statement. The school offers the administration (B.B.A.) degree at the undergraduate level and the administration (M.B.A.) degree at the graduate level. The mission of the Dr. Robert B. Pamplin, Jr. School of Business Administra- tion is to create a collaborative learning environment that develops our stu- dents' knowledge of effective business practices, enhances their analytic and interpersonal skills, and enables them to be successful and ethical leaders in their communities and the changing world. This mission challenges the Pamplin School of Business Administration to provide students with: I The opportunity to obtain a comprehensive understanding of business and sustainable business practices; I The leadership skills needed to manage organizations - communication, problem-solving, teamwork, and the utilization of technology; I State-of-the-art curricula taught by highly motivated and concerned faculty on the leading edge of their disciplines; and I An entrepreneurial mindset to recognize and seize opportunities. Degrees and Programs I A total program that is 120 semester hours in length in finance, global business, The basic structure of the undergraduate and marketing-management and 126 business program contains the following hours in accounting. characteristics: I Minors are offered in business adminis- I A general education component based tration, economics, and entrepreneurship. on the University core curriculum. I A common business curriculum focused The General Education Component on key leadership skills, a balance be- The general education component of the tween entrepreneurial/small business and program is driven by the philosophy artic- large corporate models, and cross-discipli- ulated in the University’s common cur- nary learning. riculum document. In this document, 74 PAMPLIN SCHOOL OF BUSINESS ADMINISTRATION three interrelated educational goals are es- 3 ECN 120 — Principles of Macroeco- tablished: nomics I Discovering and acquiring knowledge of 3 ECN 121 — Principles of Microeco- the world and the place of the individual nomics in it; 3 ECN 220 — Statistics for Business I Identifying and developing personal and social values and goals; Common Business Requirements In conjunction with the general education I Developing and refining skills, abilities, requirements, a common business cur- and ways of knowing. riculum, which is taken by all business Students are required to take the follow- students regardless of major, is composed ing courses to meet these goals. of 57 hours across four modules. The non- University Core Requirements — 39 hours business module (12 hours) is composed Hrs. of courses outside of the School of Busi- 3 ENG 112 — Introduction to Literature ness. These courses expand the breadth of 3 FA 207 — Fine Arts 3 MTH 121 — Calculus for Business and the bachelors of business administration Social Science degree, and assist in developing essential, 6 Science Electives broad-based skills. The tools module (24 3 History (Any 200 or 300-level course) hours) provides students with a basic foun- 6 Social science (Courses chosen from two dation in economics, statistics, accounting, different disciplines: POL 200, Introduction management information systems, busi- to United States Politics; POL 201, Introduc- ness law and social responsibility, as well tion to International Relations; POL 202, In- as an introduction to the leadership skills troduction to Comparative Politics; PSY 101, that are the building blocks for all business General Psychology; SOC 101, Introductory Sociology; CST 225, Fundamentals of Inter- courses. personal Communication) The entrepreneurial ventures module 6 Philosophy (PHL 150, Introductory (9 hours) introduces students to basic prin- Philosophy; PHL 220, Ethics) ciples of marketing and finance and ex- 9 Theology (THE 101, Introduction to Religion tends the treatment of economics through a and Theology; THE 205, Biblical Tradition focus on new ventures and family busi- and Culture; upper-division theology elective) nesses. Common Business Requirements — 57 hours Growing the business module (12 hours) In conjunction with the general education re- emphasizes the interpersonal and decision quirements, all business students regardless of making skills necessary for coordinating major take the common business requirements. operations, expansion, and long term busi- 3 CST 107 — Effective Public Speaking I ness success. 3 ENG 107 — College Writing 3 MTH 141 — Finite Mathematics Non-Business Module — 12 hours 3 Upper-division, non-business elective 3 CST 107 — Effective Public Speaking I 3 BUS 100 — Introduction to Leadership 3 ENG 107 — College Writing Skills 3 MTH 141 — Finite Mathematics 3 BUS 200 — Entrepreneurial Market- 3 Upper-division non-business elective ing Tools Module — 24 hours 3 BUS 201 — Business Environment of Hrs. Entrepreneurship 3 BUS 100 — Introduction to Leader- 3 BUS 209 — Financial Accounting ship Skills 3 BUS 210 — Managerial Accounting 3 ECN 120 — Principles of Macroeco- 3 BUS 250 — Legal and Social Responsi- nomics bilities in Business 3 ECN 121 — Principles of Microeco- 3 BUS 255 — Management Information nomics Systems 3 ECN 220 — Statistics for Business 3 BUS 305 — Business Finance 3 BUS 209 — Financial Accounting 3 BUS 355 — Decision Modeling 3 BUS 210 — Managerial Accounting 3 BUS 360 — Organizational Behavior 3 BUS 250 — Legal and Social Responsi- 3 BUS 361 — Technology and Opera- bilities in Business tions Management 3 BUS 255 — Management Information 3 BUS 400 — Management Decisions & Systems Policy PAMPLIN SCHOOL OF BUSINESS ADMINISTRATION 75 Entrepreneurial Ventures Module — 9 hours 3 BUS 200 — Entrepreneurial Marketing Degree Programs 3 BUS 201 — Business Environment of B.B.A. with a Major in Accounting Entrepreneurship The accounting program is structured to 3 BUS 305 — Business Finance meet the needs of students pursuing ei- Growing the Business Module — 12 hours ther a four or five-year program. 3 BUS 355 — Decision Modeling The four-year program is appropriate for: 3 BUS 360 — Organizational Behavior [1] Students who wish to pursue profes- 3 BUS 361 — Technology & Operations sional certification as a Certified Manage- Management ment Accountant (CMA), Certified 3 BUS 400 — Management Decisions & Policy Internal Auditor (CIA), Certified Financial Planner (CFP), etc., where a four-year de- The Majors Component gree is appropriate; There are four majors within the Pamplin [2] Students who may pursue Certified School of Business Administration: ac- Public Accountant (CPA) certification in counting, finance, global business, and the future but intend to work for a period marketing and management. All majors, of time before returning to complete the except accounting, have the same basic necessary education; structure: a set of four required courses [3] Students who wish to pursue a career that are unique to each area, and two to in accounting or a related field that does four elective courses that must include at not require certification. least one international business course (if The five-year program is most appropri- one is not required). There are slight mod- ate for students who intend to pursue CPA ifications to this template for the global certification. Candidates writing the CPA business major, and they are discussed exam in Oregon (and most other states) later in this section. Prior to entering must have earned at least 150 semester upper-division business courses, students credit hours. Any 24 additional semester must complete the math sequence (MTH hours (beyond the 126 required for the ac- 121, MTH 141) and business statistics counting major) will allow the student to (ECN 220) and earn a minimum of C- in meet the minimum requirements. It is all three courses. Students must enroll in a strongly recommended that students math course every semester until this choose among the following options: sequence is completed. [1] The B.B.A./M.B.A. with a major in ac- Additionally, they must complete BUS counting on page 81; 100, BUS 200, BUS 201, BUS 209, BUS 210, [2] A double major, for example, account- BUS 255, ECN 120, and ECN 121 with a ing and finance; G.P.A. of at least 2.0 before declaring their [3] A major in accounting with one or major and taking upper-division business more minors which enhance the student’s courses. skill set or match the student’s interests, such as economics, psychology, fine arts, Honors Pledge or a foreign language. The faculty of the Pamplin School of Busi- University Core Requirements - 39 hours ness encourages students to acknowledge Hrs. the ethical component of teaching and 3 ENG 112 — Introduction to Literature learning that is an essential factor in fulfill- 3 FA 207 — Fine Arts ing the University’s mission in the class- 3 MTH 121 — Calculus for Business and Social Science room. Students are asked to reflect upon 6 Science electives the core value of academic integrity and 3 History (Any 200 or 300-level course) make this an integral part of their work at 6 Social Science (Courses chosen from two the University. Students are asked to sign different disciplines: POL 200, Introduction an honors pledge and attach it to all sub- to United States Politics; POL 201, Introduc- mitted course work to affirm the integrity tion to International Relations; POL 202, In- of their scholarship to all concerned. troduction to Comparative Politics; PSY 101, General Psychology; SOC 101, Introductory Sociology; CST 225, Fundamentals of Inter- 76 PAMPLIN SCHOOL OF BUSINESS ADMINISTRATION personal Communication) which provides a global perspective. In ad- 6 Philosophy (PHL 150, Introductory Philoso- dition, students take 12 hours of elective phy; PHL 220, Ethics) courses that advance their understanding 9 Theology (THE 101, Introduction to Reli- of the complementary areas of economics, gion and Theology: THE 205, Biblical Tra- accounting, and/or marketing. dition and Culture; upper-division theology elective) University Core Requirements — 39 hours Hrs. Common Business Requirements - 57 hours 3 ENG 112 — Introduction to Literature In conjunction with the general education 3 FA 207 — Fine Arts requirements, all business students re- 3 MTH 121 — Calculus for Business and gardless of major take the common busi- Social Science ness requirements. 6 Science Electives 3 CST 107 — Effective Public Speaking I 3 History (Any 200 or 300-level course) 3 ENG 107 — College Writing 6 Social science (Courses chosen from two 3 MTH 141 — Finite Mathematics different disciplines: POL 200, Introduction 3 Upper-division, non-business elective to United States Politics; POL 201, Introduc- 3 BUS 100 — Introduction to Leader- tion to International Relations; POL 202, In- ship Skills troduction to Comparative Politics; PSY 101, 3 BUS 200 — Entrepreneurial Market- General Psychology; SOC 101, Introductory ing Sociology; CST 225, Fundamentals of Inter- 3 BUS 201 — Business Environment of personal Communication) Entrepreneurship 6 Philosophy (PHL 150, Introductory Philoso- 3 BUS 209 — Financial Accounting phy; PHL 220, Ethics) 3 BUS 210 — Managerial Accounting 9 Theology (THE 101, Introduction to Religion 3 BUS 250 — Legal and Social Responsi- and Theology; THE 205, Biblical Tradition bilities in Business and Culture; upper-division theology 3 BUS 255 — Management Information elective) Systems Common Business Requirements — 57 hours 3 BUS 305 — Business Finance In conjunction with the general education re- 3 BUS 355 — Decision Modeling quirements, all business students regardless of 3 BUS 360 — Organizational Behavior major take the common business requirements. 3 BUS 361 — Technology and Opera- 3 CST 107 — Effective Public Speaking I tions Management 3 ENG 107 — College Writing 3 BUS 400 — Management Decisions & 3 MTH 141 — Finite Mathematics Policy 3 Upper-division, non-business elective 3 ECN 120 — Principles of Macroeco- 3 BUS 100 — Introduction to Leadership nomics Skills 3 ECN 121 — Principles of Microeco- 3 BUS 200 — Entrepreneurial Market- nomics ing 3 ECN 220 — Statistics for Business 3 BUS 201 — Business Environment of Major Requirements - 30 hours Entrepreneurship 3 BUS 310 — Intermediate Accounting I 3 BUS 209 — Financial Accounting 3 BUS 311 — Intermediate Accounting II 3 BUS 210 — Managerial Accounting 3 BUS 312 — Cost Accounting 3 BUS 250 — Legal and Social Responsi- 3 BUS 365 — Accounting Information bilities in Business Systems 3 BUS 255 — Management Information 3 BUS 411 — Advanced Accounting Systems 3 BUS 450 — Advanced Business Law 3 BUS 305 — Business Finance 3 BUS 464 — Business Taxation 3 BUS 355 — Decision Modeling 3 BUS 465 — Auditing 3 BUS 360 — Organizational Behavior 3 BUS 466 — Not for Profit and Interna- 3 BUS 361 — Technology and Opera- tional Accounting tions Management 3 BUS 400 — Management Decisions & 3 BUS 467 — Personal Taxation Policy Total Credit Hours— 126 3 ECN 120 — Principles of Macro- economics B.B.A. with a Major in Finance 3 ECN 121 — Principles of Micro- The finance program has four required economics courses, including International Finance, 3 ECN 220 — Statistics for Business PAMPLIN SCHOOL OF BUSINESS ADMINISTRATION 77 Major Requirements — 24 hours 9 Theology (THE 101, Introduction to Religion Hrs. and Theology; THE 205, Biblical Tradition and 3 BUS 330 — Managerial Finance Culture; upper-division theology elective) 3 BUS 430 — Investments Common Business Requirements — 57 hours 3 BUS 431 — Financial Markets and In- In conjunction with the general education re- stitutions quirements, all business students regardless of 3 BUS 441 — International Finance major take the common business requirements. Four of the following electives: 3 CST 107 — Effective Public Speaking I 3 BUS 310 — Intermediate Accounting I 3 ENG 107 — College Writing 3 BUS 311 — Intermediate Accounting II 3 MTH 141 — Finite Mathematics 3 BUS 312 — Cost Accounting 3 Upper-division, non-business elective 3 BUS 365 — Accounting Information 3 BUS 100 — Introduction to Leadership Systems Skills 3 BUS 371 — Consumer Behavior 3 BUS 200 — Entrepreneurial Marketing 3 BUS 401 — Business Internship 3 BUS 201 — Business Environment of 3 BUS 411 — Advanced Accounting Entrepreneurship 3 BUS 432 — Personal Financial Plan- 3 BUS 209 — Financial Accounting ning 3 BUS 210 — Managerial Accounting 3 BUS 450 — Advanced Business Law 3 BUS 250 — Legal and Social Responsi- 3 BUS 467 — Personal Taxation bilities in Business 3 BUS 472 — Personal Selling 3 BUS 255 — Management Information 3 * BUS 480 — Creating a World-Class Systems Venture 3 BUS 305 — Business Finance 3 BUS 485 — Entrepreneurial Ventures 3 BUS 355 — Decision Modeling 3 Choice of one upper-division Economics 3 BUS 360 — Organizational Behavior course 3 BUS 361 — Technology and Opera- Total Credit Hours — 120 tions Management 3 BUS 400 — Management Decisions B.B.A. with a Major in Marketing and Policy and Management 3 ECN 120 — Principles of Macroeco- The required courses in the marketing and nomics management program include two essential 3 ECN 121 — Principles of Microeco- marketing offerings, the human resource nomics 3 ECN 220 — Statistics for Business management course, and a management class focused on organizational change Major Requirements — 24 hours and innovation. Business electives provide Hrs. additional background in these fields 3 BUS 362 — Human Resource Manage- ment along with a required international course. 3 BUS 370 — Marketing Research University Core Requirements — 39 hours 3 BUS 371 — Consumer Behavior Hrs. 3 BUS 460 — Managing Innovation & 3 ENG 112 — Introduction to Literature Change 3 FA 207 — Fine Arts †One of the following international courses: 3 MTH 121 — Calculus for Business and 3 BUS 442 — Cross Cultural Manage- Social Science ment 6 Science Electives 3 BUS 443 — International Marketing 3 History (Any 200 or 300-level course will Management count) Three of the following electives: 6 Social science (Courses chosen from two 3 BUS 312 — Cost Accounting different disciplines: POL 200, Introduction 3 BUS 365 — Accounting Information to United States Politics; POL 201, Introduc- Systems tion to International Relations; POL 202, In- 3 BUS 401 — Business Internship troduction to Comparative Politics; PSY 101, 3 BUS 430 — Investments General Psychology; SOC 101, Introductory 3 BUS 432 — Personal Financial Plan- Sociology; CST 225, Fundamentals of Inter- ning personal Communication) 3 BUS 450 — Advanced Business Law 6 Philosophy (PHL 150, Introductory 3 BUS 471 — Integrated Marketing Philosophy; PHL 220, Ethics) Communications *BUS 480 is part of the Entrepreneur Scholars program. See page 80. †Students may choose to take the remaining international course as one of their business electives. 78 PAMPLIN SCHOOL OF BUSINESS ADMINISTRATION 3 BUS 472 — Personal Selling and Theology; THE 205, Biblical Tradition 3 * BUS 480 — Creating a World-Class and Culture; upper-division theology elective) Venture Common Business Requirements — 57 hours 3 BUS 485 — Entrepreneurial Ventures 3 Choice of one upper-division economics In conjunction with the general education re- course quirements, all business students regardless of major take the common business requirements. Total Credit Hours — 120 3 CST 107 — Effective Public Speaking I 3 ENG 107 — College Writing B.B.A. with a Major in Global 3 MTH 141 — Finite Mathematics Business 3 Upper-division, non-business elective As with the other business programs, global 3 BUS 100 — Introduction to Leadership business has a foundation of four required Skills courses that cover different but interrelat- 3 BUS 200 — Entrepreneurial Marketing ed business disciplines. However, the busi- 3 BUS 201 — Business Environment of Entrepreneurship ness electives are reduced to six credit 3 BUS 209 — Financial Accounting hours to allow for a language requirement 3 BUS 210 — Managerial Accounting of up to twelve credit hours (i.e., all stu- 3 BUS 250 — Legal and Social Responsi- dents must complete a foreign language at bilities in Business the intermediate level as a minimum). 3 BUS 255 — Management Information Completion of an appropriate language Systems course will fulfill the upper-division non- 3 BUS 305 — Business Finance business elective requirement. Students 3 BUS 355 — Decision Modeling who place into 300-level language when 3 BUS 360 — Organizational Behavior 3 BUS 361 — Technology and Opera- they enter the program can complete a tions Management language minor in the 12 hours of the cur- 3 BUS 400 — Management Decisions riculum allotted for language courses. and Policy Finally, the cultural immersion require- 3 ECN 120 — Principles of Macro- ment can be met through study abroad economics programs sponsored by the University in 3 ECN 121 — Principles of Micro- Austria, Australia, , Germany, economics Japan, Mexico, and Spain, or by participat- 3 ECN 220 — Statistics for Business ing in programs offered through the Insti- Major Requirements — 18 hours tute for the International Education of 3 ECN 440 — International Economics Students (IES). Students are strongly ad- 3 BUS 441 — International Finance vised to study in a country that will help 3 BUS 442 — Cross Cultural Manage- them further their language proficiency. ment 3 BUS 443 — International Marketing University Core Requirements — 39 hours Management Hrs. The two global business major electives 3 ENG 112 — Introduction to Literature must be chosen from a specific functional 3 FA 207 — Fine Arts area of finance, economics, accounting, or 3 MTH 121 — Calculus for Business and Social Science marketing/management. Choices include: Finance: Choose two of the three required 6 Science Electives finance classes: 3 History (Any 200 or 300-level course) 3 BUS 330 — Managerial Finance 6 Social science (Courses chosen from two 3 BUS 430 — Investments different disciplines: POL 200, Introduction 3 BUS 431 — Financial Markets and to United States Politics; POL 201, Introduc- Institutions tion to International Relations; POL 202, In- troduction to Comparative Politics; PSY 101, Accounting: Choose two of the four required General Psychology; SOC 101, Introductory accounting classes: Sociology; CST 225, Fundamentals of Inter- 3 BUS 310 — Intermediate Accounting I personal Communication) 3 BUS 311 — Intermediate Accounting II 6 Philosophy (PHL 150, Introductory 3 BUS 312 — Cost Accounting Philosophy; PHL 220, Ethics) 3 BUS 411 — Advanced Accounting 9 Theology (THE 101, Introduction to Religion Marketing & Management: Choose two of the *BUS 480 is part of the Entrepreneur Scholars program. See page 80. PAMPLIN SCHOOL OF BUSINESS ADMINISTRATION 79 four required marketing/management classes: ments to be selected for a study abroad pro- 3 BUS 362 — HR Management gram will not be allowed to graduate with a 3 BUS 370 — Marketing Research global business major. Students who apply 3 BUS 371 — Consumer Behavior to transfer into the Pamplin School of Busi- 3 BUS 460 — Managing Innovation & ness Administration, either from within or Change outside the University, may undergo this Economics: Choose two of the five upper-divi- evaluation immediately upon their request sion economics courses: to transfer, depending on the percentage of 3 ECN 320 — Intermediate Economics curriculum they have already completed. 3 ECN 322 — Environmental Economics 3 ECN 325 — Business Economics Finally, students who intend to study 3 ECN 425 — Income Inequality abroad are encouraged to begin research- 3 ECN 426 — Comparative Economics ing programs and planning ahead during 3 ECN 427 — Sports Economics their freshman year. Application deadlines Language Requirement—6 to 12 cr. hrs. fall well in advance of most programs’ start Each student must demonstrate proficiency dates, and students who plan ahead usual- through the intermediate level of one language ly can integrate overseas study into their (other than their native language) as deter- four-year plan without delaying their grad- mined by the foreign languages department. If uation. After narrowing down their choic- proficiency is attained in less than six hours, es, students should meet with business students must take two additional electives to school staff to plan their remaining course meet the six hour minimum for language. schedules so as to avoid duplication of Courses with an international flavor, including courses offered abroad and to assess any additional language classes, are particularly en- couraged. additional ramifications (for example, the need for summer school). Total Credit Hours — 120 Double Majors and Minors Global Business: Study Abroad Students who want to major in two areas Requirement of business must complete the majority of Global business majors are required to these programs through separate electives. study abroad in a summer, semester, or Only two upper-division electives may be year-long program. The University does cross counted for double majors. Only one not guarantee that the students who wish upper-division elective can be cross count- to major in global business will be chosen ed for a minor. To be awarded a minor at to participate in a program abroad. The se- graduation, students must achieve an av- lection process is competitive and is based erage G.P.A. of 2.50 or better in their on factors which include, but are not limit- minor classes. ed to, academic performance, disciplinary record, maturity, flexibility, and potential Business Administration Minor for success in the environment abroad as The business administration minor is judged by faculty, staff and others who open to students outside the Pamplin have come into contact with the applicant. School of Business Administration. Stu- Global business majors are responsible for dents desiring to minor in business must maintaining strong academic credentials, declare this intent with the Pamplin as well as a positive profile in the other School of Business Administration by the areas, to position themselves to be selected beginning of their junior year. for a study abroad program. Ultimately, it is solely the student’s responsibility to ful- Minor Prerequisites fill this requirement. 3 BUS 200 — Entrepreneurial Marketing 3 BUS 209 — Financial Accounting During the sophomore year, the dean’s Students should take ECN 120 as one of their so- office will use the aforementioned factors cial science requirements. MTH 161, MTH 461 to evaluate students intending to major in or EGR 360 and BUS 209 should be taken before global business. During this process, stu- BUS 305. dents may be called in to discuss these fac- Minor Requirements -15 hours tors and their plans for study abroad. 3 BUS 305 — Business Finance Students who do not meet the require- 3 BUS 360 —Organizational Behavior 80 PAMPLIN SCHOOL OF BUSINESS ADMINISTRATION Plus three upper-division business electives. 485, which is required of all students. Be- This may include one upper-division econom- fore taking BUS 485, students must take ics elective. the prerequisite of BUS 200, Entrepreneur- ial Marketing. The electives are selected Economics Minor from the College of Arts and Sciences, An is a system that produces School of Engineering, and the Pamplin output and distributes it among members School of Business Administration. Stu- of a society. Economics studies how that dents must achieve a minimum average system functions and how it can be im- G.P.A. of 2.50 in their minor courses. proved. For a student majoring in another Minor Requirements — 15 hours social science, the study of economics is a Required courses include the following 6 credit way to broaden their analysis of society. hours. Chose one of the following depending on For a student majoring in business, the your major and BUS 485: study of economics will expand their un- 3 BUS 305 — Business Finance (re- derstanding of the business environment. quired for business ma- The minor in economics is open to stu- jors) dents both inside and outside the Pamplin 3 BUS 380 — Family Business and School of Business. It requires completing Small Business Manage- two lower-division and five upper-division ment (required for non- business majors) elective courses, listed below. Only one 3 BUS 480 — Creating A World-Class upper-division economics course can be Venture (required for En- cross-counted in both the minor and an- trepreneur Scholars only) other major. Business students who minor and in economics may use two economics 3 BUS 485 — Entrepreneurial Ventures courses both for the minor and for their (Prerequisite: BUS 200) upper division non-business electives. Choose three electives from the following: *3 BUS 401 — Business Administration Minor prerequisites — 6 hours Internship (permission of 3 ECN 120 — Principles of Macroeco- instructor required*) nomics 3 BUS 460 — Managing Innovation and 3 ECN 121 — Principles of Microeco- Change nomics 3 BUS 471 — Integrated Marketing Minor Requirements — 15 hours Communications Upper-division elective courses—five courses 3 BUS 472 — Personal Selling At least one of the following: 3 BUS 481 — Entrepreneur Apprentice- 3 ECN 320 — Intermediate Macroeco- ship (Entrepreneur Schol- nomics ars only) 3 ECN 325 — Business Economics 3 BUS 482 — Global Entrepreneurship Choose four of the following: (Entrepreneur Scholars 3 ECN 322 — Environmental Economics only) 3 ECN 425 — Income Inequality 3 CST 333 — Organizational Communi- 3 ECN 426 — Comparative Economics cation Skills 3 ECN 427 — Sports Economics 3 CST 481/581 — Advanced Business Com- 3 BUS 431 — Financial Markets and munication Institutions 3 DRM 471 — Principles of Theatre Man- 3 ECN 440 — International Economics agement 2 EGR 481 — Capstone Project Entrepreneurship Minor 2 EGR 482 — Capstone Project The entrepreneurship minor is open to all 3 ENG 311 — Advanced Writing students on campus and is interdiscipli- 3 ENV 400 — Integrating Seminar in nary in nature. The program consists of Environmental Studies two required courses and three electives Entrepreneur Scholars Program for a total of 15 credit hours. The required Application to this competitive program is courses include one of three courses de- open to all University of Portland students pending on the student’s major and BUS and consists of:

*All internships for credit must be preapproved by the director of the internship program within the Pam- plin School of Business. PAMPLIN SCHOOL OF BUSINESS ADMINISTRATION 81 3 BUS 480 — Creating a World-Class Electives—9 hours Venture Any three graduate business courses beyond 3 BUS 481 — Entrepreneur Apprentice- the advanced core courses. However, students ship who did not take BUS 255 Management Infor- 3 BUS 482 — Global Entrepreneurship mation Systems are required to take BUS 516 The program matches each student with Management Information Systems. Students an entrepreneurial mentor and provides who did not take BUS 365 Accounting Informa- the opportunity for domestic and interna- tion Systems will need to take the equivalent at tional travel to meet with business leaders the graduate level. It is recommended that stu- dents seek advice from members of the ac- and practice global business. Business stu- counting faculty regarding course selection. dents who are selected for this program can participate in their junior or senior Eligibility year after they have completed their math To be eligible for the five-year B.B.A./ and lower division business core require- M.B.A. program with the abbreviated ments. For business students, with the ex- M.B.A. requirement of 30 semester credit ception of accounting and global business, hours, students must do the following: three credits of this nine-credit program [1] Complete a B.B.A. at the University of count toward their major. Portland with a major in accounting and earn at least a B in each of the following: B.B.A./M.B.A. Program For 3 ECN 120 — Macroeconomics Accounting Majors 3 ECN 121 — Microeconomics Candidates who plan to sit for the CPA 3 ECN 220 — Statistics for Business exam in Oregon (and most other states) 3 BUS 200 — Entrepreneurial Market- must have completed 150 semester credit ing hours before taking the test. To provide 3 BUS 209 — Financial Accounting these students with the necessary hours, 3 BUS 210 — Managerial Accounting the Pamplin School of Business Adminis- 3 BUS 305 — Business Finance 3 BUS 361 — Technology and Opera- tration has developed a separate five-year tions Management B.B.A./M.B.A. program that allows stu- [2] Earn a cumulative G.P.A. of at least dents to complete both degrees (126 se- 3.00 through fall semester of senior year. mester credit hour B.B.A. and 30 semester [3] Earn at least 500 on the Graduate Man- credit hour M.B.A.) in five years. This ab- agement Admissions Test (GMAT). An ad- breviated M.B.A. program is intended only missions index score is calculated as 200 for students who will be completing their times the applicant’s undergraduate G.P.A. undergraduate accounting degree includ- plus the GMAT test score. An index of 1100 ing BUS 465 and BUS 466. The latter are is required for admission. cross listed as graduate courses, thus mak- [4] Formally apply to the M.B.A. program ing the program the equivalent of 36 hours. through the graduate school by April 15 of M.B.A. Program Requirements—30 hours Integration Courses —6 hours the senior year. Students must have been Hrs. accepted into the M.B.A. program prior to 3 BUS 512 — Leadership and Higher enrolling in any courses at the graduate Level Management level. Students should note that admission 3 BUS 513 — Social Responsibility to the M.B.A. program is based on the en- Advanced Core —15 hours tire application, not merely quantitative 3 BUS 520 — Applied Marketing Strate- factors. Application requirements may be gies subject to change. 3 BUS 530 — Applied Financial Analy- [5] Enter the M.B.A. program within two sis semesters after the completion of their 3 BUS 540 — Cross Cultural Management B.B.A. requirements at the University of 3 BUS 580 — Strategic Issues and Appli- Portland. cations in Management Students who choose the B.B.A./M.B.A. 3 International — Course chosen from: BUS 531, International Finance; BUS 535, Inter- option are also strongly encouraged to national Economics; BUS 525, Sales and the have completed an accounting internship Global Market; BUS 582, Global Business before they begin their M.B.A. course- Law work. 82 PAMPLIN SCHOOL OF BUSINESS ADMINISTRATION Students should note that the B.B.A./M.B.A. is composed of two separate programs. Un- dergraduate financial aid and scholarships do not continue in the M.B.A. program. However, financial aid is available in the graduate program. SCHOOL OF EDUCATION 83 School of Education

Sr. Maria J. Ciriello, O.P., Ph.D., dean Faculty: Ackley, Arwood, Carroll, Christen, Ciriello, Eifler, Flores, Greene, Hood, Moore, Morrell, Owens, Pascarelli, Thacker, Vogel, Waggoner, Wall, Weitzel

uided by the University vision of learning as a preparation for community service and leadership, the mission of the School of Education is to de- Gvelop exceptional professional educators whose practices are informed by current research and who respond effectively to the personal, professional, and ethical challenges educators face in dynamic and diverse communities. The purpose of the School of Education is to prepare individuals in various stages of their careers to teach and lead in public and private schools. Such edu- cators, the School of Education believes, demonstrate a range of knowledge, skills, and dispositions. They are life-long learners who are empathetic and re- spectful of others. They are exceptional communicators and can work effective- ly with others. Knowledgeable of both theory and practice, they have a broad and deep knowledge about students, the curriculum, and learning, and the con- comitant skills to organize classrooms, schools, and districts and employ in- structional strategies to meet the diverse needs of learners. The degree programs offer the opportunity for initial and continuing teacher at one of four levels: early childhood (age 3 through grade 4); elemen- tary (grades 3 through 8), associated with the degree in elementary education; middle (grades 5 through 10); and high school (grades 7 through 12), associated with the degree in secondary education. The curriculum is based on a well-re- searched knowledge base including effective teaching practice, reflective teach- ing, and leadership of the teacher in the classroom, in the school, and in the community. Embedded in a broad liberal arts tradition, the program integrates liberal studies, content, professional, and pedagogical knowledge with planned field experiences. The curriculum develops professionals with pedagogical compe- tencies and personal attributes characteristic of exceptional educational leaders. The School of Education is accredited through the National Council for Accreditation of Teacher Education and its programs are approved by the Ore- gon Teacher Standards and Practices Commission. The school receives further recognition by the University of Portland’s accreditation from the Northwest Association of Schools and Colleges. The school is a member of the American Association of Colleges for Teacher Education, the Association of Teacher Edu- cators, and the Association of Independent Liberal Arts Colleges of Teacher Education. Federal law requires that all schools of education report required teacher licensure exams and the percentage of graduates from their programs passing those exams. All candidates within our programs must receive passing scores on the California Basic Educational Skills Test or the PRAXIS I: Pre-Professional Skills Test and the Multiple Subjects Assessment for Teachers. Middle and high school authorized teachers must receive passing scores on the PRAXIS II tests 84 SCHOOL OF EDUCATION in their specific licensure content area. Ordinarily, elementary and secondary Since passing scores are required on all undergraduate majors must take a mini- licensure exams as a program completion mum of 12 semester hours in education requirement, all candidates who complete courses at the University of Portland in University of Portland School of Education order to enter the professional year. In ad- programs have received passing scores on dition, secondary candidates must take each licensure exam. and successfully complete 75 percent of The programs of the University of Port- the courses required in the endorsement land School of Education have been ap- area at the University of Portland. The per- proved with no unmet standards by the mission of the associate dean must be ob- Oregon Teacher Standards and Practices tained for an exception. Commission through 2012. Candidates may not advance to the pro- fessional year until all appropriate classes Admission required in the endorsement area and all The undergraduate teacher education pro- content courses required by TSPC have gram has two strategic points during the been completed. Should it be necessary, a four-year program, namely (1) admission clear plan for completing these require- to the School of Education, and (2) ad- ments by the summer before the beginning vancement to the professional year. of the professional year must be filed be- Admission to the School of Education, fore application to the University Teacher Freshmen: Admission of freshman candi- Education Committee (UTEC) is made. dates is based upon a derived matrix score The school will advance to student teach- which includes a combination of predic- ing only those candidates who satisfy the tors of probable success: SAT scores (or requirements for scholarship and personal equivalent basic skills test scores approved qualification suitable for teaching. Candi- by the associate dean), academic records dates must successfully meet the require- (including grade point average), essay ments of all course work while demon- sample, and a personal recommendation. strating academic integrity. In addition, The matrix components are reviewed an- ethical, competent behavior is required nually by the School of Education faculty. during all field experiences and practica. Music education candidates must apply The process of advancement to the pro- concurrently to the music education pro- fessional year entails review by the School gram. of Education associate dean and approval Transfer Students: Admission of transfer by the University Teacher Education Com- students is determined on the evaluation mittee (UTEC). of college transcripts (high school tran- Ordinarily, placements occur only in dis- scripts if fewer than 26 semester or 39 tricts where professional year candidates quarter hours of college work have been do not have personal relationships with completed), essays, a personal recommen- employees of the district. dation, and passage of CBEST (passing Prerequisites apply to all candidates de- scores are set by TSPC); scores must be sirous of advancing to the professional year: submitted as a prerequisite for admission. [1] Passage of CBEST test and ORELA sub- Music education applicants must obtain tests 1 and 2 for all levels of authorization. approval from the director of music educa- Passage of subject area Praxis II tests for tion to be admitted to the program. the middle school and high school levels of Advancement to the Professional Year: authorization (TSPC determines passing The professional year is a two-semester scores); student teaching experience, beginning [2] Minimum of 2.50 cumulative G.P.A. with fall semester field placement includ- for all academic work at the University of ing concurrent professional education Portland; coursework. The spring semester com- [3] A minimum cumulative G.P.A. of 2.70 pletes the professional coursework and in all education courses; culminates with full-time student teaching [4] A grade of C or better in all education responsibilities in a classroom. courses (Students who receive a grade of C- or lower in any education course must SCHOOL OF EDUCATION 85 repeat the course); The School of Education faculty involve [5] Minimum 2.70 G.P.A. in the teaching the candidates in continuous assessment specialty (secondary/endorsement) area, of their progress in attaining the program with a minimum grade of C in all endorse- objectives and retains only those candi- ment courses; dates who satisfy the requirements of [6] Passage of ENG 107 and CST 107 or scholarship, health, and personal suitabili- equivalent course with a grade of B- or better; ty. Candidates must fulfill the require- [7] Satisfactory completion of all field ex- ments for the theoretical and field periences prior to the professional year; components of the major. [7a] Music education candidates must Elementary Education The bachelor of pass all performance assessments; arts in education degree leads to recom- [8] Recommendations from two Univer- mendation for Oregon licensure. To quali- sity of Portland School of Education faculty fy for the degree and recommendation for for elementary education candidates. For Oregon licensure, the following require- secondary education candidates, an addi- ments must be met. tional recommendation from a faculty [1] Passage of CBEST and ORELA subtests member in the endorsement area is re- 1 and 2 (TSPC determines passing scores); quired; [2] Completion of a minimum of 120 [9] All paperwork and approvals neces- semester hours of study; sary for student teaching must be complet- [3] Successful completion of all course- ed by June 1 prior to fall semester for site work with a minimum cumulative G.P.A. placement in the professional year. of 2.50; Requisites of the Professional Year: [4] A minimum cumulative G.P.A. of 2.70 [1] Candidates must enroll in designated in all education classes; program of study courses; [5] A grade of C or better in all education [2] Courses outside the designated pro- courses (Candidates who receive a grade gram of study may be taken only with of C- or lower in any education course written permission of the associate dean; must repeat the course); [3] Candidates must continue to maintain [6] Successful completion of student a C or better in all fall semester education teaching to include two work samples, one or endorsement courses. at each authorization level; Multiple Endorsements A candidate [7] Recommendation for licensure from may earn more than one subject area en- the associate dean; dorsement when the prescribed program [8] Passage of PRAXIS tests (TSPC deter- of study has been completed, related tests mines passing scores); are passed, and a practicum including [9] Subject to approval by the dean, candi- work samples are completed. Permission dates who are not able to complete student of the associate dean is required to enroll teaching and student teaching seminar in the related practicum. and/or other licensure requirements may be recommended for graduation without Degree Requirements licensure by substituting upper-division The School of Education offers three un- coursework which meets University re- dergraduate degrees: elementary educa- quirements for a degree. tion, secondary education, and music Secondary Education The . Each degree has special re- science in secondary education leads to quirements, but all degrees lead to compe- recommendation for Oregon licensure tence in a composite of objectives from with endorsements available in biology, relevant learned societies and licensing chemistry, French, German, language agencies. The specific program objectives arts, advanced mathematics, music, are identified in the handbooks related to physics, social studies, and Spanish. the degree. Candidates are responsible to To qualify for the degree and recommen- secure a copy of the handbook for their re- dation for Oregon licensure, the following lated degree and acquaint themselves with requirements must be met. its contents. [1] Passage of CBEST and ORELA subtests 1 and 2 (TSPC determines passing scores); 86 SCHOOL OF EDUCATION [2] Completion of a minimum of 120 courses (Candidates who receive a grade semester hours of study; of C- or lower in any education course [3] Successful completion of all course- must repeat the course); work with a minimum cumulative G.P.A. [6] Completion of a teaching endorsement of 2.50; (major) in at least one of the secondary en- [4] A minimum cumulative G.P.A. of 2.70 dorsement areas with a cumulative G.P.A. in all education classes; of at least 2.70 in that area, and a grade of [5] A grade of C or better in all education C in all endorsement classes. Ordinarily, a courses (Candidates who receive a grade minimum of 75 percent of the credits in of C- or lower in any education course an endorsement area of the secondary must repeat the course); specialty area must be taken at the Univer- [6] Completion of a teaching endorsement sity of Portland for a secondary undergrad- (major) in at least one of the secondary en- uate major to student teach in that area. dorsement areas with a cumulative G.P.A. The permission of the associate dean must of at least 2.70 in that area, and a grade of be obtained for an exception; C in all endorsement classes. Ordinarily, a [7] Candidates in the music education minimum of 75 percent of the credits in degree must pass their senior recital; an endorsement area of the secondary [8] Passage of PRAXIS tests (TSPC deter- specialty area must be taken at the Univer- mines passing scores); sity of Portland for a secondary undergrad- [9] Successful completion of student uate major to student teach in that area. teaching to include two work samples; The permission of the associate dean must [10] Recommendation for licensure from be obtained for an exception; the associate dean; [7] Passage of PRAXIS tests (TSPC deter- [11] Subject to approval by the dean, can- mines passing scores); didates who are not able to complete stu- [8] Successful completion of student teach- dent teaching and student teaching seminar ing to include two work samples; and/or other licensure requirements may [9] Recommendation for licensure from the be recommended for graduation without associate dean; licensure by substituting upper-division [10] Subject to approval by the dean, candi- educational coursework which meets Uni- dates who are not able to complete student versity requirements for a degree. teaching and student teaching seminar and/or other licensure requirements may Degrees and Programs be recommended for graduation without licensure by substituting upper-division Elementary Education, educational coursework which meets B.A.Ed. University requirements for a degree. University Core Requirements — 39 hours Music Education The Hrs. education leads to recommendation for 3 Fine Arts (FA 207) Oregon licensure. To qualify for the degree 3 History (HST 210 or HST 211) and recommendation for Oregon licen- 3 Literature (ENG 212) 3 Mathematics (MTH 161) sure, the following requirements must be 6 Philosophy (PHL 150 and PHL 220) met. 6 Science (SCI 109 and SCI 110) [1] Passage of CBEST rest and ORELA sub- 6 Social Science electives tests 1 and 2 (TSPC determines passing 9 Theology (THE 101, THE 205, plus scores); upper-division theology elective) [2] Completion of a minimum of 120- Major Requirements — 72 hours semester hours of study, and all require- Hrs. ments of the music education degree; 3 ED 150 — Introduction to Education [3] Successful completion of all course- 3 ED 200 — Foundations of Education work with a minimum cumulative G.P.A. 3 ED 230 — Human Development: of 2.50; ECE/ELEM [4] A minimum cumulative G.P.A. of 2.70 3 ED 300 — Psychology of Learning: in all education classes; ECE/ELEM 3 ED 330 — Policies and Practices for [5] A grade of C or better in all education SCHOOL OF EDUCATION 87 Diverse Learners Sophomore Year 3 ED 400 — ECE/ELEM Curriculum Hrs. Fall Semester and Instruction 3 ED 330 — Policies and Practices for 3 ED 411 — Assessment Diverse Learners 3 ED 414 — Children’s and Adolescent 3 HPE 340 — ECE/ELEM Physical Edu- Literature and Library cation 3 ED 426 — Classroom Relationships 3 ENG 112 — Introduction to Literature and Management: ECE/ELEM 3 PHL 220 — Ethics 3 ED 442 — ECE/ELEM School Read- 3 SCI 103 — Human Biology ing and Language Arts 3 GEO 301 — Cultural Geography Methods 18 Total 3 ED 445 — ECE/ELEM Math and Sci- Hrs. Spring Semester 3 ED 200 — Foundations of Education ence Methods 3 ED 300 — Psychology of Learning: 3 ED 447 — ECE/ELEM Art, Music, ECE/ELEM and P.E. Methods 3 MUS 100 — Fundamentals of Music 3 ED 470 — ECE/ELEM Student 3 FA 207 — Fine Arts Teaching 3 THE 205 — Judeo- 3 ED 472 — ECE/ELEM Student 3 MTH 161 — Elementary Statistics Teaching 18 Total 3 ED 476 — ECE/ELEM Student Teaching - Advanced Junior Year 3 ED 487 — Seminar for Student Hrs. Fall Semester Teachers: ECE/ELEM 3 ED 400 — ECE/ELEM Curriculum 3 ENG 107 — College Writing and Instruction 3 GEO 301 — Cultural Geography 3 ED 414 — Children’s and Adolescent 3 HPE 340 — ECE/ELEM Physical Educa- Literature and Library tion 3 SCI 110 — Earth Science 3 MTH 105 — Mathematics for Elemen- 3 Social science elective tary Teachers I 3 Elective 3 MTH 106 — Mathematics for Elemen- 15 Total tary Teachers II Hrs. Spring Semester 3 MUS 100 — Fundamentals of Music 3 ED 426 — Classroom Relationships 3 CST 107 — Effective Public Speaking I and Management: 3 SCI 103 — Human Biology ECE/ELEM 9 Electives 3 ED 442 — ECE/ELEM School Reading Total — 120 hours and Language Arts Methods 3 Theology elective Sample Program 3 Social Science elective Freshman Year 3 Elective Hrs. Fall Semester 15 Total 3 ED 150 — Introduction to Education 3 ENG 107 — College Writing Professional Year 3 MTH 105 — Mathematics for Elemen- Hrs. Fall Semester tary Teachers I 3 ED 411 — Assessment 3 HST 210 — History of the United 3 ED 445 — ECE/ELEM Math and States: Early America Science Methods or 3 ED 470 — ECE/ELEM Student 3 HST 211 — History of the United Teaching States: Modern America 3 Elective 3 PHL 150 — Introductory Philosophy 12 Total 15 Total Hrs. Spring Semester Hrs. Spring Semester 3 ED 447 — ECE/ELEM Art, Music, 3 ED 230 — Human Development — and P.E. Methods ECE/ELEM 3 ED 472 — ECE/ELEM Student 3 CST 107 — Effective Public Speaking I Teaching 3 MTH 106 — Mathematics for Elemen- 3 ED 476 — ECE/ELEM Student tary Teachers II Teaching - Advanced 3 SCI 109 — Powerful Ideas in Physics 3 ED 487 — Seminar for Student 3 THE 101 — An Introduction to Teachers: ECE/ELEM Theology and Religion 12 Total 15 Total 120 Total for four years 88 SCHOOL OF EDUCATION Secondary Education, B.S.S.E. or University Core Requirements — 39 hours HST 211 — History of the United Hrs. States: Modern America 3 Fine Arts (FA 207) 3 ENG 107 — College Writing 3 History (HST 210 or HST 211) 3 PHL 150 — Introductory Philosophy 3 Literature (ENG 212) 3 Endorsement course 3 Mathematics (MTH 161) 15 Total 6 Philosophy (PHL 150 and PHL 220) Hrs. Spring Semester 6 Science (SCI 182 and any other science 3 ED 231 — Human Development: course) MS/HS 6 Social Science electives 3 CST 107 — Effective Public Speaking I 9 Theology (THE 101, THE 205, plus 3 MTH 161 — Elementary Statistics upper-division theology elective) 3 THE 101 — An Introduction to Theology and Religion Major Requirements — 81 hours 3 Endorsement course Hrs. 15 Total 3 ED 150 — Introduction to Education 3 ED 200 — Foundations of Education Sophomore Year 3 ED 231 — Human Development - Hrs. Fall Semester MS/HS 3 ED 330 — Policies and Practices for 3 ED 301 — Psychology of Learning - Diverse Learners MS/HS 3 ED 301 — Psychology of Learning: 3 ED 330 — Policies and Practices for MS/HS Diverse Learners 3 ENG 112 — Introduction to Literature 3 ED 411 — Assessment 3 PHL 220 — Ethics 3 ED 427 — Classroom Relationships 3 Endorsement course and Management - MS/HS 3 Endorsement course 3 ED 450 — Models of Teaching and 18 Total Literacy Development Hrs. Spring Semester 3 ED 452 — MS/HS Content Methods: 3 ED 200 — Foundations of Education Language Arts 3 FA 207 — Fine Arts or 3 SCI 182 — Environmental Science 3 ED 453 — MS/HS Content Methods: 3 THE 205 — Judeo-Christian Culture Math 3 Endorsement course or 3 Endorsement course 3 ED 454 — MS/HS Content Methods: 18 Total World Language or Junior Year 3 ED 456 — MS/HS Content Methods: Hrs. Fall Semester Social Studies 3 ED 427 — Classroom Relationships or and Management: MS/HS 3 ED 457 — MS/HS Content Methods: 3 Endorsement course Science 3 Endorsement course 3 ED 471 — MS/HS Student Teaching 3 Theology elective 3 ED 473 — MS/HS Student Teaching 3 Science elective 3 ED 475 — MS/HS Student Teaching: 15 Total Advanced Hrs. Spring Semester 3 ED 486 — Seminar for Student 3 ED 450 — Models of Teaching and Teachers: MS/HS Literacy Development 3 ENG 107 — College Writing 3 Endorsement course 3 CST 107 — Effective Public Speaking I 3 Endorsement course 6 Electives 6 Social science elective 30 Endorsement courses 15 Total Total — 120 hours Professional Year Sample Program Hrs. Fall Semester Freshman Year 3 ED 452 — MS/HS Content Methods: Hrs. Fall Semester Language Arts 3 ED 150 — Introduction to Education or 3 HST 210 — History of the United 3 ED 453 — MS/HS Content Methods: States: Early America Math SCHOOL OF EDUCATION 89 or 1 MUS 234 — The Basics of Playing 3 ED 454 — MS/HS Content Methods: Stringed Instruments World Language 1 MUS 235 — The Basics of Singing or 1 MUS 236 — Beginning Guitar 3 ED 456 — MS/HS Content Methods: 7 MUS 186/ — Private Lessons Social Studies 286/386/486 or 6 MUS 301-2 — History of Musical Styles I 3 ED 457 — MS/HS Content Methods: and II Science 3 MUS 307 — Scoring and Arranging 3 ED 471 — MS/HS Student Teaching 3 MUS 310 — Fundamentals of Music 3 Elective Technology 3 Endorsement course 3 MUS 331 — Conducting Techniques 12 Total 2 MUS 338 — Teaching Elementary Hrs. Spring Semester School Music 3 ED 411 — Assessment 2 MUS 339 — Teaching Middle School 3 ED 473 — MS/HS Student Teaching Music 3 ED 475 — MS/HS Student Teaching: 2 MUS 340 — Teaching Secondary Advanced School Music 3 ED 486 — Seminar for Student 7 Ensembles (one per semester), to be Teachers: MS/HS chosen from: 12 Total MUS 2/443— University Concert Band 120 Total for four years MUS 2/444— University Singers MUS 2/445 — University Community Basic Program in Music Orchestra Education (K-12), B.M.Ed. MUS 2/452 — University Choral Union University Core Requirements — 39 hours MUS 2/453 — University Jazz Ensemble 1 MUS 498 — Senior Recital Hrs. 3 Fine Arts (FA 207) Major Requirements — 39 hours 3 History (HST 210 or HST 211) Hrs. 3 Literature (ENG 212) 3 ED 150 — Introduction to Education 3 Mathematics (MTH 161) 3 ED 200 — Foundations of Education 6 Philosophy (PHL 150 and PHL 220) 3 ED 231 — Human Development: 6 Science (SCI 182 and any other science MS/HS course) 3 ED 301 — Psychology of Learning: 6 Social Science electives MS/HS 9 Theology (THE 101, THE 205, plus 3 ED 330 — Policies and Practices for upper-division theology elective) Diverse Learners Major Requirements (Music Courses) — 62 3 ED 411 — Assessment hours 3 ED 427 — Classroom Relationships and Management: MS/HS Hrs. 0 MUS 001 — Performance Attendance 3 ED 471 — MS/HS Student Teaching (per semester, no credit) 3 ED 473 — MS/HS Student Teaching 6 MUS 101- 3 ED 475 — MS/HS Student Teaching: 6 MUS 102 — Theoretical Foundations of Advanced Music I and II 3 ED 486 — Seminar for Student 2 MUS 103- Teachers: MS/HS 6 MUS 104 — Aural Skills Development 3 ENG 107 — College Writing Laboratory I and II 3 CST 107 — Effective Public Speaking I 3 MUS 105 — The Joy of Music - Listen- Total — 140 ing With Understanding 6 MUS 201- Sample Program 6 MUS 202 — Theoretical Foundations of Freshman Year Music III and IV Hrs. Fall Semester 1 MUS 230 — Introduction to the Piano 3 ED 150 — Introduction to Education 3 MUS 231 — Keyboard Lab 3 ENG 107 — College Writing 1 MUS 232 — The Basics of Playing Brass 3 PHL 150 — Introduction to Philosophy and Percussion Instru- 0 MUS 001 — Performance Attendance ments 3 MUS 101 — Theory I 1 MUS 233 — The Basics of Playing 1 MUS 103 — Aural Skills Lab I Woodwind Instruments 3 MUS 105 — Joy of Music Listening 90 SCHOOL OF EDUCATION 1 MUS 230 — Introduction to the Piano 3 MUS 331 — Conducting 1 MUS 186 — Private Lessons or 1 Lower division ensemble elective 3 MUS 307 — Scoring & Arranging 19 Total 1 MUS 386 — Private Lesson Hrs. Spring Semester 1 Upper division ensemble elective 3 ED 301 — Psychology of Learning 2 MUS 338 — Teaching Elementary 3 CST 107 — Effective Public Speaking I School Music 3 MTH 161 — Elementary Statistics 16 Total 3 THE 101 — Introduction to Theology Hrs. Spring Semester and Religion 3 FA 207 — Fine Arts 0 MUS 001 — Performance Attendance 3 Science elective 3 MUS 102 — Theory II 3 Theology elective 1 MUS 104 — Aural Skills Lab II 0 MUS 001 — Performance Attendance 1 MUS 231 — Keyboard Lab 3 MUS 302 — History of Musical Styles II 1 MUS 186 — Private Lesson 3 MUS 310 — Fundamentals of Music 1 Lower-division ensemble elective Technology 1 MUS 236 — Beginning Guitar 1 MUS 386 — Private Lesson 20 Total 1 Upper division ensemble elective 2 MUS 339 — Teaching Middle School Sophomore Year Music Hrs. Fall Semester 19 Total 3 ED 200 — Foundations of Education 3 ED 231 — Human Development: MS/HS Professional Year 3 ENG 112 — Introduction to Literature Hrs. Fall Semester 3 PHL 220 — Ethics 3 ED 471 — MS/HS Student Teaching 0 MUS 001 — Performance Attendance 3 Social science elective 3 MUS 201 — Theory III 0 MUS 001 — Performance Attendance 1 MUS 231 — Keyboard Lab 3 MUS 331 — Conducting 1 MUS 286 — Private Lesson or 1 Lower division ensemble elective 3 MUS 307 — Scoring and Arranging 1 MUS 233 — Basics of Playing Wood- 1 MUS 486 — Private Lesson winds 1 Upper-division ensemble elective 1 MUS 234 — Basics of Playing Strings 1 MUS 498 — Senior Recital 20 Total 2 MUS 340 — Teaching Secondary Hrs. Spring Semester School Music 3 ED 330 — Policies and Practices for 14 Total Diverse Learners Hrs. Spring Semester 3` HST 210 — History of the United 3 ED 411 — Assessment States: Early America 3 ED 473 — MS/HS Student Teaching or 3 ED 475 — MS/HS Student Teaching: 3 HST 211 — History of the United Advanced States : Modern America 3 ED 486 — Student Teaching Seminar: 3 SCI 182 — Environmental Science MS/HS 3 THE 205 — Judeo-Christian Culture 12 Total 0 MUS 001 — Performance Attendance 140 Total for four years 3 MUS 202 — Theory IV 1 MUS 231 — Keyboard Lab Education Minor— General 1 MUS 286 — Private Lesson The education minor is for students inter- 1 Lower division ensemble elective ested in general educational studies and 1 MUS 232 — Basics of Playing Brass and those preparing for advanced study in edu- Music Percussion cation related areas such as law, social 1 MUS 235 — Basics of Singing 20 Total work, and politics. Minor Requirements — 18 hours Junior Year 3 ED 200 — Foundations of Education Hrs. Fall Semester 3 ED 230 or 231 — Human Development 3 ED 427 — Classroom Relationships 3 ED 330 — Policies and Practices for and Management: MS/HS Diverse Learners 3 Social Science elective 9 Upper-division education electives 0 MUS 001 — Performance Attendance Field experience is required in some 3 MUS 301 — History of Musical Styles I SCHOOL OF EDUCATION 91 courses. Students interested in this minor Optional Endorsements should declare intent with the School of Students may add any of the following spe- Education. cial endorsements to initial at any Education Minor (Preparation for 5th Year authorization level: basic mathematics, MAT) — 18 hours English for speakers of other languages, This minor is for students who wish to reading, special educator, or speech. major in a content area while preparing to Details on requirements may be obtained enter an augmented Master of Arts in through the School of Education at (503) Teaching program (MAT) after graduation. 943-7135. Hrs. The Reading Endorsement advances 3 ED 200 — Foundations of Education teachers’ abilities to provide reading in- 3 ED 230/231 — Human Development struction and to diagnose and remediate 3 ED 300/301 — Psychology of Learning reading problems in diverse instructional 3 ED 330 — Policies and Practices for settings. Coursework leads to reading en- Diverse Learners 3 ED 426/427 — Classroom Management dorsement. 3 ED 442 — ECE/ELEM Reading and Reading Endorsement Requirements —15 Language Arts Methods hours or Hrs. 3 ED 450 — Models of Teaching and 3 ED 480 — Elements of Reading Literacy Development 3 ED 481 — Reading, Language, and Field experience is required in some Cultural Diversity in courses. Students interested in this minor Schools must declare intent with the School of Ed- 3 ED 482 — Content Area Literacy ucation. Student must comply with specif- 3 ED 483 — Diagnosis and Instruction ic G.P.A. and testing requirements in order of Learning Problems Re- lated to Reading and Lan- to qualify for the MAT program. guage Differences (K-12) 3 ED 584 — Administration and Evalu- Health and Physical Education ation of Reading Minor in Sport Exercise The Special Educator Endorsement and Fitness advances teachers’ abilities to assess This minor is for those interested in as- special needs children and develop and pects of physical education beyond partici- design appropriate instruction support for pation in sports and those interested in these children. Coursework leads to a meeting graduate school requirements in special education endorsement. Students athletic training programs. must complete ED 330 before beginning Minor Requirements — 28 hours special educator endorsement courses. 3 SCI 103 — Human Biology (or equiv- Special Educator Endorsement Require- alent) ments — 18 hours 3 NRS 202 — Nutrition Hrs. 3 HPE 204 — Introduction to Athletic 3 ED 403 — Language and Communi- Training cation: Supports and 2 HPE 210 — Lifetime Health and Strategies Fitness 3 ED 404 — School, Parent, and Com- 4 BIO 307/377 — Human Anatomy with munity Relations Lab 3 ED 405 — Behavior Support: Consul- 3 HPE 405 — Kinesiology for Physical tative and Collaborative Educators 3 ED 406 — Assessment, Evaluation, 4 BIO 308/378 — Human Physiology with and Diagnosis of Excep- Lab tional Learners and Eng- 3 HPE 406 — Medical Aspects of lish Language Learners Athletic Injury 3 ED 408 — Methods and Materials for 3 HPE 408 — Exercise Physiology for Teaching Diverse Learners Physical Educators 3 ED 464 — Special Educator Students interested in this minor should Practicum: ECE/ELEM declare intent with the School of Education. or 3 ED 468 — Special Educator 92 SCHOOL OF EDUCATION Practicum: ELEM/MS or 3 ED 469 — Special Educator Practicum: MS/HS The English for Speakers of Other Lan- guages (ESOL) Endorsement advances teachers’ abilities to provide assessment, instruction, and evaluation of English lan- guage learners. Coursework leads to an English for speakers of other languages en- dorsement. English for Speakers of Other Languages Endorsement Requirements — 18 hours Hrs. 3 ED 403 — Language and Communi- cation: Supports and Strategies 3 ED 404 — School, Parent, and Com- munity Relations 3 ED 406 — Assessment, Evaluation, and Diagnosis of Excep- tional Learners and Eng- lish Language Learners 3 ED 408 — Methods and Materials for Teaching Diverse Learners 3 ED 481 — Reading, Language,and Cultural Diversity in Schools 3 ED 466 — Practicum SCHOOL OF ENGINEERING 93 School of Engineering

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

ngineering is a dynamic and creative profession dedicated to achieving the technological aims of society and helping humankind progress to a Ebetter standard of living and well-being. It is a profession in which the knowledge of natural sciences and mathematics is applied with judgement to develop ways to utilize, economically and with concern for the environment and society, the materials and forces of nature for the benefit of humankind. Engineers enjoy a unique professional satisfaction. They can usually point to tangible evidence of their efforts. For example, every skyscraper, bridge, televi- sion set, VCR, computer, robot, airplane, or automobile is a lasting testimonial to the engineers responsible for its design and creation. Mission: The School of Engineering continues its progress within the frame- work of the University of Portland mission statement, which appears on page 3 of this Bulletin. The School of Engineering is committed to providing the best possible engi- neering education to its students, thus enabling the students to become compe- tent practicing engineers and computer scientists. The programs also provide a base for both graduate study and lifelong learning in support of evolving career objectives. These objectives include being informed, effective, and responsible participants in the engineering profession and society. The school endeavors to develop qualities that are essential for the practice of engineering and benefi- cial service to the community. These qualities include a knowledge of engineer- ing principles, the ability to apply those principles to solve problems, and the development of professional, personal, and social values. The school provides a personalized and caring learning environment for its students, enhanced by high quality faculty, staff, facilities, and equipment. The environment includes exceptional instruction; frequent opportunities for rele- vant laboratory experience; practice of communication and teamwork skills; the challenge of undertaking realistic engineering projects; and the personal attention, guidance, and example of faculty and administrators. This environ- ment is also enhanced by students who have an aptitude and motivation for engineering study, as well as general intellectual curiosity. 94 SCHOOL OF ENGINEERING Educational Objectives Society of Automotive Engineers (SAE) Society of Women Engineers (SWE) The primary goal of the School of All students are encouraged to join Engineering is to provide an excellent en- organizations of interest to them. gineering and computer science education The University of Portland Oregon consistent with the mission, goals, and ob- Gamma Chapter of Tau Beta Pi, the nation- jectives of the University of Portland as al engineering honor society, offers admis- articulated in the University Bulletin. To sion to the top upper-division engineering achieve this goal, the School has estab- students. lished the following program educational objectives: [1] Prepare students for entry-level posi- tions and graduate school. Transfers [2] Prepare graduates who have a broad Transfers from community colleges are background in fundamentals and the accepted regardless of whether they have ability to solve problems. completed a course of study or not. [3] Prepare graduates who possess techni- Students from engineering transfer pro- cal proficiency and sound judgement. grams can generally complete the B.S. [4] Prepare graduates who are competent degree requirements with no loss of time. in written and oral communication, and Students who are interested in transfer- computer proficiency. ring to the University are encouraged to [5] Prepare graduates who have an under- seek individual counseling both at their standing of professional issues such as eco- community college and at the University. nomics, ethics, teamwork, and leadership. Discussions at the University can be used [6] Provide a stimulating environment both to develop a suitable academic plan and promote life long learning. and to develop a suitable financial plan. The School of Engineering offers both Prospective transfer students are strong- undergraduate and graduate degree pro- ly urged to counsel at the University at grams. In the undergraduate studies, the least one semester before they plan to curriculum progresses from mathematics transfer. In this way potential deficiencies and science courses in the first year to en- can be spotted. Deficiencies can cause gineering science topics in the sophomore sequencing problems and delay gradua- year. Junior and senior year studies con- tion. In some cases students can save a full centrate more on the analysis, design, and semester by taking a key course in the synthesis aspects of the topics learned in summer preceding planned entry. the first two years. This process of synthesis culminates in the capstone design projects in the senior year. Here, students embark Degrees on an in-depth study of a particular device, and Programs structure, or system and design it from the ground up using the knowledge they have The School of Engineering offers four-year gained in previous years. bachelor of science degrees in civil engi- neering (B.S.C.E.), electrical engineering Professional Societies (B.S.E.E.), and mechanical engineering (B.S.M.E.), as well as engineering manage- Student chapters of the following profes- ment (B.S.E.M.). In addition, a bachelor of sional societies currently are active on science degree in computer science campus: (B.S.C.S.) is offered in the Department of American Society of Civil Engineers (ASCE) Electrical Engineering and Computer Sci- American Society of Mechanical ence. This department also offers a “comput- Engineers (ASME) er track” under its degree programs. Simi- Association for Computing Machinery larly, the Department of Civil Engineering (ACM) offers an “environmental track.” Institute of Electrical and Because the University believes in a Engineers (IEEE) broad education for all students, the engi- SCHOOL OF ENGINEERING 95 neering program includes studies in history, the objectives of the School of Engineering fine arts, literature, social sciences, as well as those set in the mission of the theology, and philosophy. University. The faculty has established the A degree is offered following program educational objectives: in the School of Engineering. It combines [1] Prepare students for entry-level posi- courses from engineering, business, and tions and graduate school. communication studies. Details of this de- [2] Prepare graduates who have a broad gree program are given in the graduate background in fundamentals and the section of this bulletin on page 127. ability to solve problems. [3] Prepare graduates who possess techni- Undergraduate cal proficiency and sound judgement. Curriculum [4] Prepare graduates who are competent in written and oral communication, and The first semester of the freshman year is computer proficiency. common to all engineering curricula. [5] Prepare graduates who have an under- During the freshman year the student lays standing of professional issues such as eco- the foundation for later engineering stud- nomics, ethics, teamwork, and leadership. ies. This foundation consists of courses in [6] Provide a stimulating environment mathematics, science, introduction to en- and promote life long learning. gineering, and core curriculum. During The civil engineering program offers two the second year the study of mathematics optional paths of study: the civil engi- and science continues, and courses in neering track and the environmental basic engineering theory and application engineering track, both leading to a are introduced. With careful planning the bachelor of science in civil engineering. student can postpone the selection of a Civil engineering encompasses a wide particular engineering major until the end range of technological matters of vital con- of the second year. In the junior and senior cern to modern society. The basic areas in- years the curriculum consists primarily of clude: structural analysis and design, envi- courses in the student’s specialization. ronmental protection and control, water re- There is a progression from analysis- sources, transportation, geotechnical engi- oriented courses to design and manufac- neering, and construction engineering. turing-oriented courses. In all programs a The course of study provides a progres- capstone design project is required in the sion of course work from basic science and senior year. mathematics through engineering analysis Some variation in the order in which and design. The curriculum includes each courses are taken is permissible, so long as aspect of civil engineering: surveying, the prerequisites are satisfied. structures, construction materials, geot- Throughout the four years, the student echnical engineering, hydromechanics, takes liberal arts courses to broaden his or environmental engineering, transporta- her education and to improve communica- tion, and engineering economics. The pro- tion skills. gram integrates communication, team- Students are encouraged to take the Funda- work, experimentation, analysis, and de- mentals of Engineering examination prior sign, and provides a cohesive experience to graduation. This nationwide examination aimed at preparing the graduate to func- is a step toward registration as a Profess- tion as a successful engineer. ional Engineer (P.E.). Our students’ pass- The first three semesters are common for ing rates have been well above the nation- all civil engineering students. In addition, al average in this examination. all students take courses in the areas of structural engineering, geotechnical engi- Civil Engineering, B.S.C.E. neering, transportation engineering, and Mehmet I. Inan, D.C.E., P.E., chair environmental engineering, allowing stu- The Department of Civil Engineering has dents to become proficient in each of made as its primary goal the preparation these major areas. Students in the civil of civil engineers whose education meets track take additional courses in construc- tion materials, structural analysis and de- 96 SCHOOL OF ENGINEERING sign, while students in the environmental Common Civil Engineering track take courses in the basics of environ- Requirements — 54 hours mental microbiology, environmental Hrs. chemistry, and water and wastewater 1 CE 200 — Civil Engineering Seminar treatment plant design. 2 CE 201 — Civil Engineering Design Graphics Both tracks in the civil engineering pro- 2 CE 223 — Surveying gram lead to a bachelor of science in civil 3 CE 315 — Transportation Engineering engineering (B.S.C.E.) degree. The degree 3 CE 321 — Geotechnical Engineering program is accredited by the Engineering 3 CE 351 — Structural Analysis I Accreditation Commission of the 3 CE 362 — Hydraulic Engineering Accreditation Board for Engineering and 3 CE 367 — Environmental Engineering Technology, Inc. (EAC/ABET). 1 CE 371 — Geotechnical Engineering Laboratory Core and College Requirements — 27 hours 1 CE 376 — Environmental Engineering Hrs. Laboratory 3 ENG 112 — Introduction to Literature 3 CE 401 — Computational Methods in 3 FA 207 — Fine Arts Civil Engineering 3 History (see Core Curriculum, pg. 5-7) 2 CE 481 — Civil Engineering Senior 6 Social science (see Core Curriculum, pg. Design Project I 5-7) 3 CE 482 — Civil Engineering Senior 6 Philosophy (PHL 150, PHL 220) Design Project II 9 Theology (THE 101, THE 205; upper-di- 3 CHM 208— General Chemistry II vision theology elective. The upper-divi- 3 EGR 211 — Engineering Mechanics — sion theology elective may be a Statics Theological Perspectives (THEP) class 3 EGR 322 — Strength of Materials that can be used to satisfy the distribu- 3 ME 311 — Mechanics of Fluids I tion requirements of both theology and a 12 †Technical electives companion subject.) A number of options are available for Civil Track Requirements — 12 hours Theological Perspectives courses which fulfill Hrs. the requirements of both an upper-division the- 1 CE 224 — Surveying Laboratory ology course and a companion core course. 2 CE 301 — Construction Materials Students are required to consult with their advi- 2 CE 352 — Structural Analysis II sors regarding this issue. 1 CE 372 — Construction Materials Mathematics and science requirements Laboratory in the core curriculum are satisfied by Calculus 3 CE 442 — Reinforced Concrete Design and General Physics. 3 EGR 212 — Engineering Mechanics — Dynamics Common Engineering Requirements — 34 hours Environmental Track Requirements — 12 Hrs. hours 3 CHM 207— General Chemistry I Hrs. 1 CHM 277— General Chemistry 1 CE 400 — Environmental Engineering Laboratory Seminar 2 * EGR 110 — Introduction to Engineering 3 CE 466 — Water and Wastewater Design 3 EGR 351 — Engineering Economics 1 EGR 213 — Introduction to Dynamics 2 EGR 360 — Analysis of Engineering Data 3 ENV 385 — Environmental Microbiology 4 MTH 201— Calculus I 3 ENV 386 — Environmental Chemistry 4 MTH 202— Calculus II 1 ENV 387 — Environmental Laboratory 4 MTH 301— Vector Calculus Total — 127 credit hours 3 MTH 321— Ordinary Differential Equations Sample Program — Civil Track 4 PHY 204 — General Physics Lecture and Freshman Year Lab Hrs. Fall Semester 4 PHY 205 — General Physics Lecture and 2 *EGR 110 — Introduction to Engineering Lab 4 MTH 201— Calculus I 3 PHL 150 — Introductory Philosophy *For transfer students who have not had an Introduction to Engineering course, the dean may approve the sub- stitution of another technical course, provided these students transfer in 30 or more hours of technical courses. †Approved upper-division technical electives (12 hours — 9 hours in CE). SCHOOL OF ENGINEERING 97 4 PHY 204 — General Physics Lecture and Senior Year Lab Hrs. Fall Semester 3 THE 101 — An Introduction to Religion 3 CE 401 — Computational Methods in and Theology Civil Engineering 16 Total 3 CE 442 — Reinforced Concrete Design Hrs. Spring Semester 2 CE 481 — Civil Engineering Senior 1 CE 200 — Civil Engineering Seminar Design Project I 3 CHM 207— General Chemistry I 3 FA 207 — Fine Arts 1 CHM 277— General Chemistry Lab 6 †Technical electives 3 ENG 112 — Introduction to Literature 17 Total 4 MTH 202— Calculus II Hrs. Spring Semester 4 PHY 205 — General Physics Lecture and 3 CE 482 — Civil Engineering Senior Lab Design Project II 16 Total 3 History 3 Social Science Sophomore Year 6 †Technical electives Hrs. Fall Semester 15 Total 2 CE 201 — Civil Engineering Design 127 Total for four years Graphics 2 CE 223 — Surveying Sample Program — Environmental 1 CE 224 — Surveying Laboratory 3 CHM 208— General Chemistry II Track 3 EGR 211 — Engineering Mechanics — Freshman Year Statics Hrs. Fall Semester 4 MTH 301— Vector Calculus 2 * EGR 110 — Introduction to Engineering 15 Total 4 MTH 201— Calculus I Hrs. Spring Semester 3 PHL 150 — Introductory Philosophy 3 EGR 212 — Engineering Mechanics — 4 PHY 204 — General Physics Lecture and Dynamics Lab 3 EGR 322 — Strength of Materials 3 THE 101 — An Introduction to Religion and Theology 2 EGR 360 — Analysis of Engineering Data 16 Total 3 MTH 321— Ordinary Differential Hrs. Spring Semester Equations 1 CE 200 — Civil Engineering Seminar 3 PHL 220 — Ethics 3 CHM 207— General Chemistry I 3 THE 205 — Biblical Tradition and Culture 1 CHM 277— General Chemistry Lab 17 Total 3 ENG 112 — Introduction to Literature 4 MTH 202— Calculus II Junior Year 4 PHY 205 — General Physics Lecture and Hrs. Fall Semester Lab 2 CE 301 — Construction Materials 16 Total 3 CE 321 — Geotechnical Engineering 3 CE 351 — Structural Analysis I Sophomore Year 1 CE 371 — Geotechnical Laboratory Hrs. Fall Semester 1 CE 372 — Construction Materials 2 CE 201 — Civil Engineering Design Laboratory Graphics 3 ME 311 — Mechanics of Fluids I 2 CE 223 — Surveying 3 Theological Perspectives 3 CHM 208— General Chemistry II 16 Total 3 EGR 211 — Engineering Mechanics — Hrs. Spring Semester Statics 3 CE 315 — Transportation Engineering 4 MTH 301— Vector Calculus 2 CE 352 — Structural Analysis II 3 THE 205 — Biblical Tradition and Culture 3 CE 362 — Hydraulic Engineering 17 Total 3 CE 367 — Environmental Engineering Hrs. Spring Semester 1 CE 376 — Environmental Engineering 1 EGR 213 — Introduction to Dynamics Laboratory 3 EGR 322 — Strength of Materials 3 EGR 351 — Engineering Economics 2 EGR 360 — Analysis of Engineering Data 15 Total 3 ENV 385 — Environmental Microbiology

*For transfer students who have not had an Introduction to Engineering course, the dean may approve the sub- stitution of another technical course, provided these students transfer in 30 or more hours of technical courses. †Approved upper-division technical electives (12 hours — 9 hours in CE). 98 SCHOOL OF ENGINEERING 3 MTH 321— Ordinary Differential Electrical Engineering, B.S.E.E. Equations Electrical engineering is a broad field of 3 PHL 220 — Ethics study and practice that encompasses 15 Total many specialties, including electronics, Junior Year computers, communication systems, con- Hrs. Fall Semester trol systems, and power systems. 3 CE 321 — Geotechnical Engineering Specific objectives of the electrical engi- 3 CE 351 — Structural Analysis I neering program are: 1 CE 371 — Geotechnical Laboratory [1] Prepare students for entry-level posi- 3 EGR 351 — Engineering Economics tions and graduate school. 3 ME 311 — Mechanics of Fluids I [2] Prepare graduates who have a broad 3 Theological Perspectives background in fundamentals and the abili- 16 Total Hrs. Spring Semester ty to solve problems. 3 CE 315 — Transportation Engineering [3] Prepare graduates who possess techni- 3 CE 362 — Hydraulic Engineering cal proficiency and sound judgement. 3 CE 367 — Environmental Engineering [4] Prepare graduates who are competent 1 CE 376 — Environmental Engineering in written and oral communication, and Laboratory computer proficiency. 3 ENV 386 — Environmental Chemistry [5] Prepare graduates who have an under- 3 *Technical elective standing of professional issues such as eco- 16 Total nomics, ethics, teamwork, and leadership. Senior Year [6] Provide a stimulating environment Hrs. Fall Semester and promote life long learning. 3 CE 401 — Computational Methods in The program of study provides both Civil Engineering breadth and depth of topics in a progres- 3 CE 466 — Water and Wastewater Design sion of course work, beginning with a 2 CE 481 — Civil Engineering Senior foundation of mathematics, science, and Design Project I engineering fundamentals during the 3 FA 207 — Fine Arts freshman and sophomore years. Courses 3 History during the junior year provide additional 3 *Technical elective 17 Total theoretical foundation and laboratory ex- Hrs. Spring Semester perience. Capstone course work during 1 CE 400 — Environmental Engineering the senior year enables students to pursue Seminar special areas of interest through in-depth 3 CE 482 — Civil Engineering Senior analysis, experimentation, and design. Design Project II Development of written and oral commu- 1 ENV 387 — Environmental Laboratory nication skills and teamwork are incorpo- 6 *Technical electives rated as important components of the edu- 3 Social science cational experience. 14 Total 127 Total for four years The electrical engineering program of- fers study in two tracks: the electrical Electrical Engineering track and the computer track. The tracks have a common foundation of study and and Computer Science differ only in emphasis, primarily during Robert J. Albright, Ph.D., P.E., chair the senior year. Students selecting the Steven R. Vegdahl, Ph.D., associate chair electrical track can focus on two or more The academic programs of electrical engi- complementary subject areas of electrical neering and computer science are estab- engineering. Students selecting the com- lished within the mission of the School of puter track of electrical engineering can Engineering to provide high quality pro- focus on the hardware, software, and appli- fessional specialization in the context of a cation aspects of computers. strong liberal arts education at the The electrical engineering program leads University of Portland. to a bachelor of science in electrical engi- *Approved upper-division technical electives (12 hours — 9 hours in CE). SCHOOL OF ENGINEERING 99 neering degree, regardless of the chosen 3 CS 303 — Data Structures I track. The program is accredited by the 2 EE 111 — Introduction to Multimedia Engineering Accreditation Commission of Processing the Accreditation Board for Engineering 3 EE 231 — Logic Design and Technology, Inc. (EAC/ABET). 3 EE 261 — Electrical Circuits 3 EE 262 — Signals and Systems Core and College Requirements — 27 hours 1 EE 271 — Electrical Circuits Laboratory Hrs. 3 EE 301 — Electromagnetic Fields 3 ENG 112 — Introduction to Literature 3 EE 332 — Digital Systems Design 3 FA 207 — Fine Arts 3 EE 333 — Computer Organization 3 History (see Core Curriculum, pg. 5-7) 3 EE 351 — Electronic Circuits I 6 Social science (see Core Curriculum, pg. 3 EE 352 — Electronic Circuits II 5-7) 1 EE 371 — Electronic Circuits Laboratory 6 Philosophy (PHL 150, PHL 220) 1 EE 373 — Digital Logic Laboratory 9 Theology (THE 101, THE 205; upper-di- 3 EE 480 — Senior Design Project vision theology elective. The upper-divi- Preparation sion theology elective may be a 3 EE 481 — Senior Design Project Theological Perspectives (THEP) class 3 ME 331 — Fundamental Thermo- that can be used to satisfy the distribu- dynamics tion requirements of both theology and a 3 †Restricted science or math elective companion subject.) Electrical Track Requirements — 21 hours A number of options are available for Hrs. Theological Perspectives courses which fulfill 3 EE 403 — Communication Systems the requirements of both an upper-division the- 3 EGR 404 — Automatic Control Systems ology course and a companion core course. 3 ‡Restricted electrical track elective Students are required to consult with their advi- 12 Electrical track electives sors regarding this issue. Total Credit Hours — 130 Mathematics and science requirements Computer Track Requirements — 21 hours in the core curriculum are satisfied by Hrs. Calculus and General Physics. 3 CS 304 — Data Structures II Common Engineering Requirements — 34 3 EE 433 — Microprocessor Interfacing hours and Communications Hrs. 3 CS 446 — Operating Systems 3 CHM 207— General Chemistry I 12 Computer track electives 1 CHM 277— General Chemistry Lab Total Credit Hours — 130 2 *EGR 110 — Introduction to Engineering 3 EGR 351 — Engineering Economics Sample Program: Electrical Track 2 EGR 360 — Analysis of Engineering Data Freshman Year 4 MTH 201— Calculus I Hrs. Fall Semester 4 MTH 202— Calculus II 2 *EGR 110 — Introduction to Engineering 4 MTH 301— Vector Calculus 4 MTH 201— Calculus I 3 MTH 321— Ordinary Differential 3 PHL 150 — Introductory Philosophy Equations 4 PHY 204 — General Physics Lecture and 4 PHY 204 — General Physics Lecture and Lab Lab 3 THE 101 — Introduction to Religion and 4 PHY 205 — General Physics Lecture and Theology Lab 16 Total Common Electrical Engineering Hrs. Spring Semester Requirements — 48 hours 3 CHM 207— General Chemistry I Hrs. 1 CHM 277 — General Chemistry Laboratory 3 CS 203 — Computer Science I 2 EE 111 — Introduction to Multimedia 1 CS 273 — Computer Science Processing Laboratory I 3 ENG 112 — Introduction to Literature

*For transfer students who have not had an Introduction to Engineering course, the dean may approve the substitution of another technical course, provided these students transfer in 30 or more hours of technical courses. †BIO 205, CHM 208, PHY 306, MTH 341, or any other science or mathematics course approved by the elec- trical engineering faculty. ‡EE 420, EE 433, or EE 438. 100 SCHOOL OF ENGINEERING 4 MTH 202— Calculus II Hrs. Spring Semester 4 PHY 205 — General Physics Lecture and 3 EE 481 — Senior Design Project Lab 3 History 17 Total 6 § Electrical track electives 3 FA 207 — Fine Arts Sophomore Year 15 Total Hrs. Fall Semester 130 Total for four years 3 CS 203 — Computer Science I 1 CS 273 — Computer Science Sample Program: Computer Track Laboratory I Freshman Year 3 EE 231 — Logic Design Hrs. Fall Semester 3 EE 261 — Electrical Circuits 2 *EGR 110 — Introduction to Engineering 1 EE 271 — Electrical Circuits Laboratory 4 MTH 201— Calculus I 3 MTH 321— Ordinary Differential 3 PHL 150 — Introductory Philosophy Equations 4 PHY 204 — General Physics Lecture/Lab 3 THE 205 — Biblical Tradition and 3 THE 101 — An Introduction to Religion Culture and Theology 17 Total 16 Total Hrs. Spring Semester Hrs. Spring Semester 3 CS 303 — Data Structures I 3 CHM 207— General Chemistry I 3 EE 262 — Signals and Systems 1 CHM 277— General Chemistry Lab 3 EE 332 — Digital Systems Design 2 EE 111 — Introduction to Multimedia 1 EE 373 — Digital Logic Laboratory Processing 4 MTH 301— Vector Calculus 3 ENG 112 — Introduction to Literature 3 PHL 220 — Ethics 4 MTH 202— Calculus II 17 Total 4 PHY 205 — General Physics Lecture, Lab 17 Total Junior Year Hrs. Fall Semester Sophomore Year 3 EE 333 — Computer Organization Hrs. Fall Semester 3 EE 351 — Electronic Circuits I 3 CS 203 — Computer Science I 2 EGR 360 — Analysis of Engineering Data 1 CS 273 — Computer Science 3 EGR 404 — Automatic Control Systems Laboratory I 3 Theological Perspectives 3 EE 231 — Logic Design 3 ME 331 — Fundamental Thermodynamics 3 EE 261 — Electrical Circuits 17 Total 1 EE 271 — Electrical Circuits Laboratory Hrs. Spring Semester 3 MTH 321— Ordinary Differential 3 EE 301 — Electromagnetic Fields Equations 3 EE 352 — Electronic Circuits II 3 THE 205 — Biblical Tradition and 1 EE 371 — Electronic Circuits Laboratory Culture 3 EE 403 — Communication Systems 17 Total 3 Social Science Hrs. Spring Semester 3 ‡Restricted electrical track elective 3 CS 303 — Data Structures I 16 Total 3 EE 262 — Signals and Systems 3 EE 332 — Digital Systems Design Senior Year 1 EE 373 — Digital Logic Laboratory Hrs. Fall Semester 4 MTH 301— Vector Calculus 3 EE 480 — Senior Design Project 3 PHL 220 — Ethics Preparation 17 Total 3 EGR 351 — Engineering Economics 6 § Electrical track electives Junior Year 3 †Restricted science or math elective Hrs. Fall Semester 15 Total 3 EE 333 — Computer Organization

*For transfer students who have not had an Introduction to Engineering course, the dean may approve the substitution of another technical course, provided these students transfer in 30 or more hours of technical courses. †BIO 205, CHM 208, PHY 306, MTH 341, or any other science or mathematics course approved by the elec- trical engineering faculty. ‡EE 420, EE 433, or EE 438. §Chosen from a list of approved courses. SCHOOL OF ENGINEERING 101 3 CS 304 — Data Structures II and promote life long learning. 3 EE 351 — Electronic Circuits I The program of study provides both 2 EGR 360 — Analysis of Engineering Data breadth and depth of topics in a progres- 3 ME 331 — Fundamental sion of course work, beginning with a Thermodynamics foundation of mathematics and computer 3 Theological Perspectives 17 Total science fundamentals during the fresh- Hrs. Spring Semester man and sophomore years. Courses dur- 3 EE 301 — Electromagnetic Fields ing the junior year provide additional the- 3 EE 352 — Electronic Circuits II oretical and practical background in com- 1 EE 371 — Electronic Circuits Laboratory puter science. Capstone course work dur- 3 EE 433 — Microprocessor Interfacing ing the senior year enables students to and Communications pursue their areas of interest through in- 3 CS 446 — Operating Systems depth analysis, experimentation, and de- 3 Social Science sign. Development of written and oral 16 Total communication skills and teamwork are Senior Year incorporated as important components of Hrs. Fall Semester the educational experience. 3 EE 480 — Senior Design Project The computer science program leads to a Preparation bachelor of science in computer science 3 EGR 351 — Engineering Economics degree. The program is accredited by the 6 *Computer track electives Computing Accreditation Commission of 3 †Restricted science or math elective the Accreditation Board for Engineering 15 Total and Technology, Inc. (CAC/ABET). Hrs. Spring Semester 3 EE 481 — Senior Design Project Core and College Requirements — 30 hours 3 History 3 ENG 112 — Introduction to Literature 6 * Computer track electives 3 FA 207 — Fine Arts 3 FA 207 — Fine Arts 3 History (see Core Curriculum, pg. 5-7) 15 Total 6 Social Science (see Core Curriculum, pg. 130 Total for four years 5-7) 6 Philosophy (PHL 150, PHL 220) Computer Science, B.S.C.S. 9 Theology (THE 101, THE 205; upper-di- Computer science is a dynamic field of vision theology elective. The upper-divi- study and practice that encompasses many sion theology elective may be a aspects including programming languages, Theological Perspectives (THEP) class. data structures, computer organization, the- Mathematics and science requirements in the core curriculum are satisfied by Calculus and ory, and software design and development. General Physics. Specific objectives of the computer sci- ence program are: Computer Science Requirements — 97 hours [1] Prepare students for entry-level posi- Hrs. 3 CS 203 — Computer Science I tions and graduate school. 3 CS 204 — Computer Science II [2] Prepare graduates who have a broad 1 CS 273 — Computer Science Laboratory I background in fundamentals and the abili- 1 CS 274 — Computer Science ty to solve problems. Laboratory II [3] Prepare graduates who possess techni- 3 CS 303 — Data Structures I cal proficiency and sound judgement. 3 CS 304 — Data Structures II [4] Prepare graduates who are competent 3 CS 352 — Programming Languages in written and oral communication, and 1 CS 373 — Data Structures Laboratory computer proficiency. 1 CS 374 — Computing Systems Laboratory [5] Prepare graduates who have an under- 3 CS 411 — Analysis of Algorithms standing of professional issues such as eco- 3 CS 441 — Software Engineering I nomics, ethics, teamwork, and leadership. 3 CS 446 — Operating Systems [6] Provide a stimulating environment 3 CS 451 — Theory of Computation

*Chosen from a list of approved courses. †BIO 205, CHM 208, PHY 306, MTH 341, or any other science or mathematics course approved by electri- cal engineering faculty. 102 SCHOOL OF ENGINEERING 3 CS 452 — Compiler Design Hrs. Spring Semester 3 CS 480 — Senior Design Project 3 CS 303 — Data Structures I Preparation 1 CS 373 — Data Structures Laboratory 3 CS 481 — Senior Design Project 3 EE 231 — Logic Design 2 CS 492 — Seminar 3 ‡ Math or science elective 3 EE 231 — Logic Design 3 MTH 341 — Introduction to Linear 3 EE 333 — Computer Organization Algebra 2 EGR 110 — Introduction to Engineering 3 PHL 220 — Ethics 4 MTH 201 — Calculus I 16 Total 4 MTH 202— Calculus II 3 MTH 311 — Discrete Structures Junior Year 3 MTH 341— Introduction to Linear Hrs. Fall Semester Algebra 3 CS 304 — Data Structures II 3 MTH 461— Applied Statistics I 1 CS 374 — Computing Systems Lab 4 PHY 204 — General Physics Lecture and 3 ‡Computer Science elective Lab 3 EE 333 — Computer Organization 4 PHY 205 — General Physics Lecture and 3 History Lab 3 MTH 461— Applied Statistics I 15 ‡Computer science electives 16 Total 4 †Restricted science elective and laboratory Hrs. Spring Semester 3 ‡Math or science elective 3 CS 352 — Programming Languages Total Credit Hours—127 3 CS 411 — Analysis of Algorithms 6 ‡Computer science electives Sample Program 3 Social Science Freshman Year 15 Total Hrs. Fall Semester 2 *EGR 110 — Introduction to Engineering Senior Year 4 MTH 201 — Calculus I Hrs. Fall Semester 3 PHL 150 — Introductory Philosophy 3 CS 441 — Software Engineering I 4 PHY 204 — General Physics Lecture and 3 CS 451 — Theory of Computation Lab 3 CS 480 — Senior Design Project 3 THE 101 — An Introduction to Religion Preparation and Theology 2 CS 492 — Seminar 16 Total 3 FA 207 — Fine Arts Hrs. Spring Semester 3 ‡Computer science elective 3 CS 203 — Computer Science I 17 Total 1 CS 273 — Computer Science Labora- Hrs. Spring Semester tory I 3 CS 446 — Operating Systems 3 ENG 112 — Introduction to Literature 3 CS 452 — Compiler Design 4 MTH 202 — Calculus II 3 CS 481 — Senior Design Project 4 PHY 205 — General Physics Lecture/Lab 3 ‡Computer science elective 15 Total 3 Theology elective (400-level) 15 Total Sophomore Year 127 Total for four years Hrs. Fall Semester 3 CS 204 — Computer Science II Computer Science Minor 1 CS 274 — Computer Science Labora- A minor in computer science is available tory II for those students who may want to add 3 MTH 311 — Discrete Structures this option to their major program of study. 3 Social Science Elective Requirements for the minor are listed 3 THE 205 — Biblical Tradition and below: Culture 3 CS 204 — Computer Science II 4 †Restricted science elective and laboratory 1 CS 274 — Computer Science Lab II 17 Total 3 CS 303 — Data Structures I

*For transfer students who have not had an Introduction to Engineering course, the dean may approve the substitution of another technical course, provided these students transfer in 30 or more hours of technical courses. †BIO 206/276, CHM 207/277, or PHY 306/376. ‡Chosen from a list of approved courses. SCHOOL OF ENGINEERING 103 3 CS 304 — Data Structures II year and engineering science courses in 2 CS 373 and CS 374 Data Structures the sophomore year. Junior and senior Laboratory and Computing Systems year curriculum is devoted to analysis and Laboratory design aspects of mechanical engineering. 6 Upper division computer science courses Technical electives in various specialties 18 Total are available for students to pursue their For engineering students, the 6 credits of particular fields of interest. upper division computer science courses Throughout the four-year curriculum, must be in addition to any that are used to emphasis is placed on teamwork and co- satisfy the requirements for their major. operation, good oral and written commu- nication skills, and hands-on laboratory Mechanical Engineering, and project work to graduate well-rounded B.S.M.E. engineers from the program. Kenneth E. Lulay, Ph.D., P.E., chair The mechanical engineering program leads to a bachelor of science in mechanical The mechanical engineering program at the engineering (B.S.M.E.) degree accredited by University of Portland is an integral part of the Engineering Accreditation Commission the School of Engineering, and as such of the Accreditation Board for Engineering provides for an excellent engineering edu- and Technology, Inc. (EAC/ABET). cation based on a strong liberal arts foun- dation. The major program objectives are: Core and College Requirements — 27 hours [1] Prepare students for entry-level posi- Hrs. 3 ENG 112 — Introduction to Literature tions and graduate school. 3 FA 207 — Fine Arts [2] Prepare graduates who have a broad 3 History (see Core Curriculum, pg. 5-7) background in fundamentals and the abili- 6 Social science (see Core Curriculum, pg. ty to solve problems. 5-7) [3] Prepare graduates who possess techni- 6 Philosophy (PHL 150, PHL 220) cal proficiency and sound judgement. 9 Theology (THE 101, THE 205; upper-di- [4] Prepare graduates who are competent vision theology elective. The upper-divi- in written and oral communication, and sion theology elective may be a computer proficiency. Theological Perspectives (THEP) class that can be used to satisfy the distribu- [5] Prepare graduates who have an under- tion requirements of both theology and a standing of professional issues such as eco- companion subject.) nomics, ethics, teamwork, and leadership. A number of options are available for [6] Provide a stimulating environment Theological Perspectives courses which fulfill and promote life long learning. the requirements of both an upper-division the- To achieve the above objectives, the cur- ology course and a companion core course. riculum has been designed with the goals Students are required to consult with their advi- of educating students in engineering sors regarding this issue. analysis, design, computational methods Mathematics and science requirements in the core curriculum are satisfied by Calculus and modern experimental and data analy- and General Physics. sis techniques. The students develop the ability to formulate problems, synthesize Common Engineering Requirements — information, think creatively, communi- 34 hours Hrs. cate clearly and effectively, and work in 3 CHM 207— General Chemistry I teams. 1 CHM 277— General Chemistry Lab Mechanical engineering encompasses a 2 * EGR 110 — Introduction to Engineering wide variety of specialties ranging from 3 EGR 351 — Engineering Economics machinery, surface and space vehicles, 2 EGR 360 — Analysis of Engineering Data material handling systems, and manufac- 4 MTH 201— Calculus I turing complexes to energy conversion 4 MTH 202— Calculus II and utilization and fluid power. 4 MTH 301— Vector Calculus The program offers coursework in all of 3 MTH 321— Ordinary Differential Equations the above areas beginning with mathe- 4 PHY 204 — General Physics Lecture/Lab matics and science topics in the freshman 4 PHY 205 — General Physics Lecture/Lab 104 SCHOOL OF ENGINEERING Mechanical Engineering Requirements — 3 ENG 112 — Introduction to Literature 67 hours 2 ME 111 — Engineering Graphics Hrs. 4 MTH 202— Calculus II 1 CS 201 — Introduction to Scientific 4 PHY 205 — General Physics Lecture and Programming Lab 3 EE 261 — Electrical Circuits 17 Total 1 EE 271 — Electrical Circuits Laboratory 3 EGR 211 — Engineering Mechanics— Sophomore Year Statics Hrs. Fall Semester 3 EGR 212 — Engineering Mechanics— 1 CS 201 — Introduction to Scientific Dynamics Programming 3 EGR 221 — 3 EGR 211 — Engineering Mechanics— 1 EGR 270 — Materials Laboratory Statics 3 EGR 322 — Strength of Materials 3 EGR 221 — Materials Science 2 ME 111 — Engineering Graphics 2 EGR 360 — Analysis of Engineering Data 2 ME 301 — Mechanical Engineering 4 MTH 301— Vector Calculus Analysis 3 THE 205 — Biblical Tradition and 3 ME 304 — Computer-Aided Culture Engineering 16 Total 3 ME 311 — Mechanics of Fluids I Hrs. Spring Semester 2 ME 312 — Mechanics of Fluids II 3 EE 261 — Electrical Circuits 3 ME 331 — Fundamental Thermo- 1 EE 271 — Electrical Circuits Laboratory dynamics 3 EGR 212 — Engineering Mechanics 2 ME 332 — Applied Thermodynamics Dynamics 3 ME 336 — Heat Transfer 1 EGR 270 — Materials Laboratory 3 ME 341 — Modern Manufacturing 3 EGR 322 — Strength of Materials Processes 3 MTH 321— Ordinary Differential 1 ME 371 — Motion Control Laboratory Equations 1 ME 374 — Fluids Laboratory 3 PHL 220 — Ethics 1 ME 376 — Thermodynamics Laboratory 17 Total 4 ME 401 — Machine Design 2 ME 481 — Mechanical Engineering Junior Year Project I Hrs. Fall Semester 2 ME 301 — Mechanical Engineering 2 ME 482 — Mechanical Engineering Analysis Project II 3 ME 304 — Computer-Aided 3 †Restricted math or science elective 12 ‡Technical electives Engineering 3 ME 311 — Mechanics of Fluids I Total Credit Hours — 128 3 ME 331 — Fundamental Thermo- dynamics Sample Program 3 ME 341 — Modern Manufacturing Freshman Year Processes Hrs. Fall Semester 1 ME 371 — Motion Control Laboratory 2 *EGR 110 — Introduction to Engineering 15 Total 4 MTH 201— Calculus I Hrs. Spring Semester 3 PHL 150 — Introductory Philosophy 2 ME 312 — Mechanics of Fluids II 4 PHY 204 — General Physics Lecture and 2 ME 332 — Applied Thermodynamics Lab 3 ME 336 — Heat Transfer 3 THE 101 — An Introduction to Religion 1 ME 374 — Fluids Laboratory and Theology 4 ME 401 — Machine Design 16 Total 3 Theological Perspectives Hrs. Spring Semester 15 Total 3 CHM 207— General Chemistry I 1 CHM 277— General Chemistry Laboratory *For transfer students who have not had an Introduction to Engineering course, the dean may approve the substitution of another technical course, provided these students transfer in 30 or more hours of technical courses. †CHM 208, PHY 317, MTH 322, MTH 341, or any other science or mathematics course approved by mechanical engineering faculty. ‡Approved upper-division technical electives (12 hours). SCHOOL OF ENGINEERING 105 Senior Year an appropriate engineering specialization. Hrs. Fall Semester The course of study includes the same 1 ME 376 — Thermodynamics Laboratory mathematics, science, basic engineering, 2 ME 481 — Mechanical Engineering and liberal arts courses as the other engi- Project I neering disciplines. However, some of the 6 ‡Technical electives 3 †Restricted math or science elective upper-division engineering courses are re- 3 University core placed with courses in economics, account- 15 Total ing, and marketing and management. The Hrs. Spring Semester student has ample opportunity to take 3 EGR 351 — Engineering Economics electives. These can be chosen from civil, 2 ME 482 — Mechanical Engineering electrical, and mechanical engineering, and Project II from marketing and management, account- 6 ‡Technical electives ing, and finance. 6 University core The engineering management program 17 Total 128 Total for four years leads to a bachelor of science in engineer- ing management (B.S.E.M.) degree. Engineering Management, Core and College Requirements — 27 B.S.E.M. hours Khalid H. Khan, Ph.D., chair Hrs. 3 ENG 112 — Introduction to Literature Many engineering students wish to pursue 3 FA 207 — Fine Arts a management-oriented career rather than 3 History (see Core Curriculum, pg. 5-7) a career in research or design. The engi- 6 Social science (see Core Curriculum, pg. neering management program is aimed at 5-7) these students. Specific objectives of the 6 Philosophy (PHL 150, PHL 220) Engineering Management program are: 9 Theology (THE 101, THE 205; upper-di- [1] Prepare students for entry-level posi- vision theology elective. The upper-divi- tions and graduate school. sion theology elective may be a [2] Prepare graduates who have a broad Theological Perspectives (THEP) class that can be used to satisfy the distribu- background in fundamentals and the abili- tion requirements of both theology and a ty to solve problems. companion subject.) [3] Prepare graduates who possess techni- A number of options are available for cal proficiency and sound judgement. Theological Perspectives courses which fulfill [4] Prepare graduates who are competent the requirements of both an upper-division the- in written and oral communication, and ology course and a companion core course. computer proficiency. Students are required to consult with their advi- [5] Prepare graduates who have an under- sors regarding this issue. standing of professional issues such as eco- Mathematics and science requirements in the core curriculum are satisfied by Calculus nomics, ethics, teamwork, and leadership. and General Physics. [6] Provide a stimulating environment and promote life long learning. Common Engineering Requirements — Typical fields of activity for graduates are in 34 hours manufacturing and production, scheduling, Hrs. quality control, technical marketing, sales 3 CHM 207— General Chemistry I engineering, field work, contract supervi- 1 CHM 277— General Chemistry Laboratory sion, and construction management. Some 2 * EGR 110 — Introduction to Engineering graduates will become entrepreneurs. 3 EGR 351 — Engineering Economics 2 EGR 360 — Analysis of Engineering Data Students who wish to lead research or design 4 MTH 201 — Calculus I projects should obtain a bachelor’s degree in *For transfer students who have not had an Introduction to Engineering course, the dean may approve the substitution of another technical course, provided these students transfer in 30 or more hours of technical courses. †CHM 208, BIO 205, PHY 3xx, MTH 3xx, or any other science or mathematics course approved by me- chanical engineering faculty. ‡Approved upper-division technical electives (12 hours). 106 SCHOOL OF ENGINEERING 4 MTH 202— Calculus II 1 CHM 277— General Chemistry Laboratory 4 MTH 301— Vector Calculus 3 ENG 112 — Introduction to Literature 3 MTH 321— Ordinary Differential 2 ME 111 — Engineering Graphics Equations 4 MTH 202— Calculus II 4 PHY 204 — General Physics Lecture and 4 PHY 205 — General Physics Lecture/Lab Lab 17 Total 4 PHY 205 — General Physics Lecture and Lab Sophomore Year Hrs. Fall Semester Engineering Management 3 CS 203 — Computer Science I Requirements — 65 hours 1 CS 273 — Computer Science Hrs. Laboratory I 3 BUS 200 — Entrepreneurial Marketing 3 EGR 211 — Engineering Mechanics Statics 3 BUS 209 — Financial Accounting 3 EGR 221 — Materials Science 3 BUS 210 — Managerial Accounting 4 MTH 301— Vector Calculus 3 BUS 305 — Business Finance 3 THE 205 — Biblical Tradition and Culture 3 BUS 360 — Organizational Behavior 17 Total 3 BUS 361 — Technology and Operations Hrs. Spring Semester Management 3 BUS 200 — Entrepreneurial Marketing 3 CS 203 — Computer Science I 3 EE 231 — Logic Design 1 CS 273 — Computer Science or Laboratory I EGR 322 — Strength of Materials 3 ECN 121 — Principles of 1 EGR 270 — Materials Laboratory Microeconomics 2 EGR 360 — Analysis of Engineering Data 3 EE 231 — Logic Design 3 PHL 220 — Ethics or 3 Social Science 3 EGR 322 — Strength of Materials 15 Total 3 EGR 211 — Engineering Mechanics — Statics Junior Year 3 EGR 221 — Materials Science Hrs. Fall Semester 1 EGR 270 — Materials Laboratory 3 BUS 209 — Financial Accounting 2 EGR 481 — Capstone Project 3 BUS 305 — Business Finance 2 EGR 482 — Capstone Project 3 ECN 121 — Principles of Micro- 2 ME 111 — Engineering Graphics economics 3 †Restricted math or science elective 3 MTH 321— Ordinary Differential 12 ‡Technical electives Equations 3 # Restricted technical elective 3 Theological Perspectives 6 §Business electives 15 Total Hrs. Spring Semester Total Credit Hours —126 3 BUS 210 — Managerial Accounting 3 EGR 351 — Engineering Economics Sample Program 3 FA 207 — Fine Arts Freshman Year 3 †Restricted math or science elective Hrs. Fall Semester 3 ‡Technical elective 2 * EGR 110 — Introduction to Engineering or 4 MTH 201— Calculus I 3 # Restricted technical elective 3 PHL 150 — Introductory Philosophy 15 Total 4 PHY 204 — General Physics Lecture/Lab 3 THE 101 — An Introduction to Religion Senior Year and Theology Hrs. Fall Semester 16 Total 3 BUS 360 — Organizational Behavior Hrs. Spring Semester 3 BUS 361 — Technology and Operations 3 CHM 207— General Chemistry I Management *For transfer students who have not had an Introduction to Engineering course, the dean may approve the substitution of another technical course, provided these students transfer in 30 or more hours of technical courses. †CHM 208, PHY 317, MTH 322, MTH 341, or any other science or mathematics course approved by the program chair. ‡Technical electives approved by the program chair (12 hours). §Business electives (6 hours) approved by the program chair. #CE 301, EE 333, or ME 331. SCHOOL OF ENGINEERING 107 2 EGR 481 — Capstone Project 3 ‡Technical elective 3 History 3 ‡Technical elective or 3 # Restricted technical elective 17 Total Hrs. Spring Semester 6 §Business electives 6 ‡Technical electives 2 EGR 482 — Capstone Project 14 Total 126 Total for four years

‡Technical electives approved by the program chair (12 hours). §Business electives (6 hours) approved by the program chair. #CE 301 and CE 372, EE 333, or ME 331. SCHOOL OF NURSING 109 School of Nursing

Joanne R. Warner, D.N.S., interim dean Susan Randles Moscato, Ed.D., interim associate dean Faculty: Bell, Burton, Cameron, Chorpenning, Decker, Duan, Gatlin, Greb, Henderer, Kaaki- nen, Krautscheid, Martin, Moscato, Nagy-Nero, O’Lynn, Reed, Rosenstiel, Shillam, Simmons, Smith, Stragnell, Vernelson, Veltri, Vines, Warner, Wilson-Anderson, Woo

he School of Nursing offers a bachelor of science in nursing and a master of science degree in nursing. Convinced of the intrinsic dignity of the Thuman person, the University believes that the best interests of nurses and, through them, of the persons to whom they minister, can most effectively be met and maintained by a program of studies integrating the professional courses with those primarily designed to develop the humane qualities of the students. Professional nursing is a therapeutic profession with responsibilities of judg- ment, interpretive thinking, and critical analysis. Professional nurses must take their places as contributing, self-reliant members of the health team. In order to do this they must develop a broad understanding of people, of society, and of current health needs. They need to be able to discern changes in the social pat- terns and to develop a readiness to meet problems of the future. The upper-division major, a blend of the humanities and sciences, enables students to construct a substantial framework on which they may continue to build through experience and further academic study. Accreditation: The School of Nursing is approved by the Oregon State Board of Nursing, is accredited by the Commission on Collegiate Nursing Education (CCNE), and is a member of the American Association of Colleges of Nursing.

Professional students with the opportunity to develop competency in the assessment of health Society needs and in the promotion, maintenance, Omicron Upsilon, the University of Port- and restoration of health. A rich variety of land School of Nursing’s chapter of Sigma settings are utilized to reflect the array of Theta Tau International Honor Society, in- actual and potential health problems expe- vites to membership seniors and graduate rienced by individuals, families, and com- students who have demonstrated superior munities throughout the life cycle. academic achievement in nursing. - The baccalaureate graduate of the School ing membership encourages, fosters, and of Nursing will: actively supports further professional de- [1] Practice theory guided, evidence based velopment, thus promoting nursing schol- nursing care. arship, leadership, creativity, and [2] Demonstrate clinical reasoning in the commitment to nursing. delivery and management of client cen- tered nursing care. Program Outcomes [3] Promote the spiritual dimension of The baccalaureate program in nursing at health in practice. the University provides students with a lib- [4] Exemplify value based caring while eral arts and science foundation followed meeting the health care needs of a diverse by concentrated study in the professional and changing society. nursing major. The program provides the [5] Manage physical, fiscal, and human re- 110 SCHOOL OF NURSING sources to achieve quality, cost-effective Student Handbook outcomes. [6] Use communication effectively and The School of Nursing provides students appropriately. with a copy of its handbook as they begin [7] Provide leadership in the design, deliv- taking nursing courses. Students have the ery, management, and evaluation of responsibility to acquaint themselves with health care. its contents and are held accountable for [8] for clients , society, and the all statements therein. nursing profession. [9] Incorporate the values of the nursing Career Opportunities profession in practice. The curriculum is designed to prepare graduates for the practice of professional Admission nursing in a variety of settings. Graduates of this program are eligible to sit for the Requirements NCLEX-RN, a requirement in all states to Applicants for admission must meet the obtain professional R.N. licensure. Stu- general entrance requirements of the Uni- dents/graduates may apply for appoint- versity as set forth in the general informa- ments in the Air Force, Army, or Navy tion section of this Bulletin. Students may nurse programs. be admitted as freshmen or transfer stu- dents into the School of Nursing. All enter- Providence Scholars ing freshmen will have completed a high school- or college-level general chemistry Program course prior to enrolling in BIO 205. All The Providence Scholars program, a part- entering freshmen whose recentered nership between Providence Health Sys- score is less than 530 on the verbal SAT, or tems (PHS) and the University of Portland, its equivalent, must take ENG 107. was created to address the national nurs- Acceptance into upper division nursing ing shortage. Undergraduates selected to courses is dependent upon: be Providence Scholars will have 100 per- [1] A cumulative G.P.A. of 2.75 or above. cent of their tuition paid by PHS and the [2] A cumulative G.P.A. of 2.75 or above in University of Portland. The Providence the required sciences with a minimum Scholars program applies to the junior and grade of C in each required science course. senior years of the traditional undergradu- Pass/No Pass grades are not allowed. ate nursing program (bachelor of science [3] Completion of all the prerequisite in nursing). The student will sign a three- course work. Lower-division credit may be year employment contract with PHS in ex- taken at any accredited college or university. change for tuition coverage. Transfer students will be evaluated on an individual basis. Transfer students’ G.P.A. for Program Requirements admission to upper-division nursing courses The program is eight semesters and one is computed from: summer session in length. Electives will [1] All credits accepted in transfer toward be individually planned considering the the nursing degree. student’s interests, ability, and schedule [2] Credits earned while at the University requirements. The requirement for gradu- of Portland. ation is 124 semester hours. Computer experience/literacy (ability to Students must receive a grade of C or bet- use a PC for word processing, e-mail, and ter in all nursing courses and a grade of access to the Internet) is required. The Pass (P) in all clinical courses, NRS 436 School of Nursing is projecting that all stu- and NRS 498. dents beginning upper-division course- The school retains only those students work will have the requirement for a who satisfy the requirements of scholar- pre-approved notebook computer and ship, health, and personal disposition for PDA for use throughout the upper-division nursing. Students must consistently demon- nursing program. strate academic integrity and ethical con- duct. Students must fulfill the requirements SCHOOL OF NURSING 111 for the classroom and clinical components 1 NRS 323 — Multicultural Nursing of the major. Students must pass a two-part 2 NRS 414 — Nursing Inquiry and Know- comprehensive exam prior to graduation. ing II: Practice Applications 2 NRS 418 — Nursing of Families 6 NRS 421 — Advanced Physiological Nursing, B.S.N. Nursing (includes 135 clini- The School of Nursing curriculum design cal hours) is as follows: 4 NRS 422 — Maternal-Newborn Nursing University Core Requirements — 39 hours (includes 90 clinical hours) Hrs. 4 NRS 423 — Care of the Child (includes 3 FA 207 — Fine Arts 90 clinical hours) 3 History 4 NRS 424 — Population & Community 3 Literature Nursing (includes 90 clinical 3 Mathematics (MTH 161 Elementary hours) Statistics satisfies the core mathematics 3 NRS 429 — Leadership in Professional requirement) Nursing 6 Science (BIO 307 Human Anatomy and 2 NRS 436 — Personal Preparation for Li- BIO 308 Human Physiology satisfy the censure core science requirement) 4 NRS 498 — Capstone Clinical Immer- 6 Social science (2 different disciplines) sion (includes 135 clinical 6 Philosophy hours) 9 Theology (must include THE 448) Total Credit Hours—124 (includes 810 total clinical hours) Major Requirements — 85 hours Hrs. Sample Program of Study 3 BIO 205 — Foundations of Biology 4 BIO 307/ Below is a sample schedule for students 377 — Human Anatomy/Lab who enter the BSN program as freshmen. 4 BIO 308/ Nursing students who wish to study 378 — Human Physiology/Lab abroad or to minor in another field of 4 BIO 359/ study need to work with their advisor. 379 — Medical Microbiology/Lab Freshman Year 3 MTH 161— Elementary Statistics Hrs. Fall Semester 3 THE 448 — Suffering and Death 3 NRS 101 — Introduction to Nursing and 6 Electives Health Care 3 NRS 101 — Introduction to Nursing and 0 NRS 001 — First Year Workshop Health Care 3 BIO 205 — Foundations of Biology 3 NRS 202 — Nutrition 0 BIO 005 — BIO 205 Workshop 3 NRS 203 — Life Processes and Health 3 PHL 150 — Introductory Philosophy Promotion Across the Life 3 Social science Span 3 THE 101 — Introduction to Religion and 2 NRS 301 — Nursing Theory & Knowing: Theology Concepts and Issues 15 Total 2 NRS 310 — Introduction to Community Hrs. Spring Semester Nursing & Health Promotion 3 FA 207 — Fine Arts of Populations 3 History 2 NRS 311 — Communication in Nursing 3 Social science 5 NRS 312 — Introduction to Professional 3 MTH 161 — Elementary Statistics Nursing Practice (includes 3 ENG 112 — Introduction to Literature 45 lab/clinical hours) 3 NRS 313 — Pathophysiology 15 Total 2 NRS 314 — Nursing Inquiry and Know- ing I: Concepts and Process Sophomore Year 3 NRS 315 — Pharmacotherapeutics Hrs. Fall Semester 4 NRS 321 — Psychiatric Mental Health 3 BIO 308 — Human Physiology Nursing (includes 90 clinical 1 BIO 378 — Laboratory hours) 3 BIO 359 — Medical Microbiology 6 NRS 322 — Physiological Nursing (in- 1 BIO 379 — Laboratory cludes 135 clinical hours) 3 NRS 202 — Nutrition 3 Elective 14 Total 112 SCHOOL OF NURSING Hrs. Spring Semester 3 BIO 307 — Human Anatomy 1 BIO 377 — Laboratory 3 THE 205 — Biblical Tradition & Culture 3 NRS 203 — Life Processes and Health Promotion Across the Life Span 3 PHL 220 — Ethics 3 Elective 16 Total

Junior Year Hrs. Fall Semester 2 NRS 301 — Nursing Theory & Knowing: Concepts and Issues 2 NRS 310 — Introduction to Community Nursing & Health Promotion of Populations 2 NRS 311 — Communication in Nursing 5 NRS 312 — Introduction to Professional Nursing Practice 3 NRS 315 — Pharmacotherapeutics 14 Total Hrs. Spring Semester 3 NRS 313 — Pathophysiology 4 NRS 321 — Psychiatric Mental Health Nursing 6 NRS 322 — Physiological Nursing 1 NRS 323 — Multicultural Nursing 14 Total

Senior Year Hrs. Summer Session 2 NRS 314 — Nursing Inquiry and Know- ing I: Concepts and Process 6 NRS 421 — Advanced Physiological Nursing 8 Total Hrs. Fall Semester 2 NRS 414 — Nursing Inquiry and Know- ing II: Practice Applications 2 NRS 418 — Nursing of Families 4 NRS 422 — Maternal-Newborn Nursing 4 NRS 423 — Care of the Child 3 THE 448 — Suffering and Death 15 Total Hrs. Spring Semester 4 NRS 424 — Population & Community Nursing 3 NRS 429 — Leadership in Professional Nursing 2 NRS 436 — Personal Preparation for Li- censure 4 NRS 498 — Capstone Clinical Immer- sion 13 Total 124 Total for Four Years GRADUATE SCHOOL 113 Graduate School

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

12 semester hours of credit in a semester Degrees Offered or for more than nine semester hours of Business Administration: credit in summer school without the con- Master of Business Administration (M.B.A.) sent of the dean of the Graduate School Communications Studies: and the program director. (An extra three Master of Arts (M.A.) hours is automatically permitted in one Master of Science (M.S.) summer for the 30-hour programs to allow Drama: for a degree to be earned in three sum- (M.F.A.) mers.) Education: [2a] The grade of C is the lowest grade that Master of Arts (M.A.) carries with it graduate credit. Courses re- Master of Education (M.Ed.) ceiving lower grades (e.g. C-) will not carry Master of Arts in Teaching (M.A.T.) graduate credit, but will be included in the Engineering: student’s cumulative grade point average Master of Engineering (M.Eng.) (G.P.A.) calculated according to the point Music: system described in the University Acade- Master of Arts (M.A.) mic Regulations (IV. Grades and Credits). Nursing: [2b] Only courses in which a grade of C-, Master of Science (M.S.) D+, D, D-, or NP has been received may of Nursing Practice (D.N.P.) be repeated at the University of Portland Theology: for academic credit. In such cases the new Master of Arts in Pastoral Ministry (M.A.) grade and credit will replace the original in the calculation of grade point average; however both courses and grades will re- Academic main on the permanent record, with the Regulations original course denoted by the symbol RP. [3] Students who receive an IP in Thesis The academic regulations listed in the 599 or a graduate course are normally ex- opening section of this University Bulletin pected to comply with the academic regu- also apply to graduate students with the lation that the work be completed within following modifications: one year. However, in exceptional cases [1] No student may register for more than 114 GRADUATE SCHOOL the dean of the Graduate School may, ter are eligible for transfer. upon recommendation of the graduate [c] No credits transferred from another program director, extend the period of institution may be applied to a master’s time which students have to complete degree if they were earned in courses their thesis or the course and receive a that began more than five years before grade. the date that will appear on the degree. [4] No course or practicum numbered [d] Graduate credits earned through dis- above 499 may be taken on a “pass/no tance learning will be considered for pass” basis for hours required toward an transfer, subject to the same criteria as advanced degree except Thesis 599. traditional courses with respect to quali- [5] Students may not use credits obtained ty, relevance, and timeliness as well as by challenge or advanced placement toward the accreditation of the source institu- the hours required for an advanced degree. tion, including the provisions of regula- [6] Thirty semester hours of courses num- tion 10[g] below. bered 500 and above are the minimum re- [e] Normally credits should be trans- quirements for a master’s degree. (Consult ferred at the time of the applicant’s orig- the individual programs for the precise re- inal acceptance into a graduate program quirements as some programs require so they may be integrated into the plan- more than 30 hours.) ning of a program. A request for a later [7] G.P.A. of 3.00 is required in graduate transfer may be denied. courses for an advanced degree. [f] To transfer graduate credits taken at [8] A student must maintain a G.P.A. of another university during the time of a 3.00 to remain in good standing. A student student’s graduate work at the Univer- who is not in good standing will be given sity of Portland requires written author- specific conditions by the program direc- ization before such work is taken. tor. If these conditions are not fulfilled, the [g] Where the University of Portland student will be dismissed from the Gradu- graduate program has a special accredi- ate School by the dean of the Graduate tation, the source institution may be re- School. quired to have the same or an equiva- [9] Master’s degrees requiring 30 to 36 lent accreditation. semester hours must normally be com- [h] M.B.A. students who qualify for ad- pleted within a period of five years. Master’s mission may transfer more than nine degrees requiring 37 or more semester hours of graduate credit under provi- hours must normally be completed within sions of the multilateral admissions a period of six years. In exceptional cases agreement. these periods may be extended by the [11] Students may not accumulate more dean of the Graduate School upon recom- than nine hours of credit in the nonmatric- mendation of the graduate program direc- ulated status. After nine credit hours, a stu- tor. dent must seek admission to a program in [10] Transfer of credits: order to have the hours apply to a degree. [a] With the approval of the dean of the [12] A student who expects to receive a Graduate School, a maximum of nine degree at the end of a semester or the semester hours may be transferred to a summer session must apply for the degree master’s degree program from an ac- within the time limits set by the registrar. credited institution if they are accept- [13] Unless excused by the dean of the able for graduate degree credit in the Graduate School, the candidate for a mas- source institution. (Consult the individ- ter’s degree is expected to attend com- ual graduate programs for details as mencement exercises at which the degree some allow less than nine hours of is conferred. transfer credit.) However, credits or courses used to satisfy the requirements of any other degree cannot be applied to the fulfillment of a subsequent degree in the Graduate School. [b] Only those courses graded B or bet- GRADUATE SCHOOL 115 must have been received or met: Student [a] Completed and signed application forms. Classification [b] The non-refundable admission fee. Degree student is one who has been ac- (Graduates of the University of Portland cepted into a program leading to a master’s are exempt from this fee.) degree. [c] An official transcript sent directly to Postgraduate student is one who is ad- the University of Portland showing all mitted to the University for postgraduate college credit attempted and/or com- work. This does not imply acceptance to a pleted from each college and university graduate degree program. Regular admis- previously attended. Transcripts from sion to the Graduate School must be ob- foreign universities must be in English tained from the dean of the Graduate or be accompanied by an English trans- School before any work will be accepted lation certified as authentic. Evidence of towards a graduate degree. possession of the bachelor’s degree Nonmatriculated graduate student is from an accredited institution is re- one who applies for admission in order to quired. All official transcripts submitted register for credit but who is not a degree- become the property of the University seeking student at the University. Enroll- and cannot be copied or returned to the ment as a nonmatriculated student im- applicant. plies no commitment on the part of the [d] Three recommendations from per- University regarding regular admission at sons knowledgeable of the applicant’s abil- a later time. Credits earned while in the ity. Two should normally be from former nonmatriculated classification do not nec- professors. Note: The M.A.T. program re- essarily apply toward requirements for a quires four letters of recommendation degree should a student later be accepted and a resume. The M.Ed. program re- into a degree program. quires three letters of recommendation, a Admission as a nonmatriculated student resume, and a copy of the teaching certifi- requires that the student submit a nonma- cate. The Post Master Specialty program triculated student application to the Grad- requires two letters of recommendation, uate School along with a $50.00 applica- a resume, and a copy of the teaching cer- tion fee, relevant transcripts, and other re- tificate. Nursing requires two letters of quested documents prior to their initial recommendation. registration. [e] Evidence of scholastic background Accumulation of more than 9 hours of grad- that indicates ability to do satisfactory uate credit in the nonmatriculated status is graduate work. Usually this is consid- not permitted, and any such student who ac- ered to be a B average. cumulates 9 semester hours is required to [f] Appropriate score on a standardized seek regular admission to a degree program test. The Graduate Management Admis- in keeping with procedures determined by sion Test is required in business. In edu- the Graduate School. cation the Miller Analogies Test or Grad- uate Record Examination is required for Application the M.Ed. A Basic Skills Test, and the Oregon Educator Licensure Assessment and Admission Test (ORELA) and the appropriate [1] Correspondence concerning admission PRAXIS Specialty Test (if applicable) are to the Graduate School under any classifi- required for the M.A.T. degree. For all cation should be addressed to the Gradu- other programs the General Test of the ate School, 5000 N. Willamette Blvd., Graduate Record Examination is re- Portland, OR 97203-5798; phone: (503) 943- quired. The Test of English as a Foreign 7107; toll free: (800) 227-4568; e-mail: Language is required for applicants [email protected]. whose native language is not English. A [2] Before applicants will be considered for minimum score of 550 is required ex- admission as degree students the following cept for the master’s programs in busi- ness administration (where the score is 116 GRADUATE SCHOOL 570) and communication studies and is payable to the graduate admissions of- music (where the minimum score is 600). fice within two weeks of receiving an ac- [g] A statement of academic or profes- ceptance letter. sional goals, appropriate to the specific program. [h] Specific admission requirements, in- Programs cluding undergraduate G.P.A., of individ- ual degree programs are listed in the in- Business dividual programs’ information. [3] Admission to a program leading to a Administration master’s degree is given only by the dean Howard D. Feldman, Ph.D., director of the Graduate School when the following Faculty: Adams, Adrangi, Allender, Ander- conditions are fulfilled: son, Barnes, Beauchamp, Bernard, Chatrath, [a] The documentation required above DeHoratius, Drake, Easton, Eaton, Eom, is complete. Feldman, Gritta, Jurinski, Kondrasuk, Lewis, [b] A positive recommendation is re- Li, Lin, Lippman, Martin, Meckler, Mitchell, ceived from the graduate program direc- Reed, Schouten, Seal, Stephens tor of the department or school involved. (A personal interview may be The Dr. Robert B. Pamplin, Jr. School of required.) Business Administration was founded in [4] Applications should be complete not 1939, and the master’s program in busi- later than one month before the student’s ness administration (M.B.A.) began in beginning class at the University to pro- 1958. The University of Portland’s pro- vide time for adequate consideration and gram is one of only five graduate universi- program arrangement. Some programs ties in the State of Oregon that is accredit- have a fixed deadline for submission of all ed by AACSB, the Association for the Ad- materials. vancement of Collegiate Schools of Busi- [5] Students who fail to register in the first ness. semester after admission, or who in the The M.B.A. curriculum focuses on con- regular year-round program fail to register temporary leadership by challenging grad- for a semester, or who in a summer-only uate students to think cross-functionally program fail to register for a summer ses- about a variety of large and small business sion, must seek re-admission from the enterprises. To operationalize these objec- dean of the Graduate School. tives, the basic structure of our M.B.A. pro- [6] The graduate student who desires to gram consists of the following compo- change to a different degree program must nents: submit a formal change of program appli- I The foundation courses are designed to cation to the dean of the Graduate School. provide students with a broad background in fundamental business principles for stu- dents without this background in their un- 2007-2008 Tuition dergraduate programs. I The integration courses introduce a and Fees cross-disciplinary approach to managing Tuition business operations and examine the vari- $775.00 Per semester hour* ous roles and value frameworks that need $35.00 Assessment for courses in to be mastered by future managers. business, computer science, I The advanced core explores the applica- economics, and engineering. tion of analytic tools in management infor- Fees mation systems, managerial accounting, Graduation, technical lab assessment, marketing, and finance in identifying and incidental, music, nursing and thesis solving contemporary business problems. in progress are listed elsewhere in this Students will examine regional cultures Bulletin. and changing practices impacting global A $100 nonrefundable deposit fee business. *For theology, education programs contact graduate program director. GRADUATE SCHOOL 117

I The concentration component allows involved in this consortium and transfer students to specialize in an area of interest units back to the University of Portland to in entrepreneurship, finance, global busi- complete their degree. If a student has less ness, health care, management, or market- than 50 percent of the credits required to ing. Students may also choose to design award an M.B.A. degree, they may apply to their own concentration by selecting a participating school and transfer the courses from more than one field. credits already earned at the University of I The capstone course provides a final in- Portland to that university. Under this tegration of the themes covered in the agreement, the student transferring out of M.B.A. program with an emphasis on the the University of Portland is required to strategic role played by top management meet all application and admission criteria in integrating corporate policies. of the receiving school and will, in turn, Admission Requirements earn their degree from that school. For fur- M.B.A. applicants must have a bachelor’s ther details please see the M.B.A. coordi- degree from an accredited college or uni- nator. versity recognized by the University of Degree Requirements Portland and an admissions index of 1100 The M.B.A. program consists of 36 to 54 or higher. This index is the sum of the ap- hour of course work: 9 hours in the Inte- plicant’s Graduate Management Admis- gration courses, 15 hours of Advanced sions Test (GMAT) and 200 times the appli- core, 9 hours of Concentration courses, cant’s undergraduate grade point average and 3 hours in the Capstone course. (G.P.A.) on a 4-point scale. Current admis- The Foundation courses include six pre- sions standards are a score of 500 on the requisites that provide the incoming GMAT and a G.P.A. of 3.00. Admission to M.B.A. students with the foundation the M.B.A. program is based on the entire knowledge necessary for graduate-level application and letters of recommendation course work in the various business disci- not merely quantitative factors. It is plines. Students without the necessary strongly recommended that applicants background may be required to take up to have three to four years of professional ex- 18 additional hours of Foundation courses. perience after their bachelor’s degree to Students are expected to be proficient in fully benefit from the program. Applica- both statistics and Excel applications. tion requirements may be subject to Waiver Policy: All students must take BUS change. 500 (Statistics) or pass a qualifying statis- Applicants whose native language is not tics test in their first two semesters in the English or did not complete their degree at program. Students may waive the other a university where all courses were taught five foundation courses if they have com- in English must achieve a minimum score pleted comparable courses with a grade of on the Test of English as a Foreign Lan- B or better within eight years of accep- guage (TOEFL) of 570 (230 CAT version or tance to the M.B.A. program or pass a qual- 88 iBT). See program director for specific ifying exam for the course. requirements. The Integrative courses are designed to Jesuit Transfer Agreement provide a common set of experiences that The University of Portland is a participant foster thinking across functional disci- in an educational consortium with more plines. BUS 510 (Competing in the Global than twenty other faith-based and AACSB- Economy) includes a marketplace simula- accredited institutions. This program al- tion that incorporates all the key elements lows M.B.A. students exceptional flexibili- of global business operations. The other ty if their education is affected in such a two courses on leadership and social re- way as to require a move to another geo- sponsibility provide a framework for con- graphic location. sidering ethics, social responsibility, and Under this agreement, students who the changing role of managers. have completed at least 50 percent of their The Advanced core includes five courses credits at the University of Portland may designed to provide students with the attend another AACSB-accredited M.B.A. quantitative and qualitative tools used in program at one of the participating schools business problem solving. Students begin 118 GRADUATE SCHOOL with management information systems 3 BUS 560 — Managerial Accounting and accounting courses linking business Capstone — 3 hours operations. Students then move to other Hrs. advanced topics in marketing, finance, 3 BUS 580 — Strategic Issues and Appli- and cross cultural management where the cations in Management emphasis is given to applying analytic M.B.A. Concentrations — 9 hours tools and concepts to emerging issues in business practices. Entrepreneurship Hrs. Students may select a three course con- 3 BUS 544 — Managing Innovation and centration from one of six areas: entrepre- Change neurship, finance, global business, health 3 BUS 571 — New Venture Management care, management, and marketing. Alter- 3 BUS 572 — Family Business Planning natively, students who do not want to Finance focus in one particular area may select Hrs. courses from two or more fields. Many stu- 3 BUS 531 — International Finance dents find that a specialized concentration 3 BUS 532 — Security and Portfolio helps in marketing their degree to Analysis 3 BUS 533 — Financial Markets and prospective employers. Others find that Institutions selecting courses from different fields 3 BUS 534 — Derivatives and Risk Man- gives them a broader foundation for man- agement agement. Students choosing not to concen- 3 BUS 535 — International Economics trate in one area may select any three and Trade elective courses. 3 BUS 553 — Health Care Finance The M.B.A. program closes with the cap- Global Business stone strategy course (BUS 580) taken in Hrs. the student’s last semester. This course 3 BUS 525 — Sales and the Global brings together the skills learned within Market the program through a final interdiscipli- 3 BUS 531 — International Finance nary look at problem solving strategies 3 BUS 535 — International Economics and solutions. and Trade 3 BUS 582 — Global Business Law Foundation Requirements — up to 18 hours Hrs. Health Care 3 BUS 500 — Statistical and Quantita- Hrs. tive Analysis 3 BUS 551 — Introduction to Health 3 BUS 501 — Economic Analysis Care Management 3 BUS 502 — Marketing Management 3 BUS 552 — Health Care Marketing 3 BUS 503 — Corporate Finance 3 BUS 553 — Health Care Finance 3 BUS 505 — Operations Management 3 BUS 554 — Health Care Information 3 BUS 506 — Principles of Accounting Systems 3 BUS 556 — Ethical Issues in Health Integration — 9 hours Care Hrs. 3 BUS 510 — Competing in the Global Management Economy Hrs. 3 BUS 512 — Leadership and Higher 3 BUS 541 — Human Resource Manage- Level Management ment 3 BUS 513 — Social Responsibility in 3 BUS 544 — Managing Innovation and Organizations Change 3 BUS 545 — Project Management Advanced Core — 15 hours 3 BUS 551 — Introduction to Health Hrs. Care Management 3 BUS 516 — Management Information 3 BUS 571 — New Venture Management Systems 3 BUS 520 — Applied Marketing Strate- Marketing gies Hrs. 3 BUS 530 — Applied Financial Analysis 3 BUS 521 — Consumer Behavior 3 BUS 540 — Cross Cultural Manage- 3 BUS 522 — Marketing Research ment 3 BUS 523 — Negotiation and Persua- sion Strategies GRADUATE SCHOOL 119 3 BUS 524 — Integrated Marketing Finance Communications Hrs. 3 BUS 525 — Sales and the Global Mar- 3 BUS 530 — Applied Financial Analysis ket 3 BUS 531 — International Finance 3 BUS 552 — Health Care Marketing 3 BUS 532 — Security and Portfolio Additional Concentration Options Analysis 3 BUS 533 — Financial Markets and Other courses, such as BUS 581 (Advanced Institutions Business Communication), BUS 583 (Grad- 3 BUS 534 — Derivatives and Risk Man- uate Business Internship), and special agement topic courses offered with a BUS 590-592 3 BUS 535 — International Economics designation, may be used in a concentra- and Trade tion with the approval of the associate Healthcare dean. Hrs. B.B.A./M.B.A. 3 BUS 551 — Introduction to Health For information on the B.B.A./M.B.A. pro- Care Management gram in accounting, please refer to pg. 81 3 BUS 552 — Health Care Marketing 3 BUS 553 — Health Care Finance in the Pamplin School of Business section. 3 BUS 554 — Health Care Information Systems Post M.B.A. Certificate Program 3 BUS 556 — Ethical Issues in Health The Pamplin School of Business’s M.B.A. Care program has a wide array of elective coursework. We offer rigorous courses in Marketing Hrs. many specialized areas that provide a 3 BUS 520 — Applied Marketing Strate- unique opportunity for training and schol- gies arship to our graduate students. 3 BUS 521 — Consumer Behavior Students already holding an M.B.A. de- 3 BUS 522 — Marketing Research gree from an AACSB accredited graduate 3 BUS 523 — Negotiation and Persua- business program can update an older de- sion Strategies gree, gain additional training, and add a 3 BUS 524 — Integrated Marketing new specialty to their skills by completing Communications our Post M.B.A. Certificate Program. 3 BUS 525 — Sales and the Global Market Students complete a 12 credit hour pro- Management gram in one of the following areas: global Hrs. business, healthcare, marketing, manage- 3 BUS 540 — Cross Cultural Manage- ment, finance, or entrepreneurship, and ment 3 BUS 541 — Human Resource Manage- then receive a post M.B.A. certificate in ment that area. To be admitted to this program, 3 BUS 544 — Managing Innovation and students must hold an M.B.A. degree from Change an AACSB accredited institution, and sub- 3 BUS 545 — Project Management mit the following application components: 3 BUS 571 — New Venture Manage- an application, $50 application fee, official ment transcripts documenting graduate work, Entrepreneurship: and a statement of goals. The courses to Hrs. choose from are below. 3 BUS 524 — Integrated Marketing Global Business Communications 3 BUS 544 — Managing Innovation and Hrs. 3 BUS 525 — Sales and the Global Market Change 3 BUS 531 — International Finance 3 BUS 551 — Introduction to Health 3 BUS 535 — International Economics Care Management and Trade 3 BUS 571 — New Venture Management 3 BUS 540 — Cross Cultural Manage- 3 BUS 572 — Family Business Planning ment Course Offerings 3 BUS 582 — Global Business law Graduate courses in business administra- tion begin on pg. 142. 120 GRADUATE SCHOOL Communication Communication, M.A. The M.A. program has two options: Studies Option A (thesis) is recommended for Jeff Kerssen-Griep, Ph.D., director students with academic aspirations be- Faculty: Heath, Kerssen-Griep, Lattin, yond the master’s level and is intended to Mulcrone, Pierce, Rabby, Shapiro prepare the student for doctoral study. Option B (non-thesis) is designed for the The Department of Communication Studies student who seeks advanced professional offers graduate programs leading to master preparation with an academic foundation. of arts and master of science degrees. The Both options require a minimum of 36 master of arts program prepares students hours of communication courses, includ- broadly for professional advancement or ing nine hours in core courses and six for doctoral academic work. The master of hours in each of two areas of emphasis. science program is a specialized course of Students must complete core course re- study in management communication of- quirements with a minimum B average. fered in conjunction with the Dr. Robert B. Pamplin, Jr. School of Business Adminis- Core Requirements — 21 hours tration. Hrs. 3 CST 500 — Research and Writing Areas of emphasis in the M.A. program 3 CST 510 — Communication Theory include media studies, organizational com- 3 CST 520 — Advanced Criticism munication, and communication/rhetori- 12 Communication electives (six hours each in cal studies. Depending on their goals and two areas of selected emphasis) background, M.A. students may be admit- Option A (thesis) ted into a thesis or non-thesis course of Requirements — 15 hours study. Hrs. The M.S. program in management commu- 3-6 CST 599 — Thesis (students must pass nication reflects the important role that com- an oral examination on the munication plays in organizing and develop- thesis and related topics) ing personnel in organizations. The program 9-12 Communication electives combines advanced academic and profes- Total Credit Hours — 36 sional study in communication and business, Option B (non-thesis) which should be especially valuable to per- Requirements — 15 hours sons pursuing careers in public relations, per- Hrs. sonnel or human resources, or in organiza- 15 Communication electives tional communication. Total Credit Hours — 36 Admission Requirements In addition to the admission requirements Management previously cited, the standards for admis- Communication, M.S. sion include a minimum 60th percentile This degree requires a minimum of 36 hours score on the verbal portion of the Gradu- of communication and business courses. A ate Record Exam (GRE) and a 3.25 under- thesis and a related oral defense are optional. graduate grade point average. At the dis- Students must complete the core course cretion of the graduate program director, a requirements with a minimum B average. higher grade point average may compen- sate for a GRE result less than the stated Core Courses — 12 hours minimum, and, conversely, a superior Hrs. GRE score may compensate for a G.P.A. 3 CST 500 — Research and Writing 3 CST 510 — Communication Theory lower than the stated criterion. Applicants 3 CST 533 — Organizational Communi- whose native language is not English must cation Management achieve a score of 600 on the Test of Eng- 3 CST 534 — Organizational Communi- lish as a Foreign Language. cation Systems GRADUATE SCHOOL 121 Program Electives (Communication Total Credit Hours — 36 Courses) — 12 hours Course Offerings Hrs. Graduate courses in communication stud- 3 CST 502 — Computer Mediated Com- ies begin on pg. 153. munication in Context Business courses required for the M.S. in 3 CST 511 — Communication Across Barriers management communication are listed 3 CST 512 — Negotiation and Conflict among the business administration course Management offerings beginning on pg. 138. 3 CST 525 — Advanced Interpersonal Communication 3 CST 530 — Intercultural Communica- Drama tion Andrew W. Golla, director 3 * CST 581 — Advanced Business Com- Faculty: Bowen, Golla, Hoddick, Larsen, munication Logan 3 CST 575 — Graduate Internship 3-6 CST 595 — Advanced Research Project The master of fine arts degree program in 3-6 CST 599 — Thesis directing introduces the student to the need for a solid research-based foundation Program Electives (Business Courses) — 12 hours to support a common historical, theoreti- Students will pick (in consultation with their cal, literary, and conceptual approach to graduate program advisor) twelve hours of busi- theatre. In addition, the degree allows for a ness electives from one of two tracks: the public tightly focused emphasis on the practical relations/advertising track or the human re- skills in directing. This terminal degree sources track. program acknowledges the professional- Public Relations/Advertising Track level potential, while it also recognizes its Hrs. educational applications. The require- 3 BUS 502 — Marketing Management ments are evenly divided between the aca- 3 BUS 510 — Competing in the Global demic and the practical and systematically Economy evaluated through a competency exam 3 BUS 520 — Applied Marketing Strate- and oral defense of both the practical and gies written aspects of the thesis directing pro- 3 BUS 521 — Consumer Behavior 3 BUS 524 — Integrated Marketing ject. Each student is given a minimum of Communications two practical production opportunities, in- 3 BUS 544 — Managing Innovation and cluding the thesis project, which is done Change with full departmental support. The de- 3 BUS 571 — New Ventures Manage- gree program also includes an internship ment in which the student serves in a produc- Human Resources Track tion capacity with a regional professional Hrs. theatre-related organization. 3 BUS 510 — Competing in a Global The graduate program in directing is the Economy only master of fine arts (M.F.A.) in direct- 3 BUS 511-513 — Economics in a Global En- ing in the state of Oregon. The degree pro- vironment, Leadership gram offers a unique combination of gen- and Upper-Level Manage- eralized core courses, a specialized focus on ment 3 BUS 523 — Negotiation and Persua- the directing and acting courses, outreach sion Strategies opportunities, and electives, all intended 3 BUS 540 — Cross-Cultural Manage- to provide excellent training for those ment seeking professional careers in the theatre. 3 BUS 541 — Human Resource Manage- The master of fine arts degree in direct- ment ing is designed to be a three-year (6 semes- 3 BUS 543 — Organizational Design and ter) program which involves the student in Change a total experiential range of activity and 3 BUS 544 — Management of Tech- study related to the understanding, cre- nology and Corporate In- novation ation, and production of drama for a live *Must be included unless student can demonstrate professional-level competence in business communication. 122 GRADUATE SCHOOL presentation. A broad range of productions date of commencement. are presented each season with the em- Core Requirements — 39-45 hours phasis on exposure to a variety of theatri- Hrs. cal periods and styles. 3 DRM 500— Graduate Research Admission Requirements Techniques Applicants will be required to have an ade- 3 DRM 507— Survey of Theatre History I quate undergraduate preparation in 3 DRM 508— Survey of Theatre History II dramatic literature and theatre. A compre- 3 DRM 510— Theories of Dramatic hensive résumé must be submitted along Criticism 3 DRM 531 — Advanced Production Seminar with a completed analysis and conceptual 3 DRM 539— Production Process Qualifier approach to a theatrical production of a 3 DRM 541— Script Analysis Seminar play selected from those provided by the 9 DRM 571/ graduate program director. Normally, only DRM 573— Program Extension Tutorial two new applicants are accepted to the 3-9 DRM 579— Production Internship program each year. All members of the 6 DRM 599— Thesis drama faculty will review the application and conceptual analysis, along with the Directing Focus standard graduate school materials includ- Requirements — 12 hours ing undergraduate transcripts, a statement Hrs. of purpose, and letters of recommenda- 3 DRM 522— Advanced Acting 3 DRM 533— Advanced Directing tion. Applicants will be accepted into the 3 DRM 537— Advanced Directing Seminar M.F.A. directing program based on an as- 3 Collaborative design elective sessment of the ability of the program to serve the student’s goals and aspirations Enrichment — 9 hours 9 Electives (Courses taken in an area of and of the student to contribute to the pro- specialization of the student’s choice. gram. Once accepted, the student will Areas could include music (voice study work with the graduate program director or other options), education, business or on an appropriate plan, which may in- other specialized courses and projects in clude prerequisite courses not carrying the drama program) graduate credit. Total Credit Hours — 60

Directing, M.F.A. Course Offerings A minimum of 60 semester hours is re- Graduate courses in drama begin on pg. quired for the master of fine arts in direct- 159. ing. Prior to the candidate’s last semester of course work, a written comprehensive Education examination is required in four major areas: dramatic criticism, theatre history, TBA, director directing, and acting. Faculty: Ackley, Arwood, Carroll, Christen, Following the production season an- Ciriello, Eifler, Flores, Greene, Hood, Moore, nouncement, each M.F.A. candidate will Morrell, Owens, Pascarelli, Thacker, Wag- begin the thesis production planning and goner, Wall, Weitzel research process with the advisor, and sub- The School of Education offers advanced mit to the advisor, within one month, a teacher preparation leading to the master written synopsis of the intended direct- of education (M.Ed.) degree as well as ini- ing/design concept for approval. tial teacher preparation for graduate candi- A two-phase oral examination on the the- dates leading to the master of arts in teach- sis is required of each M.F.A. candidate: ing (M.A.T.) degree. Professional multidis- [1] An oral examination on the thesis pro- ciplinary studies preparation may be duction will be held during the week fol- found with the master of arts (M.A.) lowing the production; degree. All graduate programs within the [2] An oral examination on the completed School of Education are designed to in- thesis manuscript will be held not later clude a sequence of courses and field ex- than three weeks prior to the intended periences that focus on student learning GRADUATE SCHOOL 123 and development, pedagogical knowledge, candidates complete a 15-hour core of pro- an understanding of cultural and special fessional knowledge and research courses. needs diversity, the use of technological On-campus candidates, in consultation skills, an integration of foundational theory with an academic advisor, choose a spe- with practice, a strong emphasis on reflec- cialty option in educational leadership, tion and inquiry, a research component, reading, special education, English speak- and a capstone exit project or thesis. ers of other languages, initial administra- The School of Education offers courses in tor licensure, or continuing licensure. Off- for which credit campus candidates are expected to follow is given but which are not applicable to re- a two-year sequence of courses in the spe- quirements for degree programs. Such cialty options of educational leadership.* courses are indicated on individual tran- Most School of Education degree programs scripts with the prefix CED. are 36 credit hours in length. Federal law requires that all schools of Core Requirements — 15-18 hours education report required teacher licen- Hrs. sure exams and the percentage of graduates 3 ED 550 — Personal and Professional from our programs passing these exams. Growth and Development 3 ED 551 — Social and Cultural Foun- Master’s Degree Programs dations 3 ED 555 — Teacher as Researcher Admission Requirements 3 ED 558 — Educational Research for The School of Education uses a holistic ap- Improved Student Learn- proach in evaluating application materials. ing Upon completion of all application materi- 3 ED 598 — M.Ed. Capstone Project als submitted to the Graduate School, the 3 ED 562 — Professional Development School of Education associate dean re- Process: Portfolio (with views the materials and makes a recom- CTL) mendation to the dean of the Graduate School. The undergraduate cumulative Specialty Options grade point average, along with the appro- Educational Leadership Requirements (on priate test scores, letters of recommenda- and off campus) — 21 hours Hrs. tion, and goals statements are used together 3 ED 570 — Curriculum Development to determine a candidate’s preparation for and Implementation admission to a graduate program. The 3 ED 571 — Enhancing Classroom M.A.T. and the Post Master Initial Adminis- Relationships trator programs also require an interview 3 ED 573 — Quality Teaching and before admission. All master’s degree appli- Peer Consultation cants must meet the specific requirements 3 ED 574 — The Teacher as Leader: of the program of interest. Challenges and Opportu- Admission requirements for each pro- nities 3 ED 575 — Transforming Schools and gram are available through the Graduate Systemic Change School and are listed in the School of Edu- 3 ED 578 — Improving the Instruc- cation graduate manual. tional Process 3 Elective Master of Education Total Credit Hours — 36 (M.Ed.) Reading Endorsement Requirements (on- The master of education (M.Ed.) degree is campus) — 21 hours designed for practicing educators to con- Hrs. tinue building upon professional knowl- 3 ED 580 — Elements of Reading (K-12) edge and experience. This advanced 3 ED 581 — Reading, Language, and preparation program is delivered on the Cultural Diversity in Schools University of Portland campus as well as at 3 ED 582 — Content Area Literacy other approved off-campus sites. All M.Ed 3 ED 583 — Diagnosis and Instruction *Students in the off campus M.Ed. (except for Guam) must complete a three-hour requirement at the University of Portland campus. 124 GRADUATE SCHOOL of Learning Problems Re- 3 ED 545 — Leadership and Organiza- lated to Reading and Lan- tional Change guage Difficulties (K-12) 3 ED 546 — Policy, Ethics, and the Law 3 ED 584 — Administration and Evalu- 3 ED 547 — Resource Allocation, ation of Reading Programs Finance, and Management 6 Elective 3 ED 548 — Supervision for Instruc- Total Credit Hours — 36 tional Improvement 3 ED 549 — IAL Leadership Practicum Special Educator Endorsement Require- 3 Elective ments (on-campus) — 18 hours Total Credit Hours — 36 Hrs. 3 ED 503 — Language and Communi- cation: Support and Master of Arts in Strategies Teaching (M.A.T.) 3 ED 504 — School, Parent, and Com- munity Relations The master of arts in teaching program is 3 ED 505 — Behavior Support: Consul- an initial teacher preparation degree for tative and Collaborative those who want to obtain Oregon licensure 3 ED 506 —Assessment, Evaluation, at two of four levels of authorization: early and Diagnosis of Excep- childhood (age 3 through grade 4), ele- tional Learners and Eng- mentary (grades 3 through 8), middle lish Language Learners (grades 5 through 10), or high school 3 ED 508 — Methods and Materials for (grades 7 through 12). This includes Teaching Diverse Learners 3 ED 564 — Special Education coursework for a graduate degree and si- Practicum: ECE/ELEM multaneous preparation for initial licen- or sure. Candidates may not transfer credits 3 ED 568 — Special Education into the program. The minimum number of Practicum: ELEM/MS hours for this degree is 36 semester hours. or 3 ED 569 — Special Education 3 Semester (On-Campus) Program Practicum: MS/HS M.A.T. Requirements — 36 hours Total Credit Hours — 36 Hrs. 3 ED 530 — Dimensions of Education English for Speakers of Other Languages 3 ED 531 — Theories of Development (ESOL) Endorsement Requirements (on- and Learning campus) — 18 hours 3 ED 532 — Assessment and Evaluation Hrs. in Inclusive Classrooms 3 ED 503 — Language and Com- 3 ED 533 — Methods of Teaching and munication: Support and Learning Strategies 3 ED 534 — Classroom Management 3 ED 504 — School, Parent, and Com- and Organization munity Relations 3 ED 535 — Literacy Across the Cur- 3 ED 506 — Assessment, Evaluation, riculum and Diagnosis of Excep- 3 ED 536 — Student Teaching Seminar tional Learners and Eng- 3 ED 537 — Research in Schools lish Language Learners 3 ED 538 — Master of Arts in Teaching or Capstone Project 3 ED 508 — Methods and Materials for 3 ED 540 — Student Teaching Teaching Diverse Learners 3 ED 541 — Student Teaching 3 ED 581 — Reading, Language, and 3 ED 542 — Student Teaching: Cultural Diversity in Advanced Schools 3 ED 566 — Practicum Total Credit Hours — 36 Total Credit Hours — 36 Master of Arts (M.A.) — Initial Administrator Require- ments (on-campus) — 21 hours General Program Hrs. This program is a pre- 3 ED 544 — Human Resource Devel- paring candidates for work beyond the opment and Management master’s. Applicants for this degree are as- GRADUATE SCHOOL 125 signed to an academic advisor who assists Post Master’s Specialty in selecting the specific program of cours- es along with faculty from cooperating dis- Options ciplines to comprise a three-person com- The School of Education offers advanced mittee. The program of study is normally preparation specialty programs for educa- arranged at the beginning of the first se- tors who have completed master’s degrees. mester of study. Successful completion of specialty pro- Requirements for this degree include 18 grams must conform to the academic regu- semester hours in education and 18 semes- lations of the graduate school. ter hours in an emphasis option to be se- lected in consultation with the candidate’s Admission Requirements advisory committee, for a total of 36 hours. [1] Application with goals statement and The M.A. program has two options: Option fee. A is for candidates who plan to continue [2] Master’s degree in education related beyond the master’s level and wish to area. complete a thesis. Option B is for candi- [3] Current teaching license. dates who seek professional preparation as [4] Two letters of recommendation. a practitioner and select to do a non-thesis [5] Current résumé. project. [6] Interview for administrative licensure The advisory committee may require the program. candidate to complete additional semester hours for this degree. The courses in edu- Reading Endorsement Specialty cation include the following: Advances teachers’ abilities to provide Core Requirements — 18 hours reading instruction and to diagnose and re- Hrs. mediate reading problems in diverse in- 3 ED 550 — Personal and Professional structional settings. Successful completion Growth and Development of course work and passing scores on the 3 ED 551 — Social and Cultural appropriate Praxis test will result in an Foundations Oregon endorsement. 3 ED 555 — Teacher as Researcher 3 ED 558 — Education Research for Reading Endorsement Specialty Require- Improved Student ments (on-campus) — 15 hours Learning Hrs. 3 ED 563 — Master of Arts Capstone 3 ED 580 —Elements of Reading (K-12) Project 3 ED 581 —Reading, Language, and and Cultural Diversity in 3 Elective Schools or 3 ED 582 —Content Area Literacy 6 ED 599 — Thesis 3 ED 583 —Diagnosis and Instruction of Learning Problems Re- lated to Reading and Lan- Emphasis Options guage Differences (K-12) Emphasis Requirements — 18 hours 3 ED 584 —Administration and Evalu- Emphasis option programs are constructed ation of Reading Programs with the assistance of the academic advisor. The option program may include courses Special Educator Endorsement from the areas of business, communica- Specialty tion studies, drama, education, health and Advances teachers’ abilities to assess spe- physical education, history, mathematics, cial needs children and develop and de- music, political science, and theology. sign appropriate instructional support for these children. Successful completion of Total Credit Hours — 36 course work and passing scores on the ap- propriate Praxis test will result in an Ore- gon endorsement. 126 GRADUATE SCHOOL Special Educator Endorsement Specialty This specialty fulfills the coursework Requirements (on-campus) — 18 hours along with a master’s degree component Hrs. of the continuing licensure requirements 3 ED 503 —Language and Communi- for the State of Oregon. cation: Support and Strate- gies Continuing Licensure— 6 hours 3 ED 504 —School, Parent, and Com- 3 ED 550 —Personal and Professional munity Relations Growth and Development 3 ED 505 —Behavior Disorders and 3 ED 562 —Professional Development Interventions Process: Portfolio 3 ED 506 —Assessment, Evaluation, and Diagnosis of Excep- Initial Administrator License tional Learners and Eng- Specialty lish Language Learners Provides teachers with experiences in ad- 3 ED 508 —Methods and Materials for dressing the leadership and management Teaching Diverse Learners needs of contemporary schools. Successful 3 ED 564 —Special Education Practicum: ECE/ELEM completion of course work and passing or scores on the appropriate Praxis test will 3 ED 568 — Special Education result in an Oregon endorsement. Practicum: ELEM/MS Initial Administrator License Specialty or Requirements —18 hours 3 ED 569 —Special Education Hrs. Practicum: MS/HS 3 ED 544 —Human Resource Develop- ment and Management English for Speakers of Other Lan- 3 ED 545 —Leadership and Organiza- guages Endorsement Specialty tional Change Advances teachers’ abilities to provide as- 3 ED 546 — Policy, Ethics, and the Law sessment, instruction, and evaluation of 3 ED 547 —Resource Allocation, English language learners. Successful Finance, and Management 3 ED 548 —Supervision for Instruc- completion of course work and passing tional Improvement scores on the appropriate Praxis test will 3 ED 549 —IAL Leadership Practicum result in an Oregon endorsement. English for Speakers of Other Languages Continuing Administrative License (ESOL) Endorsement Specialty Require- Specialty ments — 18 hours Provides administrators with experiences Hrs. in developing abilities and skills in leader- 3 ED 503 — Language and Communi- ship and management of school districts. cation: Support and Strate- Successful completion of the program can gies lead to continuing administrator licensure 3 ED 504 — School, Parent, and Com- in Oregon. munity Relations 3 ED 506 — Assessment, Evaluation, Continuing Administrative License Special- and Diagnosis of Excep- ity Requirements — 18 hours tional Learners and Eng- Hrs. lish Language Learners 3 ED 552 — Leadership for Sustaining 3 ED 508 — Methods and Materials for the Vision Teaching Diverse Learners 3 ED 553 — Leadership for Instruc- 3 ED 581 — Reading, Language, and tional Improvement Cultural Diversity in 3 ED 554 — Leadership for Effective Schools Data Driven Decision 3 ED 566 — Practicum Making 3 ED 556 — Leadership in the Socio- Continuing Licensure Specialty Political Context (CTL) 3 ED 557 — Ethical Leadership and Allows teachers to demonstrate advanced Moral Imperative for In- clusive Practice teaching competencies and to examine 3 ED 559 — CAL Leadership classroom strategies at a graduate level. Practicum GRADUATE SCHOOL 127 as part of the major requirements. A maxi- Engineering mum of six hours of credit is allowed for Khalid H. Khan, Ph.D., director thesis or projects. Faculty: Albright, Chamberlain, Doughty, Course Offerings Hoffbeck, A. Inan, M. Inan, Kennedy, Khan, Graduate offerings in engineering begin Kuhn, Lu, Lulay, Male, Murty, Osterberg, on pg. 174; graduate offerings in business Rylander, Takallou, VanDeGrift, Vegdahl, begin on pg. 142. Ward, Yamayee The School of Engineering offers a gradu- Music ate program leading to a master of engi- Roger O. Doyle, D.M.A., director neering degree. Students in this innovative Faculty: Connolly, Doyle, Kleszynski, Sagun, program can take courses in engineering, Shanno business, and communication. This pro- gram capitalizes on the strengths of both The graduate program in music offers the School of Engineering and the Pamplin courses leading to the master of arts de- School of Business Administration and gree. The purpose of this degree is the con- caters to the individual needs of the gradu- tinued development of (a) individual tal- ate student. Courses in engineering are ents, interests, and philosophies which selected from civil, environmental, electri- can be used creatively both to preserve cal, computer, and mechanical engineer- and extend our cultural heritage; (b) pro- ing as well as computer science. Courses fessional competence and evaluation of in business are chosen in the areas of en- knowledge; (c) scholarly competence in trepreneurship, marketing and manage- the organization, interpretation, and eval- ment, and new venture development. In uation of knowledge; (d) professional com- addition, students can take a course in petence in the communication and dis- business communication from the Depart- semination of knowledge; and (e) individ- ment of Communication Studies. uals with the potential to solve contempo- Admission Requirements rary problems in various aspects of music. The following should be noted in addition The master of arts degree is intended for to the general admission requirements of the student who plans a career in such ac- the Graduate School. Candidates who hold tivities as solo performance, teaching, a bachelor’s degree in engineering, mathe- composition and arranging, church music, matics, or physical science will be consid- or advanced conducting. This degree also ered for graduate admission. Consultation is an excellent preparation for additional with the graduate program director is high- work toward a doctoral degree. ly recommended early in the process of Admission Requirements applying for graduate admission. This A candidate for admission to the graduate could point out any deficiencies in the degree program in music must meet the candidate’s background and appropriate following requirements in addition to undergraduate courses could be taken to those established for admission to the make up these deficiencies. Graduate School: Degree Requirements [1] The baccalaureate degree should be in Thirty semester hours of graduate courses music. In some cases, a minor in music are required. Any undergraduate courses also would qualify the applicant. taken to make up deficiencies do not [2]Applicants must pass a departmental count toward these hours. Up to twelve se- entrance examination in music history mester hours may be taken in the area of and theory. Any deficiencies, either in un- business administration and may include dergraduate preparation or as identified by a course in business communication from the examination, must be remedied early the communication studies department. in the program, and before admission to All courses must be approved by the grad- degree status is granted. This examination uate program director or the student’s is administered by arrangement with the graduate advisor. No thesis is required but graduate program director. an optional thesis or project may be used 128 GRADUATE SCHOOL [3] Applicants must pass an audition with [5] Manage physical, fiscal, and human re- the departmental faculty. sources to achieve quality, cost-effective outcomes. Music, M.A. [6] Use communication effectively and A written comprehensive examination and appropriately. an oral examination on the thesis project [7] Provide leadership in the design, deliv- will be required. For thesis projects involv- ery, management, and evaluation of ing public performance, the thesis docu- health care. ment must be completed prior to the con- [8] Advocate for clients, society and the cert or recital. nursing profession. [9] Incorporate the values of the nursing Requirements — 30 hours profession in practice. Hrs. 3 MUS 500 — Graduate Research Tech- D.N.P. Degree Requirements niques in the Performing To complete the requirements for the Arts D.N.P. program, students must: 3 MUS 501 — Seminar in Musical Styles [1] Complete required semester credit and Analysis hours for the track selected. 3 MUS 599 — Thesis [2] Maintain a cumulative G.P.A. of 3.0. 4 Music electives (Chosen from MUS 586, [3] Earn a grade of B or above in all cours- Private Lessons; MUS 542-546, MUS 552- es. 553, University performance ensembles; and/or MUS 531, Advanced Conducting.) M.S. Degree Requirements 4 Music electives (A balanced selection of To complete the requirements for the M.S. music courses subject to the approval of the degree in nursing, students must: graduate advisor.) [1] Complete required semester credit 6 Graduate seminars (MUS 591-592) hours for the track selected. 7 Electives (May be outside of music; must be [2] Maintain a cumulative G.P.A. of 3.0. approved by the graduate advisor.) [3] Earn a grade of B or above in all nurs- Course Offerings ing courses with a clinical component. Graduate offerings in music begin on pg. [4] Earn a grade of B- or above in all non- 199. clinical courses. Doctorate of Nursing Practice Nursing (D.N.P.) Joanne R. Warner, D.N.S., director The Doctorate of Nursing Practice pre- Faculty: Bell, Burton, Decker, Duan, Kaaki- pares nurses to practice at the most ad- nen, Krautscheid, Martin, Moscato, O’Lynn, vanced level. The D.N.P. is an innovative Reed, Shillam, Stragnell, Veltri, Warner, Woo model of family nurse practitioner (F.N.P.) The School of Nursing offers a doctorate of education that blends allopathic health nursing practice (D.N.P.) and a master of care with integrative health modalities. science (M.S.) degree in nursing, each de- The philosophy of the centrality of the signed to provide an opportunity for nurs- client-nurse relationship uniquely qualifies es to pursue advanced study and practice the F.N.P. to be a holistic practitioner who in nursing. incorporates the spiritual dimension of Graduates of the doctoral and master’s health. Truth, social justice, integrity and programs will: care of vulnerable populations form the [1] Practice theory guided, evidence based framework for advanced nursing practice. nursing care. The program has multiple points of [2] Demonstrate clinical reasoning in the entry, including post-baccalaureate and delivery and management of client cen- post-masters, with options for nurse practi- tered nursing care. tioners in other specialties to obtain the [3] Promote the spiritual dimension of D.N.P. health in practice. D.N.P. Admission Requirements [4] Exemplify value based caring while [1] Bachelor of science in nursing degree meeting the health care needs of a diverse from a school of nursing accredited by an and changing society. GRADUATE SCHOOL 129 appropriate national nursing accrediting 3 NRS 547 — Organizational and Systems body. Leadership [2] Cumulative G.P.A. of 3.0 or above. 3 NRS 548 — Translational Research [3] Current R.N. license to practice nurs- 3 NRS 566 — Resources Management in ing in Oregon; Washington licensure is en- the Micro Environment 3 NRS 567 — Communication and Rela- couraged for increased options for clinical tionships placement. 3 NRS 568 — Information Knowledge Sys- [4] A college-level statistics course. tems [5] TOEFL score of 600 or a IELTS score of 3 NRS 569 — Human Population Ecology 7.5, if native language is not English. 3 NRS 575 — Advanced Pharmacothera- [6] Graduate Record Examination (GRE) peutics with a score of 500 on verbal and 3.5 or 3 NRS 581 — Integrative Health I: Con- above on analytical writing or a score of 50 cepts of Health and Healing or greater on the Miller Analogies Test 3 NRS 582 — Integrative Health II: Ap- proaches to Care (MAT). 3 NRS 583 — Integrative Health III: Nutri- [7] A written essay that reflects on com- tion and Herbal Therapy bining integrative health care with tradi- 3 NRS 584 — Integrative Health IV: Mind tional Western care as a model of contem- and Body Connections porary nursing practice at the most ad- 3 NRS 589 — Applied Research: Evalua- vanced level. tion and Evidenced Based [8] Two recommendations from persons Practice able to evaluate current competency in 2 NRS 597 — Practice Improvement Semi- nursing and potential for nursing practice nar 3 NRS 598 — Residency at the most advanced level. 82 Total Semester Hours (includes 1000 [9] Current résumé. total clinical hours) [10] Admission interview. of Nursing Practice Curriculum Clinical Nurse Leader (CNL) Hrs. The focus of the graduate nursing program 3 NRS 500 — Statistical and Quantitative is the Clinical Nurse Leader. The graduate Analysis program prepares the nurse to function in 3 NRS 501 — Theoretical Foundations for an advanced practice role. Advanced Nursing Practice The CNL provides leadership for the Leadership nursing care of clients at the point of care. 3 NRS 519 — Advanced Pathophysiology With a broad based graduate education, 4 NRS 520 — Health Assessment for Ad- vanced Practice the CNL oversees the care coordination of 2 NRS 521 — Nursing of Families for Ad- a distinct group of clients, be they individ- vanced Practice uals, families or populations. Clinically 4 NRS 522 — Management of Adolescents competent from focused experiences as a and Adults with Acute Con- registered nurse and the clinical emphasis ditions of our program, the CNL actively provides 4 NRS 523 — Management of Pediatric direct care in complex situations. This Clients with Acute and clinician puts evidence-based practice into Chronic Conditions action to ensure that clients benefit from 3 NRS 525 — Management of Conditions Common to Women the latest innovations in care delivery. The 2 NRS 526 — Grant Proposal Development CNL collects and evaluates client out- 3 NRS 527 — Management of Adolescents, comes, assesses cohort risk, and has the Adults, Older Adults with decision-making authority to change care Chronic Physical and Affec- plans when necessary. This clinician func- tive Conditions tions as part of an interdisciplinary team 2 NRS 533 — Management of Conditions by communicating, planning, and imple- Common to Men menting care directly with other health 2 NRS 534 — Role and Portfolio Develop- care professionals, including , ment 3 NRS 537 — Mental Health Nursing pharmacists, social workers, clinical nurse 3 NRS 543 — Social and Health Policy specialists and nurse practitioners. The 130 GRADUATE SCHOOL CNL Program includes 500 hours of clini- 3 NRS 581 —Integrative Health Concepts cal experience. of Health and Healing CNL Admission Requirements 3 NRS 589 — Applied Research: Evalua- [1] Bachelor of science in nursing degree tion and Evidenced Based from a school of nursing accredited by an Practice 3 NRS 593 — CNL as Practice I (includes appropriate national nursing accrediting 100 clinical hours) body; or completion of Alternate Entry 3 NRS 595 — CNL as Practice II (includes Master’s Program at the University of Port- 100 clinical hours) land (AEM UP) pre-licensure component. 6 NRS 596 — CNL Residency (includes 300 [2] Cumulative G.P.A. of 3.0 or above. clinical hours) [3] Current R.N. license to practice nurs- 42 Total Semester Hours (includes 500 ing in Oregon; Washington licensure is en- total clinical hours) couraged for increased options for clinical placement. Alternate Entry Master’s Pro- [4] A college-level statistics course. gram at University of Portland [5] Computer experience/literacy (ability (AEM UP) to use a PC for word processing, e-mail, This program is for individuals with a and access to the Internet). bachelor’s degree in other fields who seek [6] Graduate Record Examination (GRE) to enter the profession of nursing. AEM with a score of 500 on verbal and 3.5 or UP students will complete the Clinical above on analytical writing or a score of 50 Nurse Leader (CNL) specialty area. The or greater on the Miller Analogies Test program is a total of 11 semesters in length (MAT). and has two components: [7] TOEFL score of 600 or a IELTS score of [1] Pre-licensure—this component will 7.5 if native language is not English. consist of 4 semesters of full-time study [8] A written statement of personal nurs- (9-14 semester hours per semester plus ing philosophy. 720 clinical hours). It will require a full- [9] A written statement of personal and time commitment for class and clinical ex- professional goals which demonstrates perience. scholarly writing competencies. [2] Advanced nursing practice—this com- [10] Two recommendations from persons ponent will include employment as an able to evaluate current and potential RN, a professional seminar, coursework competency in nursing, preferably at least plus extensive clinical experience. one from a recent employer. AEM UP Admission Requirements [11] Current résumé. [1] Bachelor’s degree in a field other than An interview may be requested. nursing from a regionally accredited col- Clinical Nurse Leader Curriculum lege or university; Hrs. [2] 3.25 minimum undergraduate grade 3 NRS 500/ point average (GPA); BUS 500 — Statistical and Quantitative [3] Science GPA of 3.0 or above (only in Analysis required science courses); 3 NRS 501 — Theoretical Foundations for [4] TOEFL score of 600 or a IELTS score of Advanced Nursing Practice 7.5 if native language is not English; Leadership [5] Graduate Record Examination (GRE) 2 NRS 534 — Role and Portfolio Develop- with a score of 500 on verbal and 3.5 or ment 3 NRS 566 — Resources Management in above on analytical writing score or a the Micro Environment score of 50 or greater on the Miller Analo- 3 NRS 567 — Communication and Rela- gies Test (MAT). tionships [6] An essay that describes personal and 3 NRS 568 — Information Knowledge Sys- professional goals for obtaining a graduate tems degree in nursing including reasons for 3 NRS 569 — Human Population Ecology choosing nursing and the AEM UP pro- 4 NRS 570 — Advanced Clinical Founda- gram; tions (includes 45 lab hours) [7] Two recommendations that speak to the applicant’s academic abilities and pro- GRADUATE SCHOOL 131 fessional qualities indicating a fit for nurs- 3 NRS 524 — Leadership for Advanced ing and the academic rigors of the program; Nursing Practice [8] Computer experience/literacy (ability 5 NRS 529 — Practicum with Seminar to use a PC for word processing, e-mail and (includes 180 clinical access to the Internet); hours) 1 NRS 536 — Professional Role Devel- [9] Candidates who are competitive after opment II the admission screening (GRE, GPA, pre- 6 NRS 545 — Nursing of Childbearing & requisites) will be invited to participate in Childrearing Families (in- an interview. cludes 90 clinical hours) If offered a seat in the program, a $500 3 NRS 546 — Nursing Research deposit will be required. Prerequisites 1 NRS 563 — Comprehensive Review must be completed by the first class date. Course Providence Scholars Program 48 Total Semester Hours The Providence Scholars program, a part- AEM UP students are evaluated accord- nership between Providence Health Sys- ing to the undergraduate grading require- tems (PHS) and the University of Portland, ments during the pre-licensure curricu- was created to address the national nurs- lum. At the end of pre-licensure, a cumula- ing shortage. Students selected to be Provi- tive grade point average of 3.0 must be dence Scholars will have 100 percent of achieved for entry into the advanced por- their tuition paid by PHS and the Universi- tion of the program. ty of Portland. The Providence Scholars AEM UP Advanced Nursing Practice Cur- program applies to the pre-licensure com- riculum for Clinical Nurse Leader ponent of the Alternate Entry Master's Hrs. program at the University of Portland 3 NRS 500/ (AEM UP). The student will sign a three- BUS 500 — Statistical and Quantitative Analysis year employment contract with PHS in ex- 3 NRS 501 — Theoretical Foundations for change for tuition coverage. Advanced Nursing Practice AEM UP Prerequisites Leadership Biology with genetics 2 NRS 534 — Role and Portfolio Develop- Chemistry (high school or college) ment Human Anatomy and Lab 3 NRS 566 — Resources Management in Human Physiology and Lab the Micro Environment Medical Microbiology and Lab 3 NRS 567 — Communication and Rela- Life Processes Across the Lifespan tionships 3 NRS 568 — Information Knowledge Sys- Nutrition tems Pathophysiology 3 NRS 569 — Human Population Ecology Statistics 4 NRS 570 — Advanced Clinical Founda- AEM UP Pre-Licensure Curriculum tions (includes 45 lab and Hrs. clinical hours) 6 NRS 507 — Foundations of Communi- 3 NRS 581 — Integrative Health: Concepts ty Health Nursing (in- of Health and Healing cludes 90 clinical hours) 3 NRS 589 — Applied Research: Evalua- 2 NRS 510 — Nursing of Families tion and Evidenced Based 4 NRS 511 — Physiological Nursing (in- Practice cludes 90 clinical hours) 3 NRS 593 — CNL as Practice I (includes 2 NRS 512 — Clinical Skills (includes 90 100 clinical hours) lab and clinical hours) 3 NRS 595 — CNL as Practice II (includes 3 NRS 515 — Pharmacotherapeutics 100 clinical hours) 2 NRS 516 — Professional Role Devel- 6 NRS 596 — CNL Residency (includes 300 opment I clinical hours) 7 NRS 517 — Advanced Physiological 42 Total Semester Hours (includes 500 Nursing (includes 135 total clinical hours) clinical hours) 3 NRS 518 — Mental Health Nursing Registered Nurses (includes 45 clinical The study option available for registered hours) nurses (RNs) is the RN to MS program. 132 GRADUATE SCHOOL This graduate program is for registered ing.up.edu) or call the School of Nursing nurses whose highest academic credential (503-943-7211). is an in nursing (ADN) and for RNs who hold a baccalaureate de- Student Handbook gree in a non-nursing field in addition to The School of Nursing provides students an ADN. The RN to MS program offers a with a copy of its handbook as they begin creative opportunity for advanced educa- taking nursing courses. Students have the tion and career mobility for nurses. The responsibility to acquaint themselves with program requires RNs with an ADN and its contents and are held accountable for no prior bachelor’s degree to complete all statements within. specific undergraduate general education prerequisite courses and bridge courses Theology before entry into the Clinical Nurse Leader (CNL) curriculum. RNs with a non-nursing The Northwest Center for Catholic bachelor’s degree and an ADN are not re- Graduate Theology (NWGT) is a collabo- quired to complete the undergraduate gen- ration of the University of Portland and eral education prerequisite courses, but . This collaborative en- must complete the bridge courses before terprise brings together over 30 theology beginning the CNL curriculum. The bridge faculty members — experts in every component of the RN to MS program in- sphere of the theological disciplines. Rec- sures that the mandated content required ognized for their professional expertise, by the AACN Baccalaureate Essentials is outstanding teaching abilities, publication covered. The CNL component fulfills the records, and pastoral expertise, this group AACN End-of-Program Competencies & Re- of men and women have come together to quired Clinical Experiences for the Clinical better serve men and women throughout Nurse Leader. A master of science degree the Northwest and beyond. is awarded upon completion of the pro- University of Portland gram. For more information about this Mary LaBarre, Ed.D., director curricular option, see the School of Nurs- Deborah MacKinnon, coordinator ing website (http://nursing.up.edu) or call Faculty: Baasten, Butkus, Cameron, the School of Nursing at (503) 943-7211. Deming, Dempsey, Gordon, Hosinski, LaBarre, McManus, McNamara, Rutherford Nursing Education Certificate Gonzaga University Program Pat McCormick, Ph.D., chairperson The Nursing Education Certificate Pro- Faculty: Cook, Dallen, Downey, Egan, gram is designed for nurses with a mas- Garvin, Hartin, Kuder, Large, McCormick, ter’s degree in nursing or currently en- McCrudin, Milos, Mossi, Schearing, Siejk, rolled in a graduate nursing program inter- Willis ested in pursuing the teaching of nursing. As a service to the churches of the North- This 10-credit sequence culminates in the west, this collaboration brings a range of awarding of a certificate in nursing educa- outstanding programs in theology and tion. Courses include: ministry training to men and women who Hrs. seek renewal and wish to minister in the 2 NRS 553 — Dimensions of Adult Learn- churches, and to do so with knowledge ing and professionalism. 2 NRS 554 — Curriculum Development in The NWGT sees theology as an effort to Nursing understand the mystery of God. This theo- 2 NRS 555 — Course Design and Imple- logical vision recovered both through the mentation in Nursing Second Vatican Council and through ecu- 4 NRS 556 — Teaching in Nursing Practicum menical conversation empowers all mem- The Nursing Education Certificate Pro- bers of the Church to fully partake in its gram courses are offered when a cohort of life and ministry. interested students is formed. For more in- The NWGT approaches theology not only formation about this certificate option, see as an exciting enterprise, but also as a criti- the School of Nursing website (http://nurs cally important service to the Church. Stu- GRADUATE SCHOOL 133 dents and faculty are together engaged in the serious task of doing theology in a way that is mutually formative and relevant for the changing conditions of both church and society. Admission Requirements In addition to the general admission re- quirements of the Graduate School previ- ously cited, an applicant must have an un- dergraduate G.P.A. of 3.0. Theology, M.A.P.M. This is a graduate professional program designed to provide pastoral ministers with sound theological foundations, basic ministerial skills, and resources for min- istry and personal spirituality. The pro- gram is primarily oriented toward laity, re- ligious, and deacons or diaconate aspirants who are or will be involved in professional pastoral ministry. The program includes a practicum/internship. Requirements — 40 hours Hrs. 6 Introductory courses (Old and New Testa- ment, Systemic and Applied Theology) 12 Theological Foundations (Christology, Issues in Religion and Culture, Contempo- rary Ecclesiology, Church and Social Jus- tice, and Theology of Ministry) 6 Ministerial Skills (Religious Education, Pas- toral Counseling) 12 Ministerial Resources (courses are chosen from among those offered in areas of spiri- tuality, liturgy and sacraments, scripture, and ethics based on the needs of the cohort) 3 Practicum in Ministry (The practicum should be closely related to the student’s field of concentration and goals. Its design is the responsibility of the student with the assistance of the advisor or designated fac- ulty member. The advisor must approve all placements and supervision. The student and the on-site supervisor are to submit a full report and evaluation to the advisor) 1 Research Methods RELI course descriptions are found on pg. 218. COURSE DESCRIPTIONS Aerospace Studies — 135 Course Descriptions

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

*Leadership Laboratory is taken a maximum of two hours per week for lower-division and three hours per week for upper-division students. Instruction is conducted within the framework of an organized cadet corps with a progression of experiences designed to develop each student’s leadership potential. Leadership Laboratory involves a study of Air Force customs and courtesies; drill and ceremonies; career opportunities in the Air Force; and the life and work of an Air Force junior officer. Students develop their leadership po- tential in a practical, supervised laboratory, which includes field trips to Air Force installations. †Normally attended in the summer between sophomore and junior years. ‡Prerequisite for AS 301. 136 — Aerospace Studies/Biology COURSE DESCRIPTIONS with the mission of an Air Force installation. The lecture per week. (Prerequisite: BIO 205 or BIO major areas of study are essentially the same as 207. BIO 378 may be taken concurrently. ) those conducted at the four-week field training BIO 330 Human Genetics—3 cr. hrs. period. While at field training, the cadet is paid at The basic principles of human genetics and the the current established rate. societal impact resulting from technological advances in the field. Topics include gene ther- Biology apy, genetic engineering, and the Human BIO 205 Foundations of Biology—3 cr. hrs. Genome Project. Three hours of lecture per Introductory principles of biology, including the week. (Prerequisites: BIO 206-207, and CHM nature of scientific inquiry, biochemistry, cell 207-208 or equivalent.) structure and function, genetics, and reproduc- BIO 336 Embryology and Developmental tive physiology. Three hours of lecture per Biology—3 cr. hrs. week. Credit for BIO 205 will not be granted to Gametogenesis, fertilization, development, students who have completed BIO 207. growth, and differentiation of organisms. Three BIO 206 Organismal and Population Biolo- hours of lecture per week. (Prerequisites: BIO gy—3 cr. hrs. 206-207, CHM 207-208 or equivalent. BIO 376 Introductory principles of biology including may be taken concurrently.) morphological and physiological analysis of BIO 338 Marine Biology of the Pacific plant and animal organisms, population biology, Northwest—3 cr. hrs. evolution, and ecology. Three hours of lecture Taxonomy, morphology, physiology, and per week. (BIO 276 may be taken concurrently.) ecology of Northwest marine fauna. (Prerequi- BIO 207 Introductory Cell Biology and sites: BIO 206-207 or SCI 162. BIO 368 may be Genetics—3 cr. hrs. taken concurrently.) Introductory principles of biology, including the BIO 341 Biology of Seed Plants—3 cr. hrs. nature of scientific inquiry, biochemistry, cell Morphology, anatomy, and physiology of gym- structure and function, membrane transport, nosperm and angiosperm plants. Emphasis is photosynthesis, cellular respiration, and genet- given to plants native to the Pacific Northwest. ics. Three hours of lecture per week. Credit for Three hours of lecture per week. (Prerequisites: BIO 207 will not be granted to students who BIO 206, CHM 207-208, or equivalent. BIO 371 have completed BIO 205. (BIO 277 may be may be taken concurrently.) taken concurrently.) BIO 342 Neurobiology— 3 cr. hrs. BIO 276 Organismal and Population Biology Course will examine anatomy and physiology Lab—1 cr. hr. of the nervous system with a particular focus on Laboratory investigation into the structure and neurons as well as the electrical and chemical function of living organisms. Three hours of labo- signaling used in neural communication. Three ratory per week. (Corequisite: BIO 206.) Fee: $60. hours of lecture per week. (Prerequisites: BIO BIO 277 Introductory Cell Biology and 206-207.) BIO 345 Vertebrate Biology—3 cr. hrs. Genetics Lab—1 cr. hr. Laboratory investigation into the structure, Natural history of vertebrates including mor- function, and development of cells and living phology, physiology, evolution, and taxonomy organisms. Three hours of laboratory per week. of the vertebrate classes. Three hours of lecture (Corequisite: BIO 207.) Fee: $60. per week. (Prerequisite: BIO 206. BIO 375 may BIO 290 Directed Study—credit arranged. be taken concurrently.) Independent study in a specialized field under BIO 347 Animal Behavior—3 cr. hrs. the direction of a staff member. Maximum of Course will review the history of ethology and eight credits under the number. Permission of behavioral ecology, and examine the behavior the staff member is required. of both invertebrate and vertebrate organisms BIO 307 Human Anatomy—3 cr. hrs. in physiological, ecological, adaptive, and phy- Gross anatomy of the nervous, endocrine, logenetic contexts. Three hours of lecture per skeletal, muscular, cardiovascular, respiratory, week. (Prerequisites: BIO 206-207.) digestive, excretory, and reproductive systems BIO 354 Cell and Molecular Biology— will be covered. Emphasis is on associating 3 cr. hrs. function with structure. Three hours of lecture The structure and function of cells and their com- per week. (Prerequisite: BIO 205 or 207. BIO 377 ponents, including cell metabolism, cell commu- may be taken concurrently.) nication, cell death, and cell/subcellular tech- BIO 308 Human Physiology—3 cr. hrs. niques. (Prerequisites: BIO 206-207, CHM 207-208 Physiology of the human nervous, endocrine, or equivalent. BIO 372 may be taken concur- cardiovascular, respiratory, excretory, and rently.) reproductive systems. Emphasis is on homeo- BIO 359 Medical Microbiology—3 cr. hrs. static control mechanisms. Three hours of Structure, physiology, and genetics of cellular microorganisms and viruses, discussed in rela- COURSE DESCRIPTIONS Biology — 137 tion to the pathogenesis, treatment, and pre- BIO 379 Medical Microbiology Laboratory— vention of infectious diseases. Three hours of 1 cr. hr. lecture per week. (Prerequisite: BIO 205 or 207. Laboratory investigation of microorganisms BIO 379 may be taken concurrently.) that affect human health, with an emphasis on *BIO 363 Introduction to Freshwater proper handling of specimens, selective and dif- Ecology—3 cr. hrs. ferential cultivation, laboratory diagnosis, and The physical, chemical, and biological compo- evaluation of antimicrobial agents. Three hours nents of freshwater ecosystems. (Prerequisites: of laboratory per week, and follow-up at times BIO 206 or SCI 182, or BIO 338 and written per- other than the scheduled lab period. (Corequi- mission of instructor. Corequisite: BIO 373.) site: BIO 359.) Fee: $60. BIO 368 Marine Biology Laboratory—1 cr. hr. BIO 384 Remote Sensing and Geographic Laboratory and field experience in the taxono- Information Systems—3 cr. hrs. my, morphology, physiology, and ecology of This course focuses on environmental applica- Northwest marine fauna.(Prerequisite: BIO 206 tions of multispectral remote sensing (RS) and or SCI 162. Corequisite: BIO 338.) Fee: $60. its integration into geographic information sys- BIO 371 Plant Biology Laboratory—1 cr. hr. tems (GIS). Specific RS topics include sensor Laboratory and investigation of the morphology, systems, digital image processing, and automat- anatomy, and physiology of gymnosperm and ed information extraction. Specific GIS topics angiosperm plants. Emphasis is given to plants include spatial database management systems, native to the Pacific Northwest. Three hours of data analysis, and environmental modeling. laboratory per week. (Corequisite: BIO 341.) Special emphasis will be placed on biological Fee: $60. applications (e.g., vegetation mapping, habitat BIO 372 Cell and Molecular Biology Labora- identification, wildfire regeneration, and field tory—1 cr. hr. data mapping). Three hours of lecture per week. An overview of current methodology in cell (Also listed as ENV 384.) biology, including microscopy, cell culture, and BIO 385 Environmental Microbiology— macromolecular isolation/analysis techniques. 3 cr. hrs. Three hours of laboratory per week. (Corequi- Morphology, physiology, and ecology of site: BIO 354.) Fee: $60. microorganisms, emphasizing their role in envi- *BIO 373 Freshwater Ecology Laboratory— ronmental processes such as nutrient cycling, 1 cr. hr. bioremediation, waste treatment, and food pro- Field and laboratory investigation of freshwater duction. Three hours of lecture per week. (Pre- ecosystems. (Corequisite: BIO 363.) Fee: $60. requisites: CHM 207-208. Also listed as ENV 385.) BIO 375 Vertebrate Biology Laboratory— BIO 387 Service Learning In Biology— 1 cr. hr. 1 cr. hr. Field and laboratory experience in the natural Faculty-directed student outreach experience in history and taxonomy of vertebrate organisms. community educational institutions. Before Three hours of laboratory per week. (Corequi- enrolling, a student must consult with a faculty site: BIO 345.) Fee: $60. member to define the project. May be repeated for BIO 376 Embryology and Developmental credit. (Prerequisite: BIO 206-207.) Biology Laboratory—1 cr. hr. BIO 415 Readings in Biology—1 cr. hr. Experimental and microscopic techniques are Seminar on topics in biology, including medi- used to study the development of organisms. cine, ecology, animal behavior, biochemistry, Three hours of laboratory per week. (Corequi- genetics and evolution. One hour of discussion site: BIO 336.) Fee: $60. per week. (Prerequisite: BIO 206-207, BIO 276- BIO 377 Anatomy Laboratory—1 cr. hr. 277, and permission of instructor.) Gross anatomy of the human body will be stud- †BIO 436 Invertebrate Zoology—3 cr. hrs. ied using human bones and cadavers. Three Morphology, physiology, and taxonomy of the hours of laboratory per week. (Corequisite: BIO invertebrate phyla. Three hours of lecture per 307.) Fee: $60. week. (Prerequisite: BIO 206-207. BIO 476 may BIO 378 Physiology Laboratory—1 cr. hr. be taken concurrently.) Homeostatic control of body systems will be BIO 442 Ecology—3 cr. hrs. explored using the students’ bodies. Interfacing Principles of ecology including structure and func- of physiological recording equipment with the tion of ecosystems, ecosystem development, computer will be demonstrated. Three hours of behavioral ecology, and population biology. Three laboratory per week. (Corequisite: BIO 308.) hours of lecture per week. (Prerequisite: BIO 206. Fee: $60. BIO 472 may be taken concurrently.)

*Course offered Summer Session only. †Course may be offered periodically. 138 — Biology/Business Administration COURSE DESCRIPTIONS BIO 445 Molecular Genetics—3 cr. hrs. BIO 493 Research—1-3 cr. hrs. Principles of eukaryotic and prokaryotic genet- Faculty-directed student research. Before ics, including the nature of the genetic material, enrolling, a student must consult with a faculty gene expression and regulation, mutation and member to define the project. May be repeated repair, and molecular genetics techniques. (Pre- for credit. (Prerequisites: BIO 206-207/276-277.) requisites: BIO 206-207/276-277, and CHM 325. Fee: $60. BIO 475 may be taken concurrently.) BIO 497 Internship—credit arranged. BIO 453 Evolution—3 cr. hrs. Intensive field experience in selected industries Introduction to the theories of life, sources of or agencies. Department permission and super- genetic variation, speciation, and extinction. vision is required. (Prerequisites: BIO 206-207/ Three hours of lecture per week.(Prerequisites: 276-277.) BIO 206-207.) BIO 499 Senior Thesis—1-6 cr. hrs. †BIO 460 Immunology—3 cr. hrs. Research, study, or original work under the Principles of immunology including structure direction of a faculty mentor, leading to a schol- and function of antibody molecules; the nature arly thesis document with a public presentation of antigens; development and function of B and of results. Requires approval of thesis director, T lymphocytes; humoral and cell mediated reac- department chair, and the director of the hon- tions with antigen in vivo and in vitro and immun- ors program, when appropriate. (Prerequisites: ological disorders. (Prerequisites: BIO 206-207/BIO Senior standing; 3.0 G.P.A. in the thesis area or 276-277. BIO 470 may be taken concurrently.) good standing in the honors program.) †BIO 470 Immunology Laboratory—1 cr. hr. Laboratory exercises on immunological tech- Business Administration niques including cell tissue culture, ELISA *BUS 100 Introduction to Leadership— immunoassay, agglutination, immunization, and 3 cr. hrs. antibody measurement. Three hours of laborato- Introduces students to the key skill bases in lead- ry per week. (Corequisite: BIO 460.) Fee: $60. ership (team building, communication, problem BIO 472 Ecology Laboratory—1 cr. hr. solving and technology) that are the foundation Laboratory and field investigation of community of the undergraduate curriculum in business. structure, productivity, and population dynam- Covers these skills within global and ethical ics. Three hours of laboratory per week. (Prereq- frameworks. Business majors only. Course uisite: MTH 161. Corequisite: BIO 442.) Fee: $60. includes a required workshop and lab that stu- BIO 475 Molecular Genetics Laboratory— dents need to attend once a week. Fall semester 1 cr. hr. restricted to first-time freshmen. Spring semester An overview of current methodology in molecular open to all business students. Fee $65. genetics, including DNA fingerprinting and re- * BUS 200 Entrepreneurial Marketing— combinant DNA techniques. Three hours of labo- 3 cr. hrs. ratory per week. (Corequisite: BIO 445.) Fee: $60. Covers fundamentals of entrepreneurial and †BIO 476 Invertebrate Zoology Laboratory— marketing concepts, including idea generation, 1 cr. hr. market research, and product development. Laboratory and field investigation of the inver- Other concepts in the entrepreneurial model tebrate phyla. Three hours of laboratory per include environmental influences, consumer week. (Corequisite: BIO 436.) Fee: $60. behavior, feasibility studies, and the creation and BIO 477 Human Anatomy Dissection— execution of strategies for reaching objectives. 1 cr. hr. (Prerequisite: Sophomore status.) Completion of BIO 377 (Human Anatomy Lab) *BUS 201 Business Environment of Entrepre- and permission of instructor required. Students neurship—3 cr. hrs. engage in independent dissection of human Analyzes the competitive market environment cadavers to gain a more in-depth and compre- facing firms in an industry with emphasis on the hensive understanding of the human body. entrepreneur. Considers barriers to entry, defin- Appropriate techniques are taught to dissect ing competitors, evaluating relationships with and prepare cadavers as prosections for use in buyers and suppliers, and making pricing deci- BIO 377. A minimum of 3 hours/week is sions. (Prerequisites: ECN 120, ECN 121.) required. Fee: $60. *BUS 209 Financial Accounting—3 cr. hrs. BIO 490 Directed Study—credit arranged. Covers the preparation and interpretation of BIO 491-492 Biology Seminar—credit basic financial information. Includes the usage arranged. of information from the multiple perspectives of owners, creditors and investors of both large and small businesses who use this information

*Required of all undergraduate business students. †Course may be offered periodically. COURSE DESCRIPTIONS Business Administration — 139 in their lending and investing decisions. ing, and reporting of accounting transactions *BUS 210 Managerial Accounting—3 cr. hrs. related to liabilities and equity. Includes the Examines the use of accounting information for analysis of financial statements in particular the planning, control, internal decision-making, and Statement of Financial Position, the Statement performance evaluation. Introduces mathemati- of Changes in Stockholder’s Equity, and the cal tools and techniques for producing manager- Statement of Cash Flows. (Prerequisite: BUS 310.) ial information and considers the behavior BUS 312 Cost Accounting—3 cr. hrs. effects of the information. (Prerequisite: BUS Develops analytical skills used in cost and man- 209.) agerial accounting that are used for internal *BUS 250 Legal and Social Responsibility in decision-making as distinct from external finan- Business—3 cr. hrs. cial accounting. Topics include: the accountant’s Provides an overview of the legal and ethical role in the organization, cost terms and purpos- concerns of managers. Topics include govern- es, cost-volume profit analysis, job costing, activ- mental regulation of business, diversity in the ity based costing, budgeting, variance analysis, workplace and the global legal environment. direct costing and other relevant information for Explores private law topics including contracts decision making. (Prerequisite: BUS 210.) and tort law. Designated as a writing enhanced BUS 330 Managerial Finance—3 cr. hrs. course involving writing instruction and com- Provides a conceptual and theoretical treatment pletion of several writing assignments. to topics such as the role of risk in asset pricing, *BUS 255 Management Information capital structure, currency-risk management, Systems—3 cr. hrs. and dividend policy. Considers the function of This course is an introduction to the technology, finance in relation to the overall objectives of applications, and management of computer- the organization. (Prerequisite: BUS 305.) based information systems in organizations BUS 355 Decision Modeling—3 cr. hrs. with dual emphases on the digital firm and data- Develops understanding of quantitative deci- base management systems. It is designed to sion making by considering problems in provide the necessary frameworks, concepts, accounting, finance, human resources, market- and principles to guide students to understand ing, operations, and strategic business manage- and effectively address the issues pertaining to ment. Examines the impact of uncertainty on the vast and fast-growing field of computer- business results, as well as the application of based information systems (IT/CBIS) in the tools and methods useful in making business context of an enterprise. (Prerequisite: BUS 100 decisions under uncertainty. The course stress- or EGR 110.) es the use of computer software (Microsoft *BUS 305 Business Finance—3 cr. hrs. Excel, Visual Basic for Applications, statistical Emphasis on the goal of financial management, software, etc.) in performing business analysis. value maximization, and the financing, invest- (Prerequisites: BUS 255 and ECN 220.) ment, and dividend decisions that lead to this *BUS 360 Organizational Behavior—3 cr. hrs. goal. Topics include cash flow analysis, finan- Increases student understanding of self, other cial mathematics, capital budgeting decision, individuals, groups, and human behavior in financial leverage and the effects on sharehold- organizations. Topics include personality, val- er returns, investment risk analysis, valuation ues, motivation, communication, teamwork, of bonds and common stock, cost of capital to conflict management, decision-making, and the firm, and dividend payout policies. (Prereq- leadership. Employs experiential methodology uisites: BUS 209 and ECN 220 or EGR 360 or to emphasize skill-building in the main areas. MTH 161.) (Prerequisite: Junior status.) BUS 310 Intermediate Accounting I— *BUS 361 Technology and Operations Man- 3 cr. hrs. agement—3 cr. hrs. Examines theoretical issues involving the valu- Develops quantitative and theoretical knowl- ing, classifying, recording, and reporting of edge of issues related to the design and manage- accounting transactions related to asset and rev- ment of operations and technology. Develops enue recognition. Includes the analysis of finan- student understanding of the strategic impor- cial statements, in particular the statement of tance and competitive market-place advantage financial position and statement of profit and from operations. It is highly recommended that loss. (Prerequisites: BUS 209, BUS 210, Junior students take the optional lab session. (Prereq- status.) uisites: ECN 220 or EGR 360, Junior status.) BUS 311 Intermediate Accounting II— BUS 362 Human Resource Management— 3 cr. hrs. 3 cr. hrs. Continuation of BUS 310. Examines theoretical Examines theories and practices of staffing, issues involving the valuing, classifying, record- training, assessing, and compensating employ-

*Required of all undergraduate business students. 140 — Business Administration COURSE DESCRIPTIONS ees from the perspectives of line management BUS 411 Advanced Accounting—3 cr. hrs. and the human resource department. Explores Examines critical issues necessary to evaluate union/management interactions and healthy and report on business combinations, corporate workplace environment while considering consolidations, and partnerships. Includes employment laws, the diverse labor force, and accounting research methodology and case internal influences. (BUS 360 recommended.) analysis. (Prerequisite: BUS 311.) BUS 365 Accounting Information BUS 430 Investments—3 cr. hrs. Systems—3 cr. hrs. This course is a survey of the field of investment Evaluates the design, implementation and con- analysis and portfolio management. Topics trol of accounting information systems. Topics include: The investment process and financial include understanding and documenting trans- planning, the structure of capital markets (stock action cycles, evaluating internal control envi- exchanges, etc.), the definition and statistical ronment, and using resources-events-agents measurement of risk and return in the global mar- (REA) method to model information systems. ket, security law and ethics, stock market indica- (Prerequisites: BUS 255, BUS 310.) tors and their calculation, investment media and BUS 370 Marketing Research—3 cr. hrs. risks, stock and bond valuation models, real estate Surveys the field of marketing research, defined investment, municipal bonds, government secu- as all activities that provide information to guide rities, etc. (Prerequisite: BUS 305.) marketing decisions. Provides understanding BUS 431 Financial Markets and about informational objectives, data sources, Institutions—3 cr. hrs. design and implementation of data collection Examines the various financial markets that procedures, analysis of data, and presentation of play a crucial role in helping individuals, corpo- results. (Prerequisites: BUS 200 and ECN 220 or rations, and governments obtain financing and MTH 161, Junior status.) invest in financial assets such as stocks, bonds, BUS 371 Consumer Behavior—3 cr. hrs. mortgages, and derivatives. Includes the study Provides an in-depth examination of the inter- of financial institutions that facilitate manage- nal mental processes and external factors that ment of financial market transactions. (Prereq- shape consumers’ responses to marketing uisite: BUS 305.) strategies, their purchase decisions, and prod- BUS 432 Personal Financial Planning— uct usage behavior. Emphasizes application of 3 cr. hrs. core concepts to marketing decisions. (Prereq- Provides the informational and decision-mak- uisites: BUS 200, Junior status.) ing tools needed for planning and implement- BUS 380 Family Business and Small Busi- ing a successful personal financial program. ness Management—3 cr. hrs. Topics include money management models, Develops the entrepreneurial mindsets and consumer finance issues, insurance, investing, skills needed to create or build a business. retirement and estate planning. (Prerequisite: Focus is on issues pertinent to family business- BUS 305.) es, understanding of critical success factors, BUS 441 International Finance—3 cr. hrs. small business management and marketing, Provides an in-depth examination of interna- and ability to read and use financial statements. tional money and capital markets, exchange- (Open only to non-business majors. No business rate determination and currency-risk manage- prerequisites.) ment techniques employing forward, futures, *BUS 400 Management Decisions and and options contracts. Considers the functions Policy—3 cr. hrs. of international financial management in rela- Examines the process of managing the strategy, for- tion to the overall objectives of the organiza- mulation, and implementation functions of a firm. tion. (Prerequisite: BUS 305.) Teaches students to think strategically and to con- BUS 442 Cross-Cultural Management— sider the perspective of the total enterprise utilizing 3 cr. hrs. cases, readings, and a computer simulation. Taken Helps students gain a systematic understanding during one of the students’ last two semesters. of cultural differences across and within BUS 401 Business Administration nations and the impact thereof on business Internship—3 cr. hrs. practice and managerial behavior. Includes in- Matches qualified students with leading busi- depth comparative cultural analysis. Develops ness and non-profit organizations for on-the-job students’ global mindsets and multicultural learning experiences related to a functional dis- skills, including cultural sensitivity, intercultur- cipline. Intern meets regularly with a faculty al communication, negotiations, and coopera- member in the related functional discipline. tion. (Prerequisite: BUS 360.) (Prerequisites: Preapproval of internship direc- tor and Senior standing.)

*Required of all undergraduate business students. COURSE DESCRIPTIONS Business Administration — 141 BUS 443 International Marketing Manage- materials and the Internal Revenue Code. (Pre- ment—3 cr. hrs. requisite BUS 210.) Applies marketing principles to the contexts of BUS 471 Integrated Marketing Communica- international and global business. Topics tions—3 cr. hrs. include strategies, risks, and benefits of market- Provides a detailed examination of the uses of ing across national and cultural boundaries. advertising, sales promotions, public relations, Also examines consequences and ethical con- personal selling, and other promotional tools in siderations of globalization. (Prerequisite: BUS achieving different types of marketing goals. 200. Also listed as SJP 447.) Emphasizes hands-on learning through devel- BUS 450 Advance Business Law—3 cr. hrs. opment of a communication plan. (Prerequi- Study of the legal and ethical concerns of man- site: BUS 200.) agers. Topics include government regulation of BUS 472 Personal Selling—3 cr. hrs. business, environmental issues, and the global Discuss and practice current theories regarding legal environment. The course also explores the selling process and personal selling strate- private law topics including commercial paper, gies. Develop interpersonal communication and secured transactions, credit and suretyship, analytical skills. Seminar format with extensive bankruptcy, and professional liability. (Prereq- role plays, guest speakers, and discussion, uisite: BUS 250.) emphasizing selling as a skill and profession. BUS 460 Managing Innovation and (Prerequisites: BUS 200, Junior status.) Change —3 cr. hrs. BUS 480 Creating a World-Class Venture— Examines the issues related to innovation, 3 cr. hrs. entrepreneurship, and strategic change. Intro- Coverage of conceptual entrepreneurial skills duces conceptual frameworks for assessing the needed to create a business that is globally com- innovative capabilities of a business organiza- petitive. Emphasis on creation and implemen- tion. Develops skills necessary to be effective as tation of a plan for a potential world-class ven- a manager in an innovation-intensive organiza- ture. (Open only to Entrepreneur Scholars.) tion or within any research and development Fee: $3,000. division. Exposes students to technological inno- BUS 481 Entrepreneur Apprenticeship— vations that impact industry and . 3 cr. hrs. (Prerequisite: BUS 360.) Business plan development and implementation BUS 464 Business Taxation—3 cr. hrs under supervision of the Franz Chair in Entrepre- Provides a survey of income tax issues for busi- neurship and the mentorship of an entrepreneur. nesses. Includes overview of tax theory, taxa- (Open only to Entrepreneur Scholars, with plan tion of corporations, partnerships and other approved by Franz Chair prior to registration.) business entities. Emphasizes how tax issues BUS 482 Global Entrepreneurship—3 cr. hrs. impact decision-making. (Prerequisite: BUS 210 Prepares students to conduct international busi- or equivalent) nesses by comparing and contrasting the busi- BUS 465 Auditing—3 cr. hrs. ness practices of entrepreneurs in the United Provides information on the theory, methodology, States with entrepreneurs globally. Immerses and specific techniques used in the verification students in a foreign culture where they trans- and presentation of financial data provided to out- act business on foreign soil. (Open to Entrepre- siders. Introduces specific verification services, neur Scholars only.) including assurance, attest, and audit services. BUS 485 Entrepreneurial Ventures—3 cr. hrs. Class work includes a team project requiring an Designed for juniors and seniors interested in audit of an organization. (Prerequisite: BUS 311.) creating a new business venture or students at BUS 466 Not-for-Profit and International this level who wish to familiarize themselves Accounting—3 cr. hrs. with the concepts, issues, and techniques of Covers both accounting for not-for-profit enti- new venture creation and entrepreneurship. ties and international/foreign currency The course will focus on identifying and evalu- accounting. Examines accounting regulations ating new business opportunities. (Prerequisite: for governments, charitable organizations, col- BUS 200.) leges and universities, and hospitals. Considers BUS 490 Directed Study—3 cr. hrs. transactions made by U.S. entities but denomi- Designed for superior students desiring exten- nated in foreign currencies and international sive and intensive study in a particular area of accounting standards compared to U.S. stan- interest. (Prerequisite: Permission of instructor, dards. (Prerequisite: BUS 311.) advisor, and dean.) BUS 467 Personal Taxation—3 cr. Hrs. BUS 491-492 Business Seminars—3 cr. hrs. Covers the fundamentals of the federal taxation In the semesters in which offered, varying sub- of individuals and investments. Emphasis on ject matter as business faculty deems appropri- planning transactions to minimize tax. Includes ate for needs of the student in meeting the objec- research using both print and computerized tax tives of the undergraduate business program. 142 — Business Administration COURSE DESCRIPTIONS BUS 499 Senior Thesis—3 cr. hrs. BUS 510 Competing in the Global Econo- Research, study, or original work under the my—3 cr. hrs. direction of a faculty mentor, leading to a schol- Promotes strategic thinking and team dynamics arly thesis document with a public presentation with an in-depth treatment of all the functional of results. Requires approval of thesis director, areas of business. Uses a computerized simula- dean, and director of the honors program, when tion exercise that allows students to model the appropriate. (Prerequisites: Senior standing, 3.0 evolutionary path of a new venture and to focus GPA in the thesis area or good standing in the on cross-disciplinary learning. By doing so, class honors program.) provides an integrated perspective of business knowledge, decision making and teamwork Graduate Courses skills, and experience in leadership. Recom- MBA program information can be found in the mended: Completion of all foundation courses. Graduate School section on page 114. BUS 512 Leadership and Higher Level Man- BUS 500 Statistical and Quantitative Analy- agement—3 cr. hrs. sis—3 cr. hrs. Explores the role of leadership within organiza- Covers the statistical and quantitative tools for tions focusing on integrative roles of middle conducting basic research in the business envi- and higher level managers. Topics include a ronment. Topics include descriptive statistics, survey of leadership theory, team building probability distribution, hypothesis testing, skills, conflict and politics, and the manage- extensive treatment of multiple regression ment of change. models. Microsoft Excel is the tool of analysis BUS 513 Social Responsibility in Organiza- for the course. (Also listed as NRS 500.) tions—3 cr. hr. BUS 501 Economic Analysis—3 cr. hrs. Explores the role of business in society. Cover- Provides a comprehensive review of macro- and age of company values, actions, and outcomes microeconomics topics as background for that affect employees, investors, business part- M.B.A. study. ners, communities, and the natural environ- BUS 502 Marketing Management—3 cr. hrs. ment. Examines business ethics in these rela- Examines marketing and its environment, mar- tionships and ways that leaders can improve keting’s role within the firm, selecting market- corporate citizenship. ing targets and developing a marketing mix BUS 516 Management Information (products, distribution, prices, and promotion). Systems—3 cr. hrs. The development, implementation, and control This course is an introduction to the technolo- of the marketing plan are also treated in the gy, applications, and management of computer- global context. based information systems in organizations BUS 503 Corporate Finance—3 cr. hrs. with dual emphases on the digital firm and data- Provides the basics in financial management. base management systems. It is designed to Topics include taxes, financial markets and provide the necessary frameworks, concepts, institutions, discounted cash flow analysis, and principles to guide students to understand stock and bond valuation, risk and return, port- and effectively address the issues pertaining to folio theory, cost of capital, financial statement the vast and fast-growing field of computer- analysis, capital budgeting, capital structure based information systems (IT/CBIS) in the theory, and dividend policy. An introduction to context of an enterprise. advanced topics such as agency theory, and BUS 520 Applied Marketing Strategies— bankruptcy and reorganization. (Prerequisite: 3 cr. hrs. BUS 500. Recommended: BUS 506.) Develops customer-focused plans and strategies BUS 505 Operations Management—3 cr. hrs. for products and businesses in an increasingly Introduces a variety of quantitative techniques competitive environment. Emphasizes manage- with a wide-ranging application potential in rial practices relating to product offering, pric- areas of operations management and analysis. ing, promotion, and distribution and how these Topics will typically include linear program- are integrated to satisfy consumers. (Prerequi- ming approaches to resource allocation, statisti- site: BUS 502 or equivalent.) cal techniques for quality control, inventory BUS 521 Consumer Behavior—3 cr. hrs. models, project scheduling networks, and basic Offers a detailed analysis of consumer decision queuing systems. (Prerequisite: BUS 500.) processes, product usage behavior, and responses BUS 506 Principles of Accounting—3 cr. hrs. to various elements of marketing strategy. Introduction to financial and managerial Explores external environmental influences accounting and reporting issues. Topics include and internal mental processes that help shape the preparation, analysis, and interpretation of consumer behavior. (Prerequisite: BUS 502 or general purpose financial reports and uses of equivalent.) accounting information for decision-making purposes. COURSE DESCRIPTIONS Business Administration — 143 BUS 522 Marketing Research—3 cr. hrs. BUS 532 Security and Portfolio Analysis— Presents a problem-solving approach to under- 3 cr. hrs. standing the ways information is used to guide Surveys the field of investments. Topics include marketing and management decisions. Using investment objectives, short-term and long- an experiential method, students learn to term media, real estate media, stock and bond define research objectives, choose and evaluate valuation theory, the capital asset pricing model data sources, implement data collection proce- and portfolio theory, the efficient market dures, and analyze and present research hypothesis, options, and futures. (Prerequisite: results. (Prerequisite: BUS 502 or equivalent.) BUS 503 or equivalent.) BUS 523 Negotiation and Persuasion Strate- BUS 533 Financial Markets and Institu- gies—3cr. hrs. tions—3 cr. hrs. Applies negotiation strategies and tactics in a Studies the global financial system and the variety of business and nonprofit environ- financial markets and intermediaries that com- ments; emphasis on collaborative and competi- prise this system. The course examines related tive styles of negotiating. Seminar-style course topics such as interest rates and the pricing of with multiple bargaining simulations through- financial assets, regulation, and the risk analy- out the semester. (Prerequisite: BUS 502 or sis and management of banks and other finan- equivalent.) cial institutions. (Prerequisite: BUS 503 or BUS 524 Integrated Marketing Communica- equivalent.) tions—3 cr. hrs. BUS 534 Derivatives and Risk Manage- Provides an in-depth examination of how to ment—3 cr. hrs. build a brand for a corporation or non-profit Examines derivatives, their markets, and their organization through uses of various elements role in portfolio- and corporate financial man- of marketing communication, including adver- agement. Emphasis on risk management tech- tising, sales promotion, public relations, and niques employing derivatives, and the pricing event sponsorships. (Prerequisite: BUS 502 or of options, futures, forward contracts, and equivalent.) swaps. Other topics include market structure, BUS 525 Sales and the Global Market— speculation, and arbitrage. (Prerequisite: BUS 3 cr. hrs. 503 or equivalent.) Understand the personal selling function as a BUS 535 International Economics and means to develop buyer-seller interrelation- Trade—3 cr. hrs. ships. Provides an opportunity to discuss and Deals with the exchange of goods, services, and practice the selling process and personal selling capital across national boundaries. The record strategies with an emphasis on managing across of these transactions, the balance of payment cultures. Role plays and cases are featured com- accounts, is analyzed extensively. Other topics ponents for enhancing marketing and sales include theories of trade, exchange rate deter- skills. (Prerequisite: BUS 502 or equivalent.) mination, and economic growth. (Prerequisite: BUS 530 Applied Financial Analysis— BUS 501 or equivalent.) 3 cr. hrs. BUS 540 Cross-Cultural Management— An in-depth examination of the key theories 3 cr. hrs. and practices in managerial finance. Primary Promotes a systematic understanding of cultur- coverage on the corporations’ financing, invest- al differences across and within nations and the ing, and distribution activities, the assessment impact thereof on business practice and man- and management of risk, a critical analysis of agerial behavior. Students will conduct in-depth financial reports, and the valuation of claims comparative cultural analysis, and develop and contingent claims. Quantitative content. their global mindsets and multicultural skills (Prerequisites BUS 500, BUS 503 or equivalent.) (e.g., cultural sensitivity, intercultural commu- BUS 531 International Finance—3 cr. hrs. nication, negotiations, and cooperation) through- Examines international financial institutions, out the course. This course is particularly help- markets, and instrument. Emphasis on ful for students who plan to work overseas or in exchange-rate determination, and currency-risk multicultural environments. (Prerequisite: BUS management techniques employing forward, 512.) futures, and options contracts. Other topics BUS 541 Human Resource Management— include international money and capital mar- 3 cr. hrs. kets, portfolio theory in an international con- Covers theories, practices, and research in text, international capital budgeting, and eco- employment, development, appraisal, and com- nomic developments reshaping the financing pensation of employees from the views of line and investment environment. (Prerequisite: management and the human resource depart- BUS 503 or equivalent.) ment. Also covers government regulations, the diverse labor force, job analysis, safety and health, and globalization. Strategic implications 144 — Business Administration COURSE DESCRIPTIONS and skill-building are emphasized. (Prerequi- BUS 556 Ethical Issues in Health Care—3 site: BUS 512.) cr. hrs. BUS 544 Managing Innovation and Change Explores ethical issues arising in health care —3 cr. hrs. delivery systems including patient care issues, Examines approaches that leading organiza- professional and administrative conduct, med- tions use to improve innovation and organiza- ical research, and the provision of health care tional performance. Topics include innovation products and services. (Prerequisite: BUS 513.) and technology management, organization BUS 560 Managerial Accounting —3 cr. hrs. design, and organizational development. Explores various managerial accounting topics Develops methods to assess current organiza- including the determination of product costs, tional relationships, design improvements, and budgeting, performance evaluation, and finan- successfully implement these changes. (Prereq- cial modeling for marketing, production, and uisite: BUS 512.) capital decision making. (Prerequisite: BUS 506 BUS 545 Project Management—3 cr. hrs. or equivalent.) This course will take a comprehensive view of BUS 563 Financial Statement Analysis— project management, addressing both the tech- 3 cr. hrs. nical and the socio-cultural aspects of the field. Develops skills for examining financial infor- Students will learn to see how the mation by external users (lenders, stock ana- technical/tools aspects of project management lysts, and owners/shareholders). Includes integrate with the socio-cultural aspects, and study of properties of financial information, how neither, without the other, is sufficient for choices of generally accepted accounting prin- successfully managing projects. We will use lec- ciples, income manipulation, methods of infor- tures, group problem-solving exercises, team mation disclosure, and off-balance sheet planning activities, and case discussions to accounting. (Prerequisite: BUS 506 or equiva- emphasize the various aspects and dynamic lent.) nature of project management. Regardless of BUS 565 Auditing—3 cr. hrs. your level of experience and previous training, Examines the theory, methodology, and specif- this course will enable you to expand your ic techniques used in the verification and pre- understanding of project management con- sentation of financial data provided to out- cepts, tools, and realities. More importantly, siders. Introduces specific verification services, this course will engage you in critical thinking including assurance, attest, and audit services. about project management issues. A team project requires an audit of an organiza- BUS 551 Introduction to Health Care Man- tion. (Prerequisite: BUS 311 or equivalent.) agement—3 cr. hrs. BUS 566 Not-for-Profit and International Provides a survey of the American health care Accounting—3 cr. hrs. system and the linkage of organizations in the Covers both accounting for not-for-profit enti- health care industry. Explores the evolution of ties and international/foreign currency health care policy and the economics of alterna- accounting. Examines accounting regulations tive health care delivery systems. for governments, charitable organizations, col- BUS 552 Health Care Marketing—3 cr. hrs. leges and universities, and hospitals. Considers Explores marketing concepts and their applica- transactions made by U.S. entities but denomi- tion in health care. Topics include marketing nated in foreign currencies and international for health care delivery systems, medical prod- accounting standards compared to U.S. stan- ucts, and health care services in both for-profit dards. (Prerequisite: BUS 311 or equivalent.) and non-profit organizations. (Prerequisite: BUS BUS 568 Taxes and Business Strategy— 502 or equivalent.) 3 cr. hrs. BUS 553 Health Care Finance—3 cr. hrs. Examines how to integrate tax strategy into Explores basic and emerging trends in the finan- business decision-making in both the domestic cial management of health care organizations and international business environments. The and the health care industry. Topics include focus is not on technical tax rules but on opti- financial analysis, resource management, mizing the operational structure of firms and financing of health care systems, and relation- structuring specific business transactions to ships between health care providers, insurers maximize after tax returns. Topics include: fun- and other parties. (Prerequisite: BUS 503.) damentals of the U.S. tax system; corporate BUS 554 Health Care Information structure, mergers, and liquidations; property Systems—3 cr. hrs. dispositions; compensation issues including Explores the design of health care information employee stock options; international and systems for integrating medical records, billing, interstate tax planning; family tax planning; personnel, and other services in both adminis- dealing with the IRS. (Prerequisite: BUS 506 or trative and health research systems. (Prerequi- equivalent.) site: BUS 516 or equivalent.) COURSE DESCRIPTIONS Business Administration/Chemistry — 145 BUS 571 New Venture Management— BUS 590 Directed Study—credit arranged 3 cr. hrs. Designed for strong students desiring to do Examines the entrepreneurial process—the crit- extensive study in a particular area of interest ical ingredients determining a startup’s success for which there is currently no University or failure and the driving forces behind this course offered. Students electing to do a direct- event through the eyes of the entrepreneur. ed study must find a professor with the particu- Course exposes students to the role of the entre- lar area of expertise to serve as their faculty preneur and the process used in finding, sponsor. (Prerequisite: Permission of the screening, and evaluating new business oppor- instructor, MBA director, and dean.) tunities. BUS 591-592 Seminars—3 cr. hrs. BUS 572 Family Business Planning— In the semesters in which they are offered, cours- 3 cr. hrs. es cover a variety of subjects the MBA staff con- Explores the personal, family, and business siders appropriate for the needs of the students issues found in family owned firms. Focus on in meeting the objectives of the MBA program. development of relevant analytical and man- agerial skills. Topics include family business Chemistry systems, family business governance, succes- †CHM 207 General Chemistry I—3 cr. hrs. sion, and family wealth planning. For science and engineering majors. Introduc- BUS 580 Strategic Issues and Applications tion to stoichiometry, atomic structure, bond- in Management—3 cr. hrs. ing, and reactions. Principles of solution chem- Examines the competitive process through the istry and chemical thermodynamics included. firm’s management of its strategic issues. Com- (Prerequisite or corequisite: 100-level mathe- petition is at the heart of the success and failure matics course. May be taken concurrently with of firms. Students are exposed to the techniques CHM 277.) used by managers to evaluate their firm’s com- †CHM 208 General Chemistry II—3 cr. hrs. petitive position, to develop a strategy based on Principles of chemical kinetics and equilibrium competitive advantages, and to successfully studied with emphasis on acid-base applica- execute their chosen strategy. Course should be tions. Bonding theories, electrochemistry, taken in student’s graduating semester. nuclear chemistry, and coordination chemistry BUS 581 Advanced Business Communica- with applications in inorganic qualitative analy- tions—3 cr. hrs. sis. (Prerequisite: CHM 207 or equivalent. May Course designed to help students attain profes- be taken concurrently with CHM 278/279.) sional-level competence in oral and written *CHM 277 General Chemistry Laboratory— business communication. Students learn rhetor- 1 cr. hr. ical principles and apply them to business com- One three-hour laboratory period per week. munication situations. Included: making formal (Corequisite: CHM 207.) Fee: $60. oral presentations, conducting meetings, writ- *CHM 278 General Chemistry Laboratory— ing business reports. (Also listed as CST 581.) 1 cr. hr. BUS 582 Global Business Law—3 cr. hrs. One three-hour laboratory per week. (Corequi- Examines the impact of U.S., foreign, and inter- site: CHM 208.) Fee: $60. national law on global businesses and compari- *CHM 279 General and Analytical Chemistry son of U.S. and foreign commercial legal sys- Laboratory—1 cr. hr. tems. Topics include laws governing multina- Accelerated one three-hour laboratory per week tional firms; international sales transactions; including titration, complexation spectropho- trade and transportation issues; protection of tometry. Required for chemistry/biochemistry intellectual property; finance, accounting, and majors. (Corequisite: CHM 208.) Fee: $60. tax issues; and dispute resolution including the CHM 290 Directed Study—credit arranged. use of arbitration. For special lower division study under the direc- BUS 583 Graduate Business Internship— tion and with the permission of a staff member. 3 cr. hrs. Content and credit to be arranged. Can be repeated. Allows highly-qualified MBA students to com- *CHM 293 Special Chemistry Lab—1-3 cr. hrs. plete an internship for credit to gain work expe- For special lower-division laboratory projects. rience in a functional area. Interns must fulfill Content and credit to be arranged. Fee: $60 per an academic component in addition to the con- credit hour. tact time with the company. Open to full-time CHM 314 Analytical Chemistry—2 cr. hrs. students. Course counts as elective only. (Pre- Lecture presentation of the principles of wet requisites: Preapproval of the internship direc- and instrumental methods and the treatment of tor, completion of all foundation core courses.) analytical data. (Prerequisites: CHM 208, CHM

*Protective eye wear required. †Workshops may be recommended or required. 146 — Chemistry COURSE DESCRIPTIONS 279, or permission of instructor. May be taken *CHM 375-376 Organic Chemistry concurrently with CHM 379.) Laboratory—2 sems., 2 cr. hrs. †CHM 325-326 Organic Chemistry—2 sems., Synthesis, separation, characterization, analy- 6 cr. hrs. sis, and reaction studies in organic chemistry. Basic principles of organic chemistry for science One three-hour lab period each week. (Corequi- majors. Emphasis on molecular structure, reac- site: CHM 325-326.) Fee: $60 per semester. tions of the functional groups, and mechanisms *CHM 379 Analytical Chemistry of reactions. (Prerequisite: CHM 208. May be Laboratory—1 cr. hr. taken concurrently with CHM 375-376.) Experiments in quantitative analysis, including CHM 331 Physical Chemistry I—3 cr. hrs. wet, spectroscopic, electrochemical, and chro- Postulates of quantum mechanics, particle in a matographic methods. Additional emphasis on box, harmonic oscillator, rigid rotator, and statistics, computerized data analysis, and report hydrogen atom with application to electronic writing. (Corequisite: CHM 314.) Fee: $60. structure of atoms and molecules and to atomic †CHM 386 Environmental Chemistry—3 cr. hr. and molecular spectra. (Prerequisites: CHM This course takes the perspective of environ- 208, PHY 205, MTH 202, or permission of mental chemistry to address topics including: instructor.) energy forms, the atmosphere, the hydro- CHM 332 Physical Chemistry II—3 cr. hrs. sphere, the biosphere, transport of materials, Classical and statistical thermodynamics to chemical transformations, and modeling. (Pre- include Boltzmann statistics, partition func- requisite: CHM 208. Also listed as ENV 386.) tions, and ensembles with applications to phase CHM 387 Service Learning in Chemistry— equilibria, chemical equilibria, solute-solvent 1 cr. hr. interactions, and non-equilibrium thermody- Faculty directed student outreach in communi- namics. Chemical kinetics. (Prerequisite: CHM ty educational institutions. Before enrolling, 331 or permission of instructor.) students must consult with a faculty member to CHM 353 Biochemistry—3 cr. hrs. define goals for the project. May be repeated for Physical-chemical basis of life processes. Topics credit. (Prerequisite: CHM 207-208.) include structure and function of proteins, car- CHM 390 Directed Study—credit arranged. bohydrates and fats, metabolism of carbohy- CHM 393 Research in Chemistry—1-3 cr. hrs. drates and fats, and metabolic control processes. Faculty directed student research. Before (Prerequisite: CHM 326, BIO 205 or equivalent, enrolling, students must consult with a faculty or permission of instructor.) member to define the project. May be repeated CHM 370 Special Chemistry Laboratory— for credit. Fee: $60 per credit hour. 1-3 cr. hrs. CHM 412 Advanced Instrumental Methods— For special upper-division laboratory projects. 2 cr. hr. Content, credit, and fee to be arranged. (Prerequi- Theory and practice of modern chemical instru- site: CHM 326.) Fee: $60 per credit hour. mentation. (Prerequisite: CHM 331 or permis- *CHM 371 Biochemistry Laboratory—1 cr. hr. sion of instructor. Corequisite: CHM 472.) Techniques include modern methods for sepa- †CHM 444 Inorganic Chemistry—3 cr. hrs. ration and quantitation of biological materials, Atomic structure examined from elementary including centrifugation, high pressure liquid quantum mechanics, valence bond theory, mol- chromatography, spectrophotometry, and gel ecular orbital theory, ligand field theory, inor- electrophoresis. (Prerequisite or corequisite: ganic stereochemistry, periodic properties of CHM 353.) Fee: $60. elements, electrochemistry, acid-base theories. *CHM 372 Physical Chemistry Laboratory I— (Prerequisite: CHM 331 or permission of instruc- 1 cr. hr. tor.) Atomic and molecular spectroscopy to illustrate CHM 453 Biochemistry—3 cr. hrs. the postulates of quantum mechanics, particle Physical-chemical basis of life processes. Topics in a box, harmonic oscillator, rigid rotator, and include: structure and function of proteins, car- electronic structure of atoms. (Prerequisite: bohydrates, and fats; metabolism of carbohy- CHM 331.) Fee: $60. drates and fats; and metabolic control process- *CHM 373 Physical Chemistry Laboratory es. (Prerequisites: CHM 326, CHM 331, or per- II—1 cr. hr. mission of instructor.) Experiments designed to investigate thermody- CHM 454 Biochemistry II—3 cr. hrs. namics with applications to phase equilibria, Continuation of CHM 453. Emphasis is on bio- chemical equilibria, solute-solvent interactions, synthesis of macromolecules. Topics include and electrochemistry. (Prerequisite: CHM 332.) photosynthesis, metabolism of amino acids, Fee: $60. membrane synthesis, nucleic acid and protein

*Protective eye wear required. †Course offered in alternate years.. COURSE DESCRIPTIONS Chemistry/Civil Engineering — 147 biosynthesis, current topics in biochemistry. CHM 497 Industrial Internship—credit (Prerequisite: CHM 331, CHM 453, or permis- arranged sion of instructor.) Intensive field experience in selected chemical †CHM 464 Polymer Science—3 cr. hrs. industries. Department permission and chem- A study covering the synthesis, physical proper- istry G.P.A. of 3.0 required. (Prerequisite: CHM ties, fabrication processes, and uses of nonbio- 331.) logical polymers. Specific topics to be discussed CHM 498 Senior Capstone Project in Chem- are kinetics of polymerization, condensation istry—1-3 cr. hrs. and addition polymerizations, copolymers, elas- For chemistry seniors who are developing and tomers, thermosetting, glass transition temper- preparing their capstone project for public pre- atures, molecular weight distributions, analysis, sentation. Before enrolling, students must con- crystal structures, plasticizers, properties of sult with a faculty member to define the project. commercial polymers and plastics, fiber and CHM 499 Senior Thesis—3-6 cr. hrs. elastomer processing . (Prerequi- Research, study, or original work under the site: CHM 331 or permission of instructor.) direction of a faculty mentor, leading to a schol- *CHM 470 Special Chemistry Laboratory— arly thesis document with a public presentation credit arranged. of results. Requires approval of thesis director, For special upper division laboratory projects. department chair, dean, and the director of the Content and credit to be arranged. (Prerequisite: honors program, when appropriate. (Prerequi- CHM 331.) Fee: $60 per credit hour. sites: Senior standing; 3.0 G.P.A. in the thesis CHM 471 Biochemistry Laboratory—1 cr. hr. area, or good standing in the honors program.) Techniques include modern methods for separa- tion and quantitation of biological materials, Civil Engineering including centrifugation, high pressure liquid CE 200 Civil Engineering Seminar—1 cr. hr. chromatography, spectrophotometry, and gel Survey of the civil engineering profession and electrophoresis. (Prerequisite or corequisite: its works. Invited speakers, field trips, and pro- CHM 453.) Fee: $60. jects. *CHM 472 Advanced Instrumental Tech- CE 201 Civil Engineering Design niques—1 cr. hr. Graphics—2 cr. hrs. A survey of modern instrumentation analysis Graphical communication of civil engineering including the use of spectroscopy, electrochem- design ideas using computer and traditional istry and chromatography for quantitative and methods. Use of graphical modeling in civil qualitative analysis. (Corequisite: CHM 412.) engineering design with an extended course Fee $60. project. *†CHM 473 Inorganic Synthesis and CE 223 Surveying—2 cr. hrs. Characterization—1 cr. hr. Introduction to surveying. Topics include theory Techniques of inorganic synthesis including of measurements and error analysis; distance nitrogen-vacuum line, drybox, non-aqueous sol- and angle measurements; traverse, area, and vents. Methods of purification and characterization. volume computations; horizontal and vertical (Prerequisite: CHM 331.) Fee: $60. curves; topographic surveys; construction sur- CHM 477 Digital Data Acquisition and veys and mapping. Instrument Control—1 cr. hr. CE 224 Surveying Laboratory—1 cr. hr. Instruction in electronic circuits and computer Introduction to basic surveying emphasizing software for use in data acquisition and instru- construction-related activities; use of automatic ment control. Fee: $100. level, theodolite, and total station; field activi- CHM 490 Directed Study—credit arranged. ties include taping, different leveling, traverses, CHM 491-492 Chemistry Seminar—credit horizontal curves layout; construction layout arranged. and mapping. (Corequisite: CE 223.) Fee: $20. Special topic seminar. Lectures, panel discus- CE 301 Construction Materials—2 cr. hrs. sions, student research paper, and oral presen- Introduction to the properties and applications tation. (Prerequisite: CHM 331.) of construction materials for civil engineers. CHM 493 Research in Chemistry—1-3 cr. hrs. Topics include mineral aggregates, Portland Faculty directed student research. Before cement, concrete, asphalt cements, timber, and enrolling, students must consult with a faculty steel. (Prerequisite: EGR 322. Corequisites: CE member to define the project. May be repeated 321, CE 371, CE 372.) for credit. Fee: $60 per credit hour. CE 315 Transportation Engineering— 3 cr. hrs. Introduction to transportation systems and

*Protective eye wear required. †Course offered in alternate years. 148 — Civil Engineering COURSE DESCRIPTIONS modes; transportation planning; driver, pedestri- 301, CE 321, CE 371.) an, and vehicle characteristics; fundamental CE 376 Environmental Engineering Labora- principles of traffic flow; highway capacity analy- tory—1 cr. hr. sis; geometric design of highways; traffic opera- Experiments on chemical and biological analy- tions; design of the intersection and interchange; sis of water including alkalinity, turbidity, hard- parking design; transportation safety and envi- ness, biochemical oxygen demand, dissolved ronmental impacts; introduction to pavement oxygen, solids and fecal coliform. Softening, jar design. (Prerequisite: CE 223.) testing, and reactor tracer studies are also con- CE 321 Geotechnical Engineering—3 cr. hrs. ducted. (Prerequisite: ME 311. Corequisite: CE Introduction to soil mechanics. Weight-volume 367.) Fee: $20. relationships, classification, compaction, soil CE 400 Environmental Engineering Semi- hydraulics; subsurface stresses, consolidation, nar—1 cr. hr. and strength concepts. (Prerequisite: EGR 322. A project-oriented seminar in which student Corequisite: CE 371.) teams develop action plans to deal with regional CE 351 Structural Analysis I—3 cr. hrs. environmental issues. Concepts of stability and determinacy. Analysis CE 401 Computational Methods in Civil of displacements and internal forces of determi- Engineering—3 cr. hrs. nate and indeterminate structures: trusses, Application of computational methods to civil beams, and frames. Influence line diagrams. engineering problems. Numerical differentiation Introduction to indeterminate structures. (Pre- and integration. Matrix methods for structural requisite: EGR 322.) analysis. Solving differential equations with finite CE 352 Structural Analysis II— 2 cr. hrs. difference and variational methods. Analysis of Analysis of indeterminate structures by slope discrete and continuous mechanical systems. deflection method; moment distribution (Prerequisite: MTH 321. Corequisite: CE 351.) method; approximate methods of analysis. CE 404 Construction Engineering—3 cr. hrs. Introduction to space structures. (Prerequisite: Construction management and planning, man- CE 351.) agement organization, principles and proce- CE 362 Hydraulic Engineering—3 cr. hrs. dures for estimating and bidding of construction Study of water flow in open channels and projects, construction contracts, contract docu- closed conduits. Topics include pipe friction, ments, construction insurance and bonds; labor fluid measurements, steady and unsteady law, labor relations, and project safety; project closed conduit flow, steady open channel flow, planning and scheduling techniques, including and pump and turbine design. Application of CPM, PERT; resource allocations; project con- hydraulic principles to water distribution and trol and treatment of uncertainty. (Prerequisite: storm water management. (Prerequisite: ME 311.) Junior standing.) CE 367 Environmental Engineering— CE 411 Pavement Design—3 cr. hrs. 3 cr. hrs. Design of flexible and rigid pavements; physical Introduction to environmental engineering, con- and chemical properties of pavement compo- centrating on scientific aspects and how they nents and highway material characterization; relate to design and operation of environmental pavement distress and performance evaluation. control facilities. Quantitative analysis and Introduction to pavement evaluation, rehabili- description of human and natural environmental tation, and pavement management. (Prerequi- disturbances. Topics include materials balance, site: CE 321.) application of environmental chemistry and CE 416 Traffic Engineering—3 cr. hrs. microbiology, overview of potable water treat- Introduction to traffic engineering; traffic ment, pollution control, and surface water quality. stream components and characteristics; funda- (Prerequisites: CHM 207, MTH 202. Corequisite: mental principles of traffic flow; studies of traf- CE 376.) fic speed, volume, travel time, delay, and CE 371 Geotechnical Laboratory—1 cr. hr. pedestrian; capacity analysis of freeways, high- Basic soil mechanics experiments: index tests, ways, signalized and unsignalized intersections; compaction, permeability, consolidation, direct traffic control devices; traffic signals; traffic shear and triaxial strength testing, and soil accidents and safety; and traffic management. exploration techniques. Application to field situ- (Prerequisite: CE 315.) ations with written and oral reports. (Corequi- CE 422 Geotechnical Design—3 cr. hrs. site: CE 321.) Fee: $20. Foundations, including footings, piers, and CE 372 Construction Materials piles, and raft foundations. Permanent retain- Laboratory—1 cr. hr. ing structures, mechanically stabilized earth, Laboratory experiments with concrete, timber, and soil nailed walls. Temporary shoring of and steel. Determining strength and stiffness excavations. Slope stability fundamentals. (Pre- properties of these materials by mechanical requisite: CE 321.) testing. (Prerequisite: EGR 322.Corequisites: CE COURSE DESCRIPTIONS Civil Engineering — 149 CE 441 Structural Steel Design—3 cr. hrs. CE 466 Water and Wastewater Design— Design of structural steel elements for buildings 3 cr. hrs. using the LRFD method. Includes tension mem- Study of the fundamental concepts required to bers, columns, beams, and beam-columns. Bolt- design and operate processes used for drinking ed and welded connections. Design methods water treatment and distribution, and waste- are applied in a course project. (Prerequisite: water collection and disposal. Design of physi- CE 351.) cal, chemical, and biological processes for water CE 442 Reinforced Concrete Design— treatment and wastewater disposal. Design of 3 cr. hrs. water supply and wastewater collection infra- Properties of an efficient concrete mix. Analysis structure. (Prerequisites: CE 362 and CE 367.) and design of rectangular and T-beams. One- CE 468 Solid and Hazardous Waste Engi- way and two-way slab design. Compression neering—3 cr. hrs. members subject to axial and eccentric loads. Introduction to the technology used to manage Primary emphasis on the ultimate strength solid and hazardous wastes and immediate sites design method and to recent ACI Building contaminated with toxic chemicals, solid waste Code. (Prerequisite: CE 351.) collection, recycling, refuse derived fuels, and CE 444 Structural Systems Design—3 cr. hrs. sanitary landfill design. Risk assessment, treat- Analysis and design of structural systems and ment/storage disposal facility design, remedial elements. Lateral force resistance to wind and investigations and feasibility studies, fate and seismic forces: diaphragms and shear walls. transport analysis, remediation of contaminat- Fundamental aspects of timber, masonry, and ed groundwater and soils. (Corequisite: CE 367.) prestressed concrete design. Advanced structur- CE 481 Civil Engineering Senior Design al analysis methods: arches, tension structures, Project I—2 cr. hr. and complex trusses. Emphasis on Uniform Build- The student will select a project with the ing Code requirements. (Prerequisite: CE 352. approval of the faculty. Design criteria will be Corequisite: CE 442.) developed for the selected project. Alternatives CE 445 Timber Design—3 cr. hrs. will be explored and the student will submit a Analysis and design of structures employing formal proposal. Occasional seminars. (Prereq- timber beams, columns,and tension members. uisite: Senior standing in civil engineering.) Design of laminated components, structural CE 482 Civil Engineering Senior Design diaphragms, shear walls, and connections. Wind Project II—3 cr. hrs. and earthquake forces are considered. Design Project alternatives developed in CE 481 will be methods are applied in a course project. (Pre- measured against criteria. A preliminary design requisite: CE 351.) will be executed followed by a final design CE 452 Earthquake Engineering—3 cr. hrs. which will be formally presented in the form of Response of structures to seismic loads and reports and/or plans and specifications. Occa- ground motion. Response spectra and their sional seminars. (Prerequisite: CE 481.) application to earthquake analysis of structures. CE 490 Directed Study—1-3 cr. hrs. Seismic design criteria and provisions for build- Selected study, project, or research in civil engi- ings and other structures. Use of current codes neering for upper-division students. Must be for earthquake resistant design of structures. arranged between the student and an individual (Prerequisites: CE 321, CE 352, MTH 321.) faculty member, and subsequently approved by CE 462 Sustainable Design—3 cr. hrs. the dean of engineering. No more than three of This course will address aspects that contribute the technical elective hours taken at the Univer- to the design of sustainable structures. Topics sity may be satisfied with individualized study. will include: sustainable measures, facility loca- CE 491-492 Seminars—credit arranged. tion, transportation, storm water management, water use, energy use, appropriate materials, Graduate Courses waste minimization, and indoor environmental CE 504 Construction Engineering—3 cr. hrs. quality. Guest speakers and field trips will be Construction management and planning, man- featured. (Prerequisite: Junior standing.) agement organization, principles and proce- CE 464 Water Resources Engineering— dures for estimating and bidding of construction 3 cr. hrs. projects, construction contracts, contract docu- Study of the hydrologic cycle; rainfall and ments, construction insurance and bonds; labor streamflow measurement and analysis, surface law, labor relations, and project safety; project and groundwater occurrence and movement. planning and scheduling techniques, including Prediction of infiltration, evapotranspiration, CPM, PERT; resource allocations; project con- runoff and unit hydrograph analysis. Flood and trol and treatment of uncertainty. drought probability analysis. Introduction to CE 511 Pavement Design—3 cr. hrs. reservoir operation and flood routing. (Corequi- Design of flexible and rigid pavements; physical sites: CE 362, EGR 360.) and chemical properties of pavement compo- 150 — Civil Engineering/Communication Studies COURSE DESCRIPTIONS nents and highway material characterization; sibility studies, fate and transport analysis, pavement distress and performance evaluation. remediation of contaminated groundwater and Introduction to pavement evaluation, rehabili- soils. tation, and pavement management. CE 590 Directed Study—credit arranged. CE 516 Traffic Engineering—3 cr. hrs. CE 591-592 Seminars—credit arranged. Introduction to traffic engineering; traffic CE 599 Thesis—credit arranged. stream components and characteristics; funda- CE 599x Thesis in Progress—0 cr. hrs. mental principles of traffic flow; studies of traf- Registration for any graduate student who has fic speed, volume, travel time, delay, and received the grade of IP in Thesis 599 is required pedestrian; capacity analysis of freeways, high- while the thesis is in progress. Fee: $40. ways, signalized and unsignalized intersections; traffic control devices; traffic signals; traffic Communication Studies accidents and safety; and traffic management. CST 100 Persuasion and Leadership— CE 552 Earthquake Engineering—3 cr. hrs. 3 cr. hrs. Response of structures to seismic loads and Course provides a framework for students to ground motion. Response spectra and their improve oral communication abilities essential application to earthquake analysis of structures. for leadership responsibilities in professional, Seismic design criteria and provisions for build- social, or volunteer groups. This course will ings and other structures. Use of current codes enhance a student’s ability to present ideas in for earthquake resistant design of structures. dyads, small groups, and public presentations. CE 562 Sustainable Design—3 cr. hrs. The course will help student articulate argu- This course will address aspects that contribute ments, analyze messages, and evaluate evi- to the design of sustainable structures. Topics dence in the course of achieving goals. Differ- will include: sustainable measures, facility loca- ent sections will address specific content areas tion, transportation, storm water management, such as poverty, the environment, or politics. water use, energy use, appropriate materials, (Restricted to freshmen only.) waste minimization, and indoor environmental CST 101 Introduction to Communication quality. Guest speakers and field trips will be Studies—3 cr. hrs. featured. Introduces theories of communication. Builds CE 564 Water Resources Engineering— academic writing and research strategies. Con- 3 cr. hrs. siders various academic and career options. Advanced study of the hydrologic cycle; rainfall CST 107 Effective Public Speaking—3 cr. and streamflow measurement and analysis, sur- hrs. face and groundwater occurrence and move- Theory and practice of oral communication, ment. Prediction of infiltration, evapotranspira- with special emphasis on issue analysis and tion, runoff, and unit hydrograph analysis. argumentation in public communication. Flood and drought probability analysis. Intro- CST 200 University Speech Team—1 cr. hr. duction to reservoir operation and flood rout- This course is designed for students participating ing. Design aspects culminate in engineering in intercollegiate forensics. Students are actively design reports. involved in researching and writing speeches, CE 566 Water and Wastewater Design— debate cases, and oral interpretations. 3 cr. hrs. CST 225 Fundamentals of Interpersonal Advanced study of the fundamental concepts Communication—3 cr. hrs. required to design and operate processes used for Students study theories and pragmatics of inter- drinking water treatment and distribution, and personal communication. Topics include per- wastewater collection and disposal. Design of ception, language, self-concept, nonverbal mes- physical, chemical, and biological processes for sages, formation and deterioration of relation- water treatment and wastewater disposal. Design ships. of water supply and wastewater collection infra- CST 233 Small Group Communication— structure. Design aspects culminate in engineer- 3 cr. hrs. ing design reports. Provides theory and experiences necessary to CE 568 Solid and Hazardous Waste Engi- develop an understanding of group dynamics neering—3 cr. hrs. and the role of communication in building Advanced study in the technology used to man- group skills. Emphasizes principles of listening, age solid and hazardous wastes and remediate roles, norms, conflict management, and group sites contaminated with toxic chemicals. Solid problem solving. waste collection, recycling, refuse derived fuels, CST 290 Directed Study—credit arranged. and sanitary landfill design. Preparation of a CST 297 Practicum—1 cr. hr. comprehensive design report encompassing CST 300 Communication Research—3 cr. hrs. risk assessment, treatment/storage disposal Introduces students to quantitative research facility design, remedial investigations and fea- COURSE DESCRIPTIONS Communication Studies — 151 methods used to study human communication. *CST 401 Rhetoric and Politics—3 cr. hrs. Designed to prepare students to be critical con- Detailed study of the role of political rhetoric sumers of research reports. (Prerequisite: MTH and mass media in the formulation of public 161.) policy. State and national elections are studied, CST 301 Media and Society—3 cr. hrs. and students write criticisms of campaign Course views mass media from a variety of per- rhetoric and mass media. spectives: psychological, sociological, political, *CST 402 Computer-Mediated Communica- cultural, and commercial. tion in Context—3 cr. hrs. CST 307 Advanced Public Speaking— This course explores communication implications 3 cr. hrs. of on-line interaction in a variety of contexts. Students attain advanced public speaking skills Students investigate: problems of doing research through the study and application of rhetorical in CMC, identity in virtual space, creating com- elements. Emphasis is on persuasive speaking. munity on-line, effectiveness of social support in (Prerequisite: CST 107.) cyberspace, creating and maintenance of rela- CST 320 Rhetorical Theory and Criticism— tionships on-line, computer-supported coopera- 3 cr. hrs. tive work, organizational use of CMC, long-dis- Introduces students to theories and concepts of tance learning, and political uses of CMC. rhetoric useful in understanding and evaluating *CST 403 Communication Law—3 cr. hrs. persuasive communication. (Prerequisite for Survey course designed to increase students’ CST 435, 440, 445.) understanding of First Amendment law as it CST 333 Organizational Communication relates to individual citizens, mass media, and Skills—3 cr. hrs. corporate communication. Ethical considera- Designed to develop and apply oral and written tions inherent in communication law decisions communication skills in organizational settings. will be emphasized. Skills such as web page design, conducting and *CST 410 Communication Theory—3 cr. hrs. responding to interviews, group decision mak- Course investigates the major social scientific ing, and writing business reports are studied. theories of communication, with emphasis on CST 352 Writing and Reporting—3 cr. hrs. understanding theorizing as a process of con- Instruction in news gathering and writing. structing visions of reality. Students develop the Includes a variety of assignments such as hard ability to analyze critically the underlying news, speeches, sports, feature subjects, and assumptions of theoretical models of communi- interviews. cation. *CST 361 Introduction to Advertising— *CST 411 Communication Across Barriers— 3 cr. hrs. 3 cr. hrs. Study of theory, practical, and ethical aspects of Exploration of barriers to effective communica- the advertising business. The course includes tion between members of differing sexes, races, guest lectures and interviews with professionals. and generations. Consideration of causes of (Prerequisite: CST 352 or concurrent enrollment.) problems and effective strategies for solutions. CST 362 Introduction to Public Relations— (Also listed as SOC 411, SJP 442.) 3 cr. hrs. CST 412 Negotiation and Conflict Manage- Survey course provides understanding of the ment—3 cr. hrs. role of public relations in the profit-making and An intensive study of orientations toward man- non-profit sectors, and specific working knowl- aging disputes and of specific processes and edge of the various facets of the public relations techniques currently in use. Course includes process. Planning and implementing public consideration of both organizational and inter- campaigns will be discussed. (Prerequisite: CST personal disputes and also focuses on the role of 352 or concurrent enrollment.) the mediator. (Also listed as SJP 481.) CST 363 Journalistic Writing Practicum— *CST 425 Advanced Interpersonal Communi- 3 cr. hrs. cation—3 cr. hrs. Instruction and experience in writing for publi- Investigates the dynamics of human communi- cation. Student class work will be published in cation in building, maintaining, or altering either The Beacon or other publications. Course interpersonal relationships. Particular empha- may be repeated one time. (Prerequisite: CST sis is given to family communication. 352.) *CST 430 Intercultural Communication— *CST 364 Visual Communication—3 cr. hrs. 3 cr. hrs. Study of effective communication of visual mes- Course provides an introduction to the dynamics sages in the mass media. Students will learn of intercultural communication. Content includes design, concept, and composition strategies for the importance of understanding one’s own cul- visual messages in print media. ture, the culture similarities and differences in

*Course offered in alternate years. 152 — Communication Studies COURSE DESCRIPTIONS communication, relationships, and the work- cal research using primary sources. place, and the ability to adapt to various cultures. CST 474 Communication Studies Intern- (Also listed as SJP 480.) ship—3-6 cr. hrs. CST 433 Organizational Communication Academic internships are available for certified Management—3 cr. hrs. students. Communication or organizational Exposes students to theories of organizational communication majors may be assigned to on- communication and to methods used in their the-job training positions with professional application. Emphasis is on solving actual business organizations. May be taken twice. Only 3 cred- and organizational communication problems. its can apply to the major. CST 434 Qualitative Communication CST 475 Senior Project—3 cr. hrs. Research—3 cr. hrs. Under faculty supervision, each student works This course focuses on the qualitative research independently on a comprehensive project methods in an organizational setting. Students designed to display advanced skills. (Prerequi- explore designing and implementing a qualita- site: Senior standing.) tive research project. CST 483 Grace In The Wilderness: Conflict *CST 435 Advanced Rhetorical Theory— in The Bible—3 cr. hrs. 3 cr. hrs. Offers students the opportunity to explore the Study of mass media communication using vari- topic of conflict through a biblical, theological, ous critical frameworks, including rhetorical, and social scientific lens. Using biblical text, ideological, semiotic, argumentation, and narra- related topical readings, and conflict theory, the tive analysis. (Prerequisite: CST 320.) course examines intrapersonal conflict, inter- *CST 440 Broadcast Criticism—3 cr. hrs. personal conflict, and conflict between humans Students will study and write televisual criticism and God. The course also provides students the which closely analyzes messages as cultural opportunity to explore a variety of conflict repositories of meaning or which investigates mediation and negotiation skills aimed at devel- the interaction between television and culture. oping just and transformative relationships for Emphasis is on the method, stance, and purpose life in a complex world. Fulfills requirement of of broadcast critics. (Prerequisite: CST 320.) a 400-level theology course and either a social *CST 445 Cinema and Society—3 cr. hrs. science or upper-division College of Arts and Explores the influence of movies on American Sciences elective. Fulfills the requirements of culture. Students explore theories and ideas CST 412. (Prerequisites: THE 101 and THE 205. concerning film, society, conflict, visual persua- Also listed as THEP 483.) sion, and narrative. Students view popular CST 485 Rhetoric of Social Justice—3 cr. American movies as focal points for lecture and hrs. discussion. (Prerequisite: CST 320.) This class covers the rhetoric of social justice *CST 452 Public Affairs Reporting—3 cr. hrs. through the lens of U.S. social movements. Provides instruction about news reporting of From the founding of the United States, to aboli- public affairs, and covers such areas as crime tion, suffrage, labor rights, and civil rights and police, courts, government, politics, and groups of Americans have joined together to cre- education. Students learn the common prob- ate messages in order to change the fabric of our lems and techniques for covering public affairs cultural norms. We will acquaint ourselves with agencies. (Prerequisite: CST 352.) some of the rhetorical theories, research and *CST 463 Opinion Writing—3 cr. hrs. issues that deal with social movement message Survey of various forms of opinion writing. making. These issues will include an examina- Includes instruction in writing and critiqued tion of the available means and limits of rhetori- written assignments. (Prerequisite: CST 352.) cal influence within the context of social move- *CST 464 Feature Writing—3 cr. hrs. ments other topics. (Also listed as SJP 485.) Instruction in writing feature stories. Students CST 490 Directed Study—credit arranged. study, write, and critique a number of kinds of CST 491-492 Seminars—credit arranged. stories, including recollections, profiles, issue CST 495-496 Workshops—credit arranged. stories, travel and leisure features, and trend CST 499 Senior Thesis—3-6 cr. hrs. articles. (Prerequisite: CST 352.) Research, study, or original work under the *CST 470 Communication History—3 cr. hrs. direction of a faculty mentor, leading to a schol- Surveys the development of communication arly thesis document with a public presentation history from the colonial period to the late- of results. Requires approval of thesis director, twentieth century. Examines communication department chair, dean, and the director of the as both an institution and as a set of historically honors program, when appropriate. (Prerequi- grounded social practices. Includes a research sites: Senior standing; 3.0 G.P.A. in the thesis component in which students conduct histori- area, or good standing in the honors program.)

*Course offered in alternate years. COURSE DESCRIPTIONS Communication Studies — 153 Graduate Courses of intercultural communication. Content includes CST 500 Research and Writing—3 cr. hrs. the importance of understanding one’s own cul- Introduction to methods and findings of critical, ture, the culture similarities and differences in analytical, qualitative, and quantitative communication, relationships, and the work- research and techniques of preparing graduate- place, and the ability to adapt to various cultures. level research papers. CST 533 Organizational Communication *CST 501 Rhetoric and Politics—3 cr. hrs. Management—3 cr. hrs. Detailed study of the role of political rhetoric Exposes students to theories of organizational and media in the formulation of public policy. communication and to methods used in their ap- State and national elections are studied, and plication. Emphasis is on solving actual business students write criticisms of campaign rhetoric and organizational communication problems. and media coverage. *CST 534 Qualitative Communication *CST 502 Computer-Mediated Communica- Research—3 cr. hrs. tion in Context—3 cr. hrs. This course focuses on the qualitative research This course explores communication implica- methods in an organizational setting. Students tions of on-line interaction in a variety of con- explore designing and implementing a qualita- texts. Students investigate problems of doing tive research project. research in CMC, identity in virtual space, cre- *CST 535 Advanced Rhetorical Theory and ating community on-line, effectiveness of social Criticism—3 cr. hrs. support in cyberspace, creating and mainte- Study of mass media communication using vari- nance of relationships on-line, computer-sup- ous critical frameworks, including rhetorical, ideo- ported cooperative work, organizational use of logical, semiotic, argumentation, narrative analysis. CMC, long-distance learning, and political uses *CST 540 Broadcast Criticism—3 cr. hrs. of CMC. Students will study and write televisual criti- *CST 510 Communication Theory—3 cr. hrs. cism which closely analyzes messages as cultur- Course investigates the major social scientific al repositories of meaning or which investigates theories of communication, with emphasis on the interaction between television and culture. understanding theorizing as a process of con- Emphasis is on the method, stance, and pur- structing visions of reality. Students develop the pose of broadcast critics. (Prerequisite: CST 520 ability to analyze critically the underlying assump- or permission of instructor.) tions of theoretical models of communication. *CST 545 Cinema and Society—3 cr. hrs. *CST 511 Communication Across Barriers— Explores the influence of movies on American 3 cr. hrs. culture. Students explore theories and ideas Exploration of barriers to effective communica- concerning film, society, conflict, visual persua- tion between members of differing sexes, races, sion, and narrative. Students view popular and generations. Consideration of causes of prob- American movies as focal points for lecture and lems and effective strategies for solutions. discussion. (Prerequisite: CST 520 or permis- CST 512 Negotiation and Conflict Manage- sion of instructor.) ment—3 cr. hrs. *CST 552 Public Affairs Reporting—3 cr. hrs. An intensive study of orientations toward man- Provides instruction about news reporting of aging disputes and of specific processes and public affairs, and covers such areas as crime and techniques currently in use. Course includes police, courts, government, politics, and educa- consideration of both organizational and inter- tion. Students learn the common problems and personal disputes and also focuses on the role of techniques for covering public affairs agencies. the mediator. *CST 563 Opinion Writing—3 cr. hrs. CST 520 Rhetorical Theory and Criticism— Survey of various forms of opinion writing. 3 cr. hrs. Includes instruction in writing and critiqued Introduces students to theories and concepts of written assignments. rhetoric useful in understanding and evaluating *CST 564 Feature Writing—3 cr. hrs. persuasive communication. Instruction in writing feature stories. Students *CST 525 Advanced Interpersonal Communi- study, write, and critique a number of kinds of sto- cation—3 cr. hrs. ries, including recollections, profiles, issue stories, Investigates the dynamics of human communi- travel and leisure features, and trend articles. cation in building, maintaining, or altering *CST 570 Communication History—3 cr. hrs. interpersonal relationships. Particular empha- Surveys the development of communications sis is given to family communication. history from the colonial period to the late- *CST 530 Intercultural Communication— twentieth century. Examines communication 3 cr. hrs. as both an institution and as a set of historically Course provides an introduction to the dynamics grounded social practices. Includes a research

*Course offered in alternate years. 154 — Communication Studies/Computer Science COURSE DESCRIPTIONS component in which students conduct histori- CS 273 Computer Science Laboratory I— cal research using primary sources. 1 cr. hr. CST 574 Graduate Internship—3 cr. hrs. Weekly three-hour laboratory to support CS Academic internships are available for qualified 203. (Corequisite: CS 203.) students. Graduate students may be assigned to CS 274 Computer Science Laboratory II— on-the-job training positions with professional 1 cr. hr. organizations. An average of 20 hours of work Weekly three-hour laboratory to support CS per week is required. 204. (Corequisite: CS 204.) CST 581 Advanced Business Communi- CS 290 Directed Study—credit arranged. cation—3 cr. hrs. CS 303 Data Structures I—3 cr. hrs. Course designed to help students attain profes- Continues the study of computer science and sional-level competence in oral and written software engineering methodologies. Analysis business communication. Students learn rhetor- of common data structures, time and space effi- ical principles and apply them to business com- ciency, stacks, queues, linked lists, trees, recur- munication situations. Included: making formal sion, back-tracking, searching, and sorting algo- oral presentations, conducting meetings, writ- rithms. Study of the program language features ing business reports. (Also listed as BUS 581.) required to support these data structures: CST 590 Directed Study—credit arranged. dynamic memory management, inheritance, CST 591-592 Seminars—credit arranged. arrays. Object-oriented design and testing (C++ CST 593 Advanced Research—3 cr. hrs. language). (Prerequisite: CS 203.) This course is for students nearing completion CS 304 Data Structures II—3 cr. hrs. of their academic program. It will provide an Advanced data structures, including trees, opportunity for students to explore a research graphs, hash tables, heaps. Study of the pro- project in more depth and explore areas of spe- gram language features required to support cial interest in communication. these features: templates, inheritance, and CST 595-596 Workshops—credit arranged. exception handling (C++ language). (Prerequi- CST 599 Thesis—3-6 cr. hrs., 1 or 2 sems. site: CS 303.) CST 599x Thesis in Progress—0 cr. hrs. CS 352 Programming Languages—3 cr. hrs. Registration for any graduate student who has Comparative analysis of several modern high received the grade of IP in Thesis 599 is required level languages in terms of data types, control while the thesis is in progress. Fee: $40. structure, and data control, with emphasis on run- time behavior of programs. (Prerequisite: CS 304.) Computer Science CS 373 Data Structures Laboratory—1 cr. hr. CS 201 Introduction to Scientific Program- Weekly 3-hour laboratory to support CS 303. ming—1 cr. hr. Using software tools and C language to support Introduction to programming in C++. Numeric software development (UNIX operating sys- variables, control structures, arrays, functions, tem). (Prerequisite or corequisite: CS 303.) CS 374 Computing Systems Laboratory— and file input/output. Emphasis on writing 1 cr. hr. numerically-oriented programs to solve engi- Weekly 3-hour laboratory. Assembly language and neering and scientific problems. CS 203 Computer Science I—3 cr. hrs. systems programming. (Prerequisite: CS 303.) Create a foundation for computer science and CS 382 Advanced Programming the software development process. Emphasis Techniques—1 cr. hr. on good design and programming techniques The course focuses on developing and practic- through practice in writing, running, and ing techniques for rapid programming in a debugging programs. Study of a programming small team environment: approaches to prob- language which incorporates objects, structured lem assessment, selection of data structures control statements, classes, strong data typing, and algorithms, implementation, and testing. sub-programs with parameters, and elementary Students will hone their skills by working in user interfaces. (Corequisite: CS 273.) small teams to produce correct solutions to a CS 204 Computer Science II—3 cr. hrs. wide variety of computing problems under time Continue to build a computer science founda- constraints. (Prerequisite or corequisite: CS 303.) tion. Study of intermediate programming lan- CS 411 Analysis of Algorithms—3 cr. hrs. guage constructs: event handling, graphical user Design, analysis and correctness proofs of interfaces, inheritance, threads, and networking. important algorithms from areas such as combi- Introduction to object patterns (e.g. model view natorics, seminumerical algorithms, data stor- controller, composite, template, singleton, and age and retrieval, systems programming, and others). Introduction to the software engineering artificial intelligence. Includes a study of com- process and programming-in-the-large. (Prereq- plexity theory. (Prerequisites: CS 304, MTH 311, uisite: CS 203. Corequisite: CS 274.) and MTH 461.) COURSE DESCRIPTIONS Computer Science — 155 *CS 421 Artificial Intelligence—3 cr. hrs. operating systems. Concepts and principles of The history and applications of artificial intelli- operating system design and implementation gence. Inference, pattern recognition, knowl- including file system, CPU scheduling, memory edge representation, image understanding, management (including virtual memory), dead- search, language acquisition, learning. Course locks in computer systems, concurrent process- is taught in fall of odd-numbered years. (Prereq- es and programming, threads, and protection. uisite or corequisite: CS 304.) (Prerequisite: CS 304 or equivalent.) *CS 431 Human-Computer Interaction— *CS 447 Game Design and Theory—3 cr. hrs. 3 cr. hrs. This course will provide an introduction to the The theory, design, and usability testing of field of computer game design. The philosophy, human-computer interaction techniques and objectives, and history of this field will be strategies. Topics include user-centered design, explored. In addition, the course will emphasize learning styles, components of usability, the practical applications of some of the more design of a usability test, and how interface prevalent techniques. (Prerequisite or corequi- development fits into the overall software life- site: CS 304.) cycle. Students design an interface, prototype it, *CS 448 Computer Systems Security—3 cr. hrs. and then design and run usability tests with Cryptography, program security, security in their prototypes. Course is taught in fall of operating systems, security in computer net- even-numbered years. (Prerequisite or corequi- works, security administration and policies. site: CS 304.) (Prerequisite: CS 303 or equivalent.) *CS 432 Computer Graphics—3 cr. hrs. CS 451 Theory of Computation—3 cr. hrs. An examination of topics in computer graphics, Introduction to finite automata, Turing machines, including graphical output devices, line-draw- formal languages, and computability. (Prerequi- ing and clipping algorithms, representation and sites: CS 303; MTH 311 or MTH 341.) drawing of curves, techniques for transforming CS 452 Compiler Design—3 cr. hrs. graphical images, and methods of modeling and Lexical analysis, syntactic analysis, type check- rendering in three-dimensions. Course is taught ing, and code generation. Introduction to opti- in spring of even-numbered years. (Prerequi- mization. (Prerequisites: CS 304, CS 374, and CS sites: MTH 201 and CS 303.) 451.) *CS 434 Database Management—3 cr. hrs. CS 480 Senior Design Project Preparation— The design, implementation, and application of 3 cr. hrs. database management systems (DBMS) soft- Selection of and preparation for a senior cap- ware, DBMS architecture, and DBMS languages. stone project in computer science. Students Examples of hierarchic, network, and relational working as members of a design team prepare a based DBMS. (Prerequisite: CS 304.) formal proposal and a preliminary design to CS 441 Software Engineering I—3 cr. hrs. meet performance specifications and/or Software lifecycle models. Requirements engi- research goals. Written and oral reports on the neering. Planning and managing software pro- design project or research are required. (Prereq- jects. Software design methods. System integra- uisite: Senior standing.) tion, software quality assurance, testing, and CS 481 Senior Design Project—3 cr. hrs. validation. Software maintenance. (Prerequi- A continuation of CS 480, this course provides site: CS 303 or equivalent.) practical design or research experience in a *CS 442 Software Engineering II—3 cr. hrs. team environment. Requirements include the A detailed, hands-on examination of the various final design, implementation, testing, and eval- software design techniques and tools. Students uation of a relatively complex software system will work in teams to develop both architectural to meet specifications, or a comprehensive and detailed design in a semester-long project. research paper. Written and oral reports on the (Prerequisite: CS 441.) design project or research are required. Suc- CS 445 Computer Networks and Internet- cessful completion of a comprehensive exami- working—3 cr. hrs. nation based on the CS curriculum is a gradua- A broad first course in computer networks and tion requirement as part of this course. (Prereq- internetworking. OSI and TCP/IP layered mod- uisite: CS 480.) els, TCP/IP protocol suite, transmission media, CS 490 Directed Study—credit arranged. local area networks, network and transport- CS 492 Seminar—2 cr. hrs. layer protocols, internetworking, UNIX TCP/IP In-depth study of professional responsibility in network programming, internet addressing and the field of computer science. Students expect- routing. (Prerequisite: CS 303 or equivalent.) ed to read journal papers, articles, and books, CS 446 Operating Systems—3 cr. hrs. participate in class discussions, and give presen- Functions, structure, design, and problems of tations. (Prerequisite: Upper-division standing.)

*Course offered in alternate years. 156 — Computer Science/Dance COURSE DESCRIPTIONS CS 499 Senior Thesis—3-6 cr. hrs. validation. Software maintenance. Research, study, or original work under the *CS 542 Software Engineering II—3 cr. hrs. direction of a faculty mentor, leading to a schol- A detailed, hands-on examination of the various arly thesis document with a public presentation software design techniques and tools. Students of results. Requires approval of thesis director, will work in teams to develop both architectural department chair, dean, and the director of the and detailed design in a semester-long project. honors program, when appropriate. (Prerequi- CS 545 Computer Networks and Internet- sites: Senior standing; 3.0 G.P.A. in the thesis working—3 cr. hrs. area or good standing in the honors program.) A broad first course in computer networks and internetworking. OSI and TCP/IP layered mod- Graduate Courses els, TCP/IP protocol suite, transmission media, A computer science graduate degree is not local area networks, network and transport- offered, but courses are offered that may apply layer protocols, internetworking, UNIX TCP/IP toward graduate programs in education or engi- network programming, internet addressing and neering. The following courses are available routing. and offered annually or in alternate years. CS 546 Operating Systems—3 cr. hrs. CS 511 Analysis of Algorithms—3 cr. hrs. Functions, structure, design, and problems of Design, analysis, and correctness proofs of operating systems. Concepts and principles of important algorithms from areas such as combi- operating system design and implementation natorics, seminumerical algorithms, data stor- including file system CPU scheduling, memory age and retrieval, systems programming, and management (including virtual memory), dead- artificial intelligence. Includes a study of com- locks in computer systems, concurrent process- plexity theory. es and programming, threads, and protection. *CS 521 Artificial Intelligence—3 cr. hrs. *CS 547 Game Design and Theory—3 cr. hrs. The history and applications of artificial intelli- This course will provide an introduction to the gence. Inference, pattern recognition, knowl- field of computer game design. The philosophy, edge representation, image understanding, objectives, and history of this field will be search, language acquisition, learning. Course explored. In addition, the course will emphasize is taught in the fall of odd-numbered years. practical applications of some of the more *CS 531 Human-Computer Interaction— prevalent techniques. 3 cr. hrs. *CS 548 Computer Systems Security—3 cr. hrs. The theory, design, and usability testing of Cryptography, program security, security in human-computer interaction techniques and operating systems, security in computer net- strategies. Topics include user-centered design, works, security administration and policies. learning styles, components of usability, the CS 551 Theory of Computation—3 cr. hrs. design of a usability test, and how interface Introduction to finite automata, Turing machines, development fits into the overall software life- formal languages, and computability. cycle. Students design an interface, prototype it, CS 552 Compiler Design—3 cr. hrs. and then design and run usability tests with Lexical analysis, syntactic analysis, type check- their prototypes. Course is taught in the fall of ing, and code generation. Introduction to opti- even-numbered years. mization. *CS 532 Computer Graphics—3 cr. hrs. CS 590 Directed Study—credit arranged. An examination of topics in computer graphics, CS 592 Seminar—2 cr. hrs. including graphical output devices, line-draw- In-depth study of professional responsibility in ing and clipping algorithms, representation and the field of computer science. Students are drawing of curves, techniques for transforming expected to read journal papers, articles, and graphical images, and methods of modeling and books, participate in class discussions, and give rendering in three-dimensions. Course is taught presentations. in spring of even-numbered years. *CS 534 Database Management—3 cr. hrs. The design, implementation, and application of Dance database management systems (DBMS) soft- DNC 214 Jazz Dance—2 cr. hrs. ware, DBMS architecture, and DBMS languages. A jazz dance technique class. Emphasis in learn- Examples of hierarchic, network, and relational ing proper body alignment, and the value of body based DBMS. conditioning. Class includes warm-up and jazz CS 541 Software Engineering I—3 cr. hrs. combinations of movement. May be repeated for Software lifecycle models. Requirements engi- a maximum of 6 credit hours. May not be audited. neering. Planning and managing software pro- DNC 216 Introduction to Ballet I—2 cr. hrs. jects. Software design methods. System integra- Beginning instruction in classical ballet tion, software quality assurance, testing, and includes barre and center exercises designed to *Course offered in alternate years. COURSE DESCRIPTIONS Dance/Drama — 157 develop coordination, balance, and strength for and psychological awareness. Focuses on the dance and fitness. May be repeated for a maxi- basic tenets of Stanislavski’s acting system. For mum of 6 credit hours. May not be audited. majors and minors only. DNC 315 Jazz and Modern—2 cr. hrs. DRM 322 Acting Workshop II—3 cr. hrs. Dance technique class. Emphasis on jazz and Continuation of DRM 321. Focuses to a greater modern dance. Class includes warm-up, extent on Stanislavski method of acting. Contin- strengthening and stretching exercises, and ues to assist the actor with a process for charac- combinations of movement and fundamental ter development while stressing actor interac- steps to music. May be repeated for a maximum tion through basic scene work taken from realis- of 6 credit hours. May not be audited. tic plays. (Prerequisite: DRM 321 or 325.) DNC 316 Choreography Styles—2 cr. hrs. DRM 325 Acting for Non-Majors—3 cr. hrs. An exploration of various dance styles. May be The purpose of this course is to introduce the repeated for a maximum of 6 credit hours. May elements of the acting process to the beginning not be audited. (Prerequisite: DNC 315.) student. The class will practice a variety of act- DNC 317 Ballet II—2 cr. hrs. ing methods based upon the concepts of Kon- Continuation of Ballet I. May be repeated for a stantin Stanislavsky, Uta Hagen, Stella Adler, maximum of 6 credit hours. May not be audited. Stanford Meisner, and others. The student will learn the necessity of script analysis and how to Drama make choices based on circumstances, objec- DRM 210 Introduction to Theatre—3 cr. hrs. tives, and actions. They will understand the Introductory course examines the development importance of discovering the physical, vocal, of theatre from historical, aesthetic, and pro- and psychological aspects of the character and duction perspectives. It looks at the individual will apply this process to specific dramatic texts components of theatre and shows how they through scene study and performance. work in collaboration. Prerequisite for fresh- *DRM 333 Directing for the Theatre—3 cr. hrs. men anticipating drama-related degrees or Course involves the study of stage directorial endorsements; suitable introductory course for techniques. Includes text analysis, the visual non-majors. elements of composition, picturization, and DRM 272 Production Practicum I—1 cr. hr. movement, as well as the communicative skills Supervised participation in one or more phases of needed in working in this collaborative art form. the production process (set construction, costume DRM 335 Voice for the Stage—3 cr. hrs. construction, lighting, sound, props, stage man- Course is designed to help students incorporate agement, box office, public relations, etc.) on the significant elements of vocal production two University productions. Required of drama into their acting. The process then proceeds majors spring semester of the freshman year one step further by applying these skills to when registered as full-time students. (Graded dialect work. Class will focus on correct pronun- on a pass/no pass basis.) ciation using the International Phonetic Alpha- DRM 290 Directed Study—credit arranged. bet (IPA). (Prerequisite: DRM 321 or 325.) Individualized programs which focus on a spe- DRM 337 Stage Combat/Movement for the cialized area of theatre. These are available only Actor—3 cr. hrs. when developed through a contractual agree- Course is designed to introduce the student to ment between the student and a supervising various types of combat used on stage (i.e. faculty member. hand-to-hand, rapier/dagger, broadsword). Also DRM 310 Modern Production Theory— introduces different movement techniques and 3 cr. hrs. incorporate movement to enhance character This course is designed to give students a foun- work. (Prerequisite: DRM 322.) dation of primary sources that have influenced *DRM 343 Drama and Children—3 cr. hrs. our sense and expectations of modern theatre. Course is designed for students who expect to The course will explore major acting and design work with young children. Techniques include theories, along with modern philosophies of storytelling, creative dramatics, and ideas for performance, direction, and design. Works will using drama to enliven the general elementary- include those of Stanislavski, Brook, Schechner, age curriculum. Students will apply theories and Robert Edmond Jones, Lee Simonson, Grotow- techniques through classroom presentations. ski, Brecht, and others. DRM 350 Theatre Crafts—3 cr. hrs. DRM 321 Acting Workshop I—3 cr. hrs. Introductory course for majors and minors to This course explores the fundamentals of acting familiarize them with the basic techniques, for both majors or those anticipating drama- tools, and materials of construction for both related degrees. Includes the study of relax- scenery and costumes for the stage. (Prerequi- ation, concentration, imagination, and physical site: DRM 210 or permission of instructor.)

*Course offered in alternate years. 158 — Drama COURSE DESCRIPTIONS *DRM 351 Stage Lighting and Sound—3 cr. hrs. DRM 424 Graduate Preparation An introductory study of the principles of stage Workshop—1 cr. hr. lighting and sound design for theatrical produc- One of a rotating series of upper division acting tion. Emphasis will be on both design and oper- courses, this course prepares the student for the ation of sound and lighting equipment. Students rigors of graduate school auditions. The course will apply theory through a number of projects. will focus on building the audition portfolio *DRM 353 Stage Design—3 cr. hrs. from selection of contrasting pieces to obtaining An introductory study of the theories and skills professional head shots and developing an of stage design. Assignments will guide the stu- effective resume. It will also prepare students dent to learning the practices of drafting, per- for the process, from entering the room through spective drawing, and watercolor rendering. A the post-audition interview. (Prerequisite: per- focus on the necessity of how to obtain good mission of instructor.) visual research will be studied. Students will *DRM 427 Playwriting Workshop—3 cr. hrs. apply these learned techniques and research Study of the aesthetics and techniques involved in skills to several projects. the writing of plays. Selected readings, lectures, *DRM 363 Costume Design—3 cr. hrs. and discussions. Emphasis upon writing, work- Survey of costume history, rendering, and design shop critiques, and discussion of students’ plays. techniques. Students will be expected to apply DRM 437 Audition Techniques—3 cr. hrs. the historical and technical elements to render- This course is designed to prepare the student ings of specific theatrical periods and works. for the entire professional auditioning process. DRM 365 Theatrical Makeup—3 cr. hrs. It focuses on selection and performance of Introductory course in the basic principles of monologues, prepared auditions, cold readings, the art and technique of makeup. Emphasis will commercial and film auditions. It also covers be on both creative design and execution of a creating appropriate resumes, getting the best range of methods and styles. head shots, and the details of getting a theatrical DRM 372 Production Practicum II—1 cr. hr. agent and working in union and non-union situ- Supervised participation in one or more phases ations. (Prerequisite: DRM 322.) of the production process (set construction, cos- *DRM 450 Production Management— tume construction, lighting, sound, props, etc.) 3 cr. hrs. on two University productions. Required of An advanced stage craft course which will focus drama majors during spring semester of the on the theories and practices of stage, produc- junior year. (Graded on a pass/no pass basis.) tion, and artistic management. There will be a DRM 373 Management Practicum II–1 cr. focus on union stipulation and rules and how it hr. applies to the professional arena. Students will Supervised participation in one or more phases be able to apply learned principles to several of management responsibilities (box office, projects and written presentations. (Prerequi- public relations, events coordination, etc.) dur- site: DRM 310 and DRM 350 or permission of ing the spring semester of the junior year. instructor.) (Graded on a pass/no pass basis.) *DRM 451 Advanced Stage Lighting and *DRM 407 Survey of Theatre History I— Sound—3 cr. hrs. 3 cr. hrs. Advanced course of study in the area of lighting A chronological study of the historical develop- for musicals, opera, dance, TV, and film as well ment of theatre from its beginnings through the as a focus in the areas of projections and effects English Restoration. Emphasis will be on histor- for the stage. The student will also get a ical research and dramatic literature. stronger understanding of sound recording and *DRM 408 Survey of Theatre History II— production. Theories and principles will be 3 cr. hrs. applied through several in-class assignments A chronological study of the historical develop- and project presentations. (Prerequisite: DRM ment of theatre from the eighteenth century to 351 or permission of instructor.) the present. Emphasis will be on historical *DRM 453 Advanced Stage Design—3 cr. hrs. research and dramatic literature. A course in stage design where students will be DRM 422 Advanced Acting—3 cr. hrs. introduced to the more advanced practices of First of a rotating series of upper-division acting stage design, model building, and drafting. Stu- courses. Course focuses on a variety of dramatic dents will apply learned theories and skills to styles. Students will perform monologues and several projects and written presentations. (Pre- scenes from Greek plays as well as those of the requisite: DRM 353 or permission of instructor.) English Renaissance, French Neoclassic period, DRM 455 Musical Theatre Workshop— and English Restoration. (Prerequisite: DRM 322.) 3 cr. hrs. Study of theatrical singing and acting tech-

*Course offered in alternate years. COURSE DESCRIPTIONS Drama — 159 niques as applicable to all varieties of musical DRM 498 Senior Capstone Project—3 cr. hrs. theatre pieces. Students are expected to partici- This is a capstone course for all majors with a pate in various performances prepared by the Performance or Design/Technical Emphasis in class. Open to all students with instructor’s per- the B.A. program. Each student, in consultation mission. (Also listed as MUS 455.) with a supervising faculty member, is responsi- *DRM 456 The History and Use of Decorative ble for designating a specific project to satisfy Arts for the Stage—3 cr. hrs. this requirement. The project may be in the This course is an elective course for undergrad- areas of performance, directing, costume design uate students with an interest in directing or and construction, scene design, lighting, or design. It will give students a historical founda- research. Documentation of the project will be tion of the decorative arts for the varying styles determined by the faculty advisor. A public pre- of theatre production. The student will apply sentation of the results will be made by the stu- this knowledge to several scenic arts projects. dent at the end of spring term. *DRM 463 Advanced Costume Design— DRM 499 Senior Thesis—3-6 cr. hrs. 3 cr. hrs. Research, study, or original work under the Students will participate in advanced discussions direction of a faculty mentor, leading to a schol- and projects in textiles, color palettes, silhou- arly thesis document with a public presentation ettes, and costume research. These con- of results. Requires approval of thesis director, cepts will be implemented in formal costume department chair, dean, and the director of the design projects utilizing a variety of dramatic honors program, when appropriate. (Prerequi- styles. (Prerequisite: DRM 363 or equivalent.) sites: Senior standing; 3.0 G.P.A. in the thesis *DRM 467 Costume Construction—3 cr. hrs. area, or good standing in the honors program.) This course is designed to encourage students to master construction techniques through Graduate Courses building their own designs. Pattern drafting, DRM 500 Research Techniques in the Per- tailoring, and fabric manipulation will be forming Arts—3 cr. hrs. emphasized. Students will be expected to pro- Intensive examination of research methods and vide fabrics and notions for most projects. resources and the principles of advanced schol- *DRM 471 Principles of Theatre Manage- arly writing in the performing arts. Must be ment—3 cr. hrs. taken within the first nine hours of graduate Course introduces students to the diverse issues study. (Also listed as MUS 500.) involved in managing a theatre company. It *DRM 507 Survey of Theatre History I—3 cr. hrs. begins with a history of the issues leading up to A chronological study of the historical develop- the regional theatre movement and includes an ment of theatre from its beginnings through the examination of the manager’s role, budgeting, Restoration period. Emphasis will be on histori- marketing, fundraising, the role of a board of cal research and dramatic literature. directors, as well as an understanding of the *DRM 508 Survey of Theatre History II— modern context/trends/needs of artists which 3 cr. hrs. management supports. This course serves as A chronological study of the historical develop- capstone experience for students in Theatre ment of theatre from the eighteenth century to Management Emphasis. the present. Emphasis will be on historical DRM 472 Management Internship—3 cr. research and dramatic literature. hrs. *DRM 510 Theories of Dramatic Criticism— Qualified students are assigned to the manage- 3 cr. hrs. ment office or production team of a local the- Study of selected theories of dramatic criticism atre production company or closely affiliated from Aristotle to the present. arts organization for work experience. Place- DRM 522 Advanced Acting—3 cr. hrs. ment is arranged through the faculty member Intensive work on scene study, development of assigned as program director. characterizations, and advanced acting DRM 490 Directed Study—credit arranged. approaches. Work in acting theory and history. Individualized programs which focus on a spe- *DRM 527 Playwriting Workshop—3 cr. hrs. cialized area in theatre. These are available Study of the aesthetics and techniques involved in only when developed through a contractual the writing of plays. Selected readings, lectures, agreement between the student and a supervis- and discussions. Emphasis upon writing, work- ing faculty member. shop critiques, and discussion of student plays. DRM 491-492 Seminar—3 cr. hrs. Will include a public reading of final projects. DRM 493-494 Research—credit arranged. *DRM 531 Advanced Production Seminar— DRM 495-496 Workshops—credit arranged 3 cr. hrs. DRM 497 Internship—credit arranged A graduate course that helps students develop a personal creative process for conceptualization *Course offered in alternate years. 160 — Drama COURSE DESCRIPTIONS and collaboration necessary in theatrical pro- and to provide mentoring to those undergradu- duction. Students will explore proper produc- ates who require it. (Also listed as MUS 555.) tion procedures and techniques. Finally, stu- *DRM 556 The History and Use of Decorative dents will practice approaches to writing about Arts for the Stage—3 cr. hrs. conceptual ideas for thesis projects. This course is an elective course for M.F.A. can- *DRM 533 Advanced Play Direction—3 cr. hrs. didates in drama. It is designed to give directing This advanced course is designed to include lec- students a historical basis and technical under- tures and practical experience in directorial standing of the decorative arts for the varying techniques. styles of theatre productions. The course is *DRM 537 Advanced Directing Seminar— divided into two sections: 1) history of decora- 3 cr. hrs. tive arts (interior decoration: furniture, drap- This course will focus on more specialized pro- ery, wall treatments) from classic to modern jects related to a director’s production prepara- times; 2) practical application of these arts in tion; production styles, creating dramatic adap- stage and interior design. tations, selecting translations, and script editing. *DRM 563 Advanced Costume Design— DRM 539 Production Process Qualifier— 3 cr. hrs. 3 cr. hrs. Students will participate in advanced discussions This course is designed to supervise students and projects in textiles, color palettes, silhou- through the major steps in the production ettes, and costume fashion research. These con- process. This course allows student directors to cepts will be implemented in formal costume acquire production laboratory experience prior design projects utilizing a variety of dramatic to the thesis production project. styles. (Prerequisite: DRM 363 or equivalent.) *DRM 541 Script Analysis—3 cr. hrs. DRM 571-573 Program Extension Tutorial This is a core course for all M.F.A. candidates in I-III—9 cr. hrs. drama. It is designed to give directors a variety Required of all M.F.A. candidates. Repeated for of script analysis strategies for use in preparing three semesters early in the program. The indi- a production. Students will explore the value of vidualized projects are to be proposed, devel- the chronological, character, and audience-based oped, and accomplished in consultation with a analysis structures and apply them to a variety faculty advisor. Each student’s three projects of styles of dramatic literature. In addition, action- must serve a distinct and different collective: based analysis will be used for interpretation of the department, the University, and the off- individual scenes within particular dramas. campus community. *DRM 551 Advanced Stage Lighting and DRM 579 Production Internship—3-9 cr. hrs. Sound—3 cr. hrs. Students in the final year of the program will be Advanced course of study in the area of lighting assigned to a professional theatre company for musicals, opera, dance, TV, and film as well where they will gain work experience in their as a focus in the areas of projections and effects specialization as assistant directors or stage for the stage. The student will also get a managers. Total hours of internship will deter- stronger understanding of sound recording and mine level of credit. production. Theories and principles will be DRM 590 Directed Study—1-3 cr. hrs. applied through several in-class assignments Individualized programs which focus on a spe- and project presentations. (Prerequisite: DRM cialized areas in theatre. These are available 351 or permission of instructor.) only when developed through a contractual *DRM 553 Advanced Stage Design—3 cr. hrs. agreement between the student and a supervis- A graduate course in stage design where students ing faculty member. will be introduced to the more advanced practices of DRM 591-592 Seminars—3 cr. hrs. stage design, model building, and drafting. Students DRM 593-594 Research—credit arranged. will apply learned theories and skills to several pro- DRM 595-596 Drama Workshops—credit jects and written presentations. (Prerequisite: DRM arranged. 353 or permission of instructor.) DRM 597 Internship—credit arranged. DRM 555 Musical Theatre Workshop— DRM 599 Thesis—6 cr. hrs. 3 cr. hrs. DRM 599x Thesis in Progress—0 cr. hrs. Study of theatrical singing and acting tech- Registration for any graduate student who has niques as applicable to all varieties of musical received the grade of IP in Thesis 599 is required theatre pieces. Students are expected to partici- while the thesis is in progress. Fee: $40. pate in various performances prepared by the class. In this combined undergraduate and grad- uate student pool, graduate students will be expected to take on more challenging pieces

*Course offered in alternate years. COURSE DESCRIPTIONS Economics — 161 experience, hours worked, discrimination, Economics inheritance, unions, and government transfers. *ECN 120 Principles of Macroeconomics— Studies causes of change in the extent of 3 cr. hrs. inequality and social impacts of inequality. Investigates the determinants of national out- Analyzes government policies to reduce put, the unemployment rate, and inflation, as inequality, including anti-poverty policies. (Pre- well as the use of monetary and fiscal policies to requisites: ECN 121 or the permission of regulate the economy. Examines international instructor. Also listed as SJP 448.) trade and determinants of exchange rates. ECN 426 Comparative Economics—3 cr. hrs. *ECN 121 Principles of Microeconomics— Examines major economies of the world from a 3 cr. hrs. historical, theoretical and applied perspective. Analyzes the behavior of consumers, workers, Students will analyze how different national and firms in market economies. Examines issues economic systems have evolved through time in the context of both competitive and monopo- as changing economic ideas and practices listic markets, with a comparison of the way in spread across national boundaries. Examples of which prices and output levels are determined possible case studies include the end of the in different markets. Extends analysis to include Soviet economic experiment, the extraordinary the role of government in market economies. growth rates of Post-World War II East Asia, the *ECN 220 Statistics for Business—3 cr. hrs. U.S. economic boom in the 1990s, and the late Covers topics relevant to understanding and 1990s crisis in developing economies. (Prerequi- producing analyses of business data. Topics sites: ECN 120 or the permission of instructor.) include descriptive statistics, probability distrib- ECN 427 Sports Economics—3 cr. hrs. utions (including normal and Poisson), hypoth- Applies microeconomic concepts to analyze esis testing (including chi-square tests), and lin- contemporary issues in professional and college ear regression. (Prerequisites: MTH 121, MTH athletics. Topics include the role of sports in 141.) society, the structure of sports markets, fran- ECN 320 Intermediate Macroeconomics— chises, entry barriers, contracts and compensa- 3 cr. hrs. tion, media, financing of new stadiums, ticket Studies macroeconomic theories, including pricing, and labor-management disputes. (Pre- those about the determinants of output, the requisites: ECN 120, ECN 121.) unemployment rate, and the inflation rate in ECN 440 International Economics—3 cr. hrs. the short run, and those about the rate of eco- Helps students understand how trade among nomic growth in the long run. The predictions nations takes place and why free trade may of these theories will be contrasted with eco- improve the standard of living for all nations. nomic experience in the US and elsewhere. The course also examines how the value of cur- (Prerequisites: ECN 120, ECN 121.) rencies is determined in world markets and the ECN 322 Environmental Economics— balance of payments. The effects of trade barri- 3 cr. hrs. ers and domestic monetary and fiscal policies Provides economic analysis of public policy are considered as well. (Prerequisites: ECN 120, issues in resource utilization and environmen- ECN 121.) tal quality, considering political and macroeco- ECN 490 Directed Study—3 cr. hrs. nomic aspects of environmental policy. Discus- Guided inquiry for superior students to pursue sion includes externalities, property rights, ben- a particular subject area more intensively than efit-cost analysis, and water and air pollution course offerings permit. By special arrange- issues as well as global problems such as acid ment with economics faculty. rain and global warming. ECN 491-492 Seminars—credit arranged. ECN 325 Business Economics—3 cr. hrs. In the semesters in which offered, varying sub- Draws on the knowledge of economic theory, ject matter as business faculty deems appropri- statistics, and calculus in order to provide man- ate for needs of the student in meeting the ob- agers with applicable tools for business deci- jectives of the undergraduate business program. sion-making and efficient management of orga- ECN 499 Senior Thesis—3-6 cr. hrs. nizations. Through problem-solving and hands- Research study or original work under the on projects, students gain an appreciation for direction of a faculty mentor, leading to a schol- the role of quantitative tools and economic the- arly thesis document with a public presentation ory in modern management. (Prerequisites: of results. Requires approval of thesis director, ECN 120, ECN 121, ECN 220 or the equivalent.) department chair, dean, and the director of the ECN 425 Income Inequality—3 cr. hrs. honors program, when appropriate. (Prerequi- Examines the determinants of incomes in mar- sites: Senior and 3.0 G.P.A. in the thesis area or ket economies, including education, training, good standing in the honors program.)

*Required of all undergraduate business students. 162 — Education COURSE DESCRIPTIONS ligence, and assessment are explored through Education perspectives including behaviorist, construc- ED 150 Introduction to Education—3 cr. hrs. tivist, and cognitive science. Students will use Explores the profession of education and what their emerging knowledge of learning theories is required to be a teacher whose values include to make developmentally sound instructional life-long learning, empathy, and respect. Criti- decisions, both theoretically and in practice, in cal thinking, reflection, written and oral com- a concurrent field experience. munication facility, and technological skills are ED 330 Policies and Practices for Diverse developed and employed in examining philo- Learners—3 cr. hrs. sophical and current education issues and the Identifies and addresses population characteris- professional behaviors needed as a teacher in a tics, incidence, and general educational place- diverse society. Through a weekly field experi- ment options for the different categories of ence students observe K-12 teachers in action in exceptional learners. Assessment practices and their classrooms and assist them with student exemplary teaching techniques are also instruction. Field experience required. explored for multicultural and diversity issues. ED 200 Foundations of Education—3 cr. hrs. Law, policy, and IEP procedures are empha- Examines the relationship between schools and sized. Field experience required. (Prerequisite: the larger society and analyzes the historical ED 230 or ED 231.) traditions, philosophical perspectives, and ED 400 ECE/ELEM Curriculum and Instruc- social practices that interact in American educa- tion—3 cr. hrs. tion. The course is designed to help students Introduces teacher candidates to an overview of understand the ways in which schools affect the the early childhood/elementary curriculum, lives of individuals and to help students value instruction, and assessment cycle in various the diversity of the communities in which they subject areas with an emphasis on the social work. This course will also focus on writing and studies. Curricular and instructional theories other communication skills. Field experience are examined. The course also provides stu- required. (Also listed as SJP 320.) dents with an opportunity to develop curricu- ED 230 Human Development ECE/ELEM— lum, plan instruction, write clear and focused 3 cr. hrs. instructional objectives, and design lesson Traces the life span of human development plans. A simulated work sample is prepared from age 3 through grade 8. Students will gain helping candidates demonstrate the relation- empathy and respect for the diversity present ship between curriculum, instruction, and in the classroom through the study of physical, assessment. Field experience required. (Prereq- social, moral, psychomotor, emotional, and cog- uisites: ED 200, ED 230.) nitive developmental theories. Field experience ED 403 Language and Communication: required. Support and Strategies—3 cr. hrs. ED 231 Human Development: MS/HS— Focuses on the linguistic and cultural relation- 3 cr. hrs. ships between language and learners including Traces the life span of human development the assessment and evaluation of applied lin- from grades 5-12. Students will gain empathy guistics, the structures and function of spoken and respect for the diversity present in the and written languages. Students practice classroom through the study of physical, social, numerous assessments and language interven- moral, psychomotor, emotional and cognitive tion strategies designed as supports for learn- developmental theories. Field experience required. ing, language disabilities, and cultural linguistic ED 300 Psychology of Learning: ECE/ differences. (Prerequisites: ED 330 or ED 502.) ELEM— 3 cr. hrs. ED 404 School, Parent, and Community Gives future teachers deep knowledge of how Relations—3 cr. hrs. people learn, focusing on children from age 3 Emphasizes developing knowledge, under- through grade 8. Learning, motivation, intelli- standing, and communication skills to discover gence, and assessment are explored through and apply the resources of communities and perspectives including behaviorist, construc- families to meet the needs of students in their tivist, and cognitive science. Students will use classroom and school. Special attention is given their emerging knowledge of learning theories to understanding the concept of “family” as a to make developmentally sound instructional social structure and to appreciating the histori- decisions, both theoretically and in practice, in cal, cultural and social forces which shape fami- a concurrent field experience. lies, school, and community. (Junior or senior ED 301 Psychology of Learning: MS/HS— status required.) 3 cr. hrs. ED 405 Behavior Support: Consultative and Gives future teachers deep knowledge of how Collaborative—3 cr. hrs. people learn, focusing on children from grades Analyzes and plans toward productive behavior 5 through grade 12. Learning, motivation, intel- in academic and social settings. Students will COURSE DESCRIPTIONS Education — 163 participate in developing support systems for ED 425 Intercultural and Civil Rights behavior in the classroom (PreK-transition) by Education—3 cr. hrs. learning alternative forms of intervention as Includes the content of comparative education well as collaborative and consultative tech- and global education. Emphasis on multicultural niques. (Prerequisites: ED 330 or ED 502.) education, civil rights, student and teacher rights ED 406 Assessment, Evaluation, and Diag- in the context of school law and discrimination nosis of Exceptional Learners and English awareness with emphasis on school applications. Language Learners—3 cr. hrs. ED 426 Classroom Relationships and Man- Establishes principles and criteria for assess- agement: ECE/ELEM—3 cr. hrs. ment, evaluation, and diagnosis based on for- Emphasizes problem solving, analytical reason- mal, informal, and standardized measures. Stu- ing, and communication including information dents participate in the administration, interpre- literacy in the secondary classroom as a means tation, and design of measurements for groups and of creating a positive learning environment. individuals. (Prerequisites: ED 330 or ED 502.) Offers insights and practical strategies for work- ED 408 Methods and Materials for Teaching ing with students from diverse backgrounds and Diverse Learners—3 cr. hrs. learning styles and for establishing effective Student learns to select, modify, and evaluate classroom relationships, procedures, and rou- curricular materials for individuals and groups tines that encourage students’ intellectual, per- of exceptional learners, taking into account the sonal, and moral development. This course learners’ abilities, learning rates, and styles of offers practical strategies for engaging students learning. Students are also given field practice in the active process of constructing social time to work with exceptional individuals using order, building self-esteem, encouraging posi- the methods and materials discussed in class. tive social interactions, active engagement in (Prerequisites: ED 330 or ED 502, plus 12 hours learning, and building relationships. Field expe- in special education or ESOL.) rience required. (Prerequisite: ED 300, ED 330 or ED 410 —3 cr. hrs. concurrent.) Examines and applies the major concepts, theo- ED 427 Classroom Relationships and Man- ries, and research related to the nature and agement: MS/HS—3 cr. hrs. acquisition of language as a system. This Emphasizes problem solving, analytical reason- includes a focus on the components of a lan- ing, and communication including information guage system, including phonology, morpholo- literacy in the secondary classroom as a means gy, syntax, semantics, pragmatics, semiotics, of creating a positive learning environment. discourse varieties, aspects of social and acade- Offers insights and practical strategies for work- mic language, rhetorical registers, and writing ing with students from diverse backgrounds and conventions. (Prerequisite for the ESOL pro- learning styles and for establishing effective gram. Also listed as ENG 410.) classroom relationships, procedures, and rou- ED 411 Assessment—3 cr. hrs. tines that encourage students’ intellectual, per- Examines various theories and current practices sonal, and moral development. This course in employing discrete and holistic assessment to offers practical strategies for engaging students inform instruction and measure student learn- in the active process of constructing social ing. Formative and summative techniques in order, building self-esteem, encouraging posi- traditional and performance-based approaches, tive social interactions, active engagement in and the aggregation and desegregations of stu- learning, and building relationships. Field expe- dent data to inform instructional practices in rience required. (Prerequisite: ED 300, ED 330 diverse classrooms are some of the topics or concurrent.) explored. ED 442 ECE/ELEM Reading and Language ED 414 Children’s and Adolescent Arts Methods—3 cr. hrs. Literature and Library—3 cr. hrs. Develops reading and language arts skills, Examines various genres of literature, pre-pri- including speaking, listening and writing from mary through grade 8. Includes book selection age 3 through grade 8. Includes an emphasis on appropriate to age and interest level. The course reading readiness, emergent literacy, assess- uses literature to enrich integrated school cur- ment, methods, materials, recent research, and riculum and demonstrates techniques for theoretically sound practices for improvement increasing reading motivation and teaching and instruction of reading and language arts through print and technological media. skills. All coursework will be evenly distributed ED 424 Computers and Educational between early childhood and elementary autho- Technology—3 cr. hrs. rization levels. Field experience required. (Pre- Explores the impact of computer technology on requisite: ED 400.) today’s schools. Emphasis is placed on develop- ED 445 ECE/ELEM Mathematics and Science ing skills for integrating technology to facilitate Methods—3 cr. hrs. learning. Provides opportunities for future teachers to 164 — Education COURSE DESCRIPTIONS explore trends, practices, materials, and ED 454 MS/HS Content Methods: World resources for teaching mathematics and science Language—3 cr. hrs. to children ages 3 through grade 8. The course Focuses on the design of effective world lan- includes content-specific methods, materials, guage curriculum, instruction, and assessment. and assessments appropriate to an integrated Students will learn content-specific instruction- elementary curriculum. Field experience al and assessment methods. Integrating these required. (Prerequisites: ED 400, ED 426, ED 442.) methods with existing understandings of their ED 447 ECE/ELEM Art, Music, and Physical content-area, how people learn, and the diverse Education Methods: 3 cr. hrs. communities in which they work, students will Provides opportunities for pre-service teachers to plan and teach lessons that facilitate the learn- explore trends, practices, materials, and resources ing of important knowledge, skills, and disposi- for teaching art, music, and physical education in tions related to the world language. Coursework the early childhood/elementary classroom. Stu- will address both middle school and high school dents are expected to integrate curriculum authorization levels. Field experience required. through developmentally appropriate assess- (Prerequisites: ED 200, ED 231, ED 301, ED 330, ments and teaching practices. Students will have ED 427, ED 450.) the opportunity to demonstrate skills/concepts ED 455 Dual Student Teaching—9 cr. hrs. through public presentations. Field experience Designed for students in art, music, health, and required. (Prerequisites: ED 400, ED 426, ED 442, PE leading to K-12 authorization. (Prerequisite: MUS 100, and FA 207.) 12 hours of 400-level education courses at the ED 450 Models of Teaching and Literacy University of Portland.) Fee: $55 per credit. Development—3 cr. hrs. ED 456 MS/HS Content Methods: Social Introduces secondary students to the basic prin- Studies—3 cr. hrs. ciples of curriculum planning and a variety of Focuses on the design of effective social studies instructional and assessment models. Current curriculum, instruction, and assessment. Stu- theory and practice about reading and writing dents will learn content-specific instructional in middle and high school classrooms are and assessment methods and will plan and explored. Students acquire various methods for teach lessons that integrate these methods with integrating reading and writing into content- existing understandings of their content-area, area planning and instruction and for improv- how people learn, and the diverse communities ing and assessing literacy skills in ethnically in which they work. Coursework will address and linguistically diverse classrooms. Field both middle school and high school authoriza- experience required. (Prerequisites: ED 200, ED tion levels. Field experience required. (Prereq- 231, ED 301, ED 330.) uisites: ED 200, ED 231, ED 301, ED 330, ED ED 452 MS/HS Content Methods: Language 427, ED 450.) Arts—3 cr. hrs. ED 457 MS/HS Content Methods: Science–3 Focuses on the design of effective language arts cr. hrs. curriculum, instruction, and assessment. Stu- Focuses on the design of effective science cur- dents will learn content-specific instructional riculum, instruction, and assessment. Students and assessment methods and will plan and will learn content-specific instructional and teach lessons that integrate these methods with assessment methods and will plan, teach, and existing understanding of their content-area, assess lessons that facilitate the learning of how people learn, and the diverse communities important knowledge, skills, and dispositions in which they work. Coursework will address related to science. Coursework will address both middle school and high school authoriza- both middle school and high school authoriza- tion levels. Field experience required. (Prereq- tion levels. Field experience required. (Prereq- uisites: ED 200, ED 231, ED 301, ED 330, ED uisites: ED 200, ED 231, ED 301, ED 330, ED 427, ED 450.) 427, ED 450.) ED 453 MS/HS Content Methods: Math—3 ED 464 Special Education Practicum: cr. hrs. ECE/ELEM—3 cr. hrs. Focuses on the design of effective math curricu- Student teaching in a public school special edu- lum, instruction, and assessment. Students will cation resource room or self-contained class- learn content-specific instructional and assess- room in elementary school. Schedule nego- ment methods and will plan, teach, and assess tiable. Supervision provided by school district lessons that facilitate the learning of important special educators and University supervisor. knowledge, skills, and dispositions related to (Prerequisite: Completion of special education math. Coursework will address both middle coursework.) Fee: $55 per credit. school and high school authorization levels. ED 466 Practicum—1-4 cr. hrs. Field experience required. (Prerequisites: ED Opportunity to blend study and practice in a 200, ED 231, ED 301, ED 330, ED 427, ED 450.) specialized area such as a field placement. Regardless of setting, the practicum is under COURSE DESCRIPTIONS Education — 165 the direction of a university instructor. Student will produce a work sample demonstrating ac- is expected to develop a proposal for study quired professional knowledge, skills, and disposi- which must be approved by instructor, associ- tions. (Prerequisites: ED 445, ED 447, ED 470.) ate dean, and the dean. May be repeated up to 9 Fee: $55 per credit. hours. Fee: $55 per credit. ED 475 MS/HS Student Teaching: ED 468 Special Education Practicum Advanced—3 cr. hrs. ELEM/MS—3 cr. hrs. Student teachers continue to apply professional Student teaching in a public school special edu- and pedagogical principles in a classroom and cation resource room or self-contained class- school community. Students assume all teaching room in elementary school or middle school. responsibilities for an extended period of time Schedule negotiable. Supervision provided by under the direction of qualified personnel. A school district special educators and University work sample is required. (Prerequisite: ED 471.) supervisor. (Prerequisite: Completion of special Fee: $55 per credit. education coursework.) Fee: $55 per credit. ED 476 ECE/ELEM Student Teaching: ED 469: Special Education Practicum: Advanced—3 cr. hrs. MS/HS – 3 cr. hrs. Student teachers continue to apply professional Student teaching in a public school special edu- and pedagogical principles in a classroom and cation resource room or self-contained class- school community. Students assume all teach- room in middle school or high school. Schedule ing responsibilities for an extended period of negotiable. Supervision provided by school dis- time under the direction of qualified personnel. trict special educators and University supervi- A work sample is required. (Prerequisites: ED sor. (Prerequisite: Completion of special educa- 450 and content methods, ED 471.) Fee: $55 per tion coursework.) Fee: $55 per credit. credit. ED 470 ECE/ELEM Student Teaching— ED 480 Elements of Reading (K-12)—3 cr. 3 cr. hrs. hrs. Provides student teachers opportunities to apply Studies components of the reading process and professional and pedagogical principles in a class- the various operations performed while read- room and school community. Student teachers ing. Students develop empathy and respect for assume major responsibilities of the wide range of the learner of reading while exploring the teaching duties under the direction of qualified stages of reading and the particular operations personnel and will produce a work sample and strategies necessary in the ability to be a demonstrating acquired professional knowledge, . Required for reading endorsement. skills, and dispositions. (Prerequisites: ED 400, ED (Prerequisites: ED 442 or ED 450, and permis- 426, ED 442.) Fee: $55 per credit. sion of instructor.) ED 471 MS/HS Student Teaching—3 cr. hrs. ED 481 Reading, Language, and Cultural Provides student teachers opportunities to Diversity in Schools—3 cr. hrs. apply professional and pedagogical principles in Introduces students with no previous course- a classroom and school community. Student work in linguistics or cultural studies to the teachers assume major responsibilities of the broad areas of language and culture relevant to wide range of teaching duties under the direc- K-12 classrooms. Introduces theories, materials, tion of qualified personnel and will produce a and methods (including the writing of lesson work sample demonstrating acquired professional plans) for reading/language instruction for knowledge, skills, and dispositions. (Prerequi- diverse classrooms. Students develop empathy sites: ED 427, ED 450.) Fee: $55 per credit. and respect for students with language and cul- ED 472 ECE/ELEM Student Teaching— tural differences, and for students with learning 3 cr. hrs. problems related to language. Required for Provides student teachers opportunities to apply reading and endorsement, ESOL. Field experi- professional and pedagogical principles in a ence arranged by instructor may be required. classroom and school community. Student ED 482 Content Area Literacy—3 cr. hrs. teachers assume major responsibilities of the Reviews current theory, knowledge, and prac- wide range of teaching duties under the direc- tice about reading and written communication tion of qualified personnel and will produce a for students in K-12 classrooms. Integrates ped- work sample demonstrating acquired professional agogical knowledge of literacy development of knowledge, skills, and dispositions. (Prerequi- theory into practice. Students learn various sites: ED 445, ED 447, ED 470.) Fee: $55 per credit. methods for facilitating the use of reading and ED 473 MS/HS Student Teaching—3 cr. hrs. writing skills in the content area classroom. An Student teachers apply professional and peda- emphasis is placed on teaching for diversity and gogical principles in a classroom and school com- developing empathy and respect for all learn- munity. Students assume all teaching ers. Field experience required. responsibilities for an extended period of time under the direction of qualified personnel and 166 — Education COURSE DESCRIPTIONS ED 483 Diagnosis and Instruction of Learn- the assessment and evaluation of applied lin- ing Problems Related to Reading and guistics, and the structures and function of spo- Language Differences (K-12)—3 cr. hrs. ken and written languages. Students practice Studies theories, strategies, assessment methods, numerous assessments and language interven- case studies of assessment, diagnosis, and tion strategies designed as supports for learn- instruction of reading-related learning prob- ing, language disabilities, and cultural linguistic lems which exist in K-12 classrooms. Focuses differences. (Prerequisite: ED 330 or ED 502.) on working with individual learners’ problems ED 504 School, Parent, and Community in reading and the language arts related to Relations—3 cr. hrs. diverse learners. Required for reading endorse- Emphasizes developing knowledge, under- ment. Field experience required. (Prerequi- standing, and communication skills to discover sites: ED 480, ED 450 or ED 442, and permission and apply the resources of communities and of instructor.) families to meet the needs of students in their ED 486 Seminar for Student Teachers: classroom and school. Special attention is given MS/HS—3 cr. hrs. to understanding the concept of “family” as a Provides pre-service educators opportunities to social structure and to appreciating the histori- examine accomplishments and share concerns cal, cultural, and social forces which shape fam- regarding their teaching performance in the mid- ilies, school, and community. dle and high school classrooms. Students will acquire ED 505 Behavior Support: Consultative and information about transition to the profession, pro- Collaborative—3 cr. hrs. fessional development plans, and information Analyzes and plans toward productive behavior about initial and continuing licensure. in academic and social settings. Students will ED 487 Seminar for Student Teachers: participate in developing support systems for ECE/ELEM—3 cr. hrs. behavior in the classroom (PreK-transition) by Provides pre-service educators opportunities to learning alternative forms of intervention as examine accomplishments and share concerns well as collaborative and consultative tech- regarding their teaching performance in the early niques. (Prerequisites: ED 330 or ED 502.) childhood/elementary classrooms through par- ED 506 Assessment, Evaluation, and Diag- ticipation in group discussion. Students will nosis of Exceptional Learners and English acquire information about transition to the profes- Language Learners—3 cr. hrs. sion, professional development plans, and in- Establishes principles and criteria for assess- formation about licensure. ment, evaluation, and diagnosis based on for- ED 490 Directed Study—credit arranged. mal, informal, and standardized measures. Stu- ED 491-492 Seminars—credit arranged. dents participate in the administration, inter- ED 495-496 Workshops—credit arranged. pretation, and design of measurements for ED 499 Senior Thesis—3-6 cr. hrs. groups and individuals. (Prerequisites: ED 330 Research, study, or original work under the or ED 502.) direction of a faculty mentor, leading to a schol- ED 508 Methods and Materials for Teaching arly thesis document with a public presentation Diverse Learners—3 cr. hrs. of results. Requires approval of thesis director, Student learns to select, modify, and evaluate department chair, dean, and the director of the curricular materials for individuals and groups honors program, when appropriate. (Prerequi- of exceptional learners, taking into account the sites: Senior standing; 3.0 G.P.A. in the thesis learners’ abilities, learning rates, and styles of area or good standing in the honors program.) learning. Students also are given field practice time to work with exceptional individuals using Graduate Courses the methods and materials discussed in class. ED 502 Policies and Practices for Diverse (Prerequisites: ED 330 or ED 502, plus 12 hours Learners—3 cr. hrs. in special education or ESOL.) Identifies and addresses population characteris- ED 510 Linguistics—3 cr. hrs. - tics, incidence, and general educational place Examines and applies the major concepts, theo- ment options for the different categories of ries, and research related to the nature and exceptional learners. Assessment practices and acquisition of language as a system. This exemplary teaching techniques are also includes a focus on the components of a lan- explored for multicultural and diversity issues. guage system, including phonology, morpholo- - Law, policy, and IEP procedures are empha gy, syntax, semantics, pragmatics, semiotics, sized. Field experience required. (Prerequisite: discourse varieties, aspects of social and acade- human development course.) mic language, rhetorical registers, and writing ED 503 Language and Communication: conventions. (Also listed as ENG 510. Corequi- Support and Strategies—3 cr. hrs. site for the ESOL program.) Focuses on the linguistic and cultural relation- ships between language and learners including COURSE DESCRIPTIONS Education — 167 ED 514 Children’s and Adolescent ing skills for integrating technology to facilitate Literature and Library—3 cr. hrs. learning. Examines various genres of literature, pre-pri- ED 525 Intercultural and Civil Rights mary through grade eight. Includes book selec- Education—3 cr. hrs. tion appropriate to age and interest level. The Includes the content of comparative education course uses literature to enrich integrated and global education. Emphasis on multicultur- school curriculum and demonstrates tech- al education, civil rights, student and teacher niques for increasing motivation and teaching rights in the context of school law and discrimi- through print and technological media. nation awareness with emphasis on school ED 515 Readings in Education Administra- applications. tion—1-4 cr. hrs. ED 530 Dimensions of Education—3 cr. hrs. Opportunity to create, under the guidance of an Introduces the responsibilities of teaching instructor, an in-depth, selective education through the lens of social, cultural, philosophi- administration bibliography to enrich personal cal, economic, and legal perspectives. Emphasis knowledge and to augment professional career is on understanding the linking of theory and goals. Reading logs and reflective journal practice and developing a pre-service profes- assignments and for three or more credits a lit- sional knowledge skills and dispositions espe- erature review is required. May be taken as a cially related to lifelong learning and written standard class or as an independent study. and oral communication skills. ED 516 Readings in Catholic Education— ED 531 Theories of Development and 1-4 cr. hrs. Learning—3 cr. hrs. An exposure to the core Church documents Students examine behavioral, social, cognitive, concerning Catholic education beginning with biological, and cultural perspectives on human Vatican II. In addition to reading in-depth learning and development across the life span. research related to Catholic education, reading Those multiple theories are fused to the prac- logs and reflective journal assignments and for tice of applying research about how children three or more credits a literature review is learn and develop to the design and implemen- required. May be taken as a standard class or as tation of inclusive pedagogy. An array of an independent study. instructional practices aimed at accommodating ED 518 Exploration in Life Span Personal the varied needs of diverse learners are and Professional Development—3 cr. hrs. employed by the instructor and practiced by the Provides early career Catholic school teachers student in the context of a tutoring experience. opportunities for developing personal under- ED 532 Assessment and Evaluation in standing and professional experience in master- Inclusive Classrooms—3 cr. hrs. ing the skills of a reflective practitioner in a Students explore current assessment and evalu- school/classroom setting. New teachers reflect ation methods used in diverse PK-12 class- on what it means to be a Catholic educator and rooms. Using criteria from multiple perspec- how to model the virtues of and teach the val- tives, students will study and create traditional ues of the faith. Opportunities afforded to learn and performance-based strategies for analyzing personal strengths, to share teaching experi- and reporting individual and group perfor- ences, and to explore concerns regarding teach- mances. Course content is tied to a concurrent ing performance. Young teachers receive sup- field experience at one of four levels of licen- port while they explore and reflect on teaching sure: early childhood, elementary, middle, or practices and develop a philosophy of education high school. that integrates Catholic values. ED 533 Methods of Teaching and Learn- ED 519 Dimensions of Adult Learning— ing—3 cr. hrs. 3 cr. hrs. Focuses on the design and implementation of The purpose of this course is to introduce prin- effective curriculum and instruction through ciples of adult learning and teaching to higher the mastery of planning skills and instructional education instructors. Through an introduction methods. Students will plan and teach a unit of to philosophy education theories of learning instruction that incorporates their understand- behavior, models of teaching, strategies of criti- ing of the needs and cultures of a diverse body cal thinking and metacognition, and the purpos- of learners. The level of desired licensure (early es and methods for assessment of learning, stu- childhood, elementary, middle, or high school) dents will formulate their own knowledge base will determine the specific content of the relative to their own goals as higher education course. Taught in conjunction with field experi- instructors. ence. ED 524 Computers and Educational ED 534 Classroom Management and Organi- Technology—3 cr. hrs. zation—3 cr. hrs. Explores the impact of computer technology on Promotes the development of a theoretical today’s schools. Emphasis is placed on develop- framework for generating educational practices 168 — Education COURSE DESCRIPTIONS that encourage the intellectual, personal, and gogical principles in a classroom and school moral development of students from diverse community. Students assume major responsi- cultural backgrounds. Students learn practical bilities of the wide range of teaching duties strategies for engaging students in the active under the direction of qualified personnel at a process of constructing social order, building designated level of authorization (early child- self-esteem, encouraging positive social interac- hood, elementary, middle, or high school). tion, active engagement in learning, solving ED 541 Student Teaching—3 cr. hrs. human relations problems, and establishing Student teachers apply professional and peda- effective classroom procedures and routines. gogical principles in a classroom and school Content is parallel to the field experience community. Students assume major responsi- required at one of four levels of licensure: early bilities of the wide range of teaching duties childhood, elementary, middle, or high school. under the direction of qualified personnel at a ED 535 Literacy Across the Curriculum— designated level of authorization (early child- 3 cr. hrs. hood, elementary, middle, or high school). Emphasizes how children develop various types ED 542 Student Teaching—Advanced— of literacy. Theory of development of literacies 3 cr. hrs. will be emphasized along with actual applica- Student teachers continue to apply professional tion of skills in the classroom. The course will and pedagogical principles in a classroom and focus upon how literacy development is related school community. Students assume all teach- to language, cognitive, moral, and physical ing responsibilities for an extended period of development of learners. Diagnosis of skill time under the direction of qualified personnel. development will also be emphasized. Instruc- A work sample is required. tion emphasis will be determined by the ED 544 Human Resource Development and focused interests of students enrolled in the Management—3 cr. hrs. class. This course is taught in conjunction with Explores interpersonal dynamics and those per- a field experience. formance competencies that relate to human ED 536 Student Teaching Seminar—3 cr. resource management in early childhood, ele- hrs. mentary, middle school, and high school. Issues Provides pre-service educators opportunities to addressed range from hiring, supervising, and examine accomplishments and share concerns evaluating of personnel to personnel processes regarding their teaching performance in the and systems, including empowering stakehold- early childhood/elementary classrooms ers, staff development, labor relations and col- through participation in group discussion. Stu- lective negotiations, school-community rela- dents will acquire information about transition tionships and partnerships. to profession, professional development plans, ED 545 Leadership and Organizational and information about licensure. Change—3 cr. hrs. ED 537 Research in Schools—3 cr. hrs. Focuses on perspectives and skills in leading Examines educational research and statistical and navigating schools through multi-level and methods (both qualitative and quantitative) in systemic change. Change theory, the building light of current research on effective teaching of learning communities, and transformational and school practices. Students locate, read, and leadership represent the core knowledge bases critique the results of current educational upon which students build their own mental research and apply research techniques to models of administrative leadership. The classroom and school issues. Students will be course emphasizes using a local school as a cen- expected to identify and describe an important ter of inquiry and change. The particular school research-appropriate educational issue and/or is aligned with the appropriate authorization problem and develop a research proposal. level of early childhood, elementary, middle ED 538 Master of Arts in Teaching Cap- school, and high school. stone Project—3 cr. hrs. ED 546 Policy, Ethics, and the Law— Students will develop a research project which 3 cr. hrs. addresses the student’s application and integra- Examines legal foundation of educational policy tion of research course content, professional by focusing on constitutional and statutory pro- knowledge, and the School of Education’s con- visions governing schools and the changing ceptual framework and is intended to translate roles of federal, state, and local levels of govern- theory and research into practice. The project is ment. Analysis, through selected case studies at completed independently in consultation with a various levels of schooling, of research, trends, project advisor. Dissemination of the research and emerging issues in the politics of education- will include a written paper and an oral compo- al governance equip the graduate student with nent. skills and understandings in interacting with ED 540 Student Teaching—3 cr. hrs. local boards, teacher groups, administrators, Student teachers apply professional and peda- parents, and other citizen groups within local COURSE DESCRIPTIONS Education — 169 school systems in ethically responsible ways. students. As a final outcome, students develop a ED 547 Resource Allocation, Finance, and personal and professional plan to guide their Management—3 cr. hrs. growth which applies theory to practice. Provides skills and techniques for effectively ED 551 Social and Cultural Foundations— and efficiently managing and evaluating fiscal 3 cr. hrs. operations on the local school level, including Examines social and cultural forces that affect field-based and/or simulated experiences in schools and the experiences of students and budget development, implementation, and teachers. This course encourages practitioners monitoring. Examines strategies for resource to value, embrace, and affirm the cultural, allocation and finance at various levels of racial, class, and gender diversity of both their schooling. Includes an analysis of current local and global communities and will help national, state, and district-based sources of rev- them to design and implement instructional enue and also the identification and develop- practices that empower all students. ment of alternative revenue sources to support ED 552 Leadership for Sustaining the local school development. Vision—3 cr. hrs. ED 548 Supervision for Instructional Assess your personal leadership attributes and Improvement—3 cr. hrs. craft a personal leadership development plan Familiarizes candidates with the benefits and that leads to building an achievement-oriented challenges of supervision and coaching for district. Consider research which informs instructional improvement. Theories of plan- visions of current and future public and private ning, analysis, and evaluation in conjunction schooling in a diverse and democratic society. with supervision as well as models of supervi- Practice the art and science of leading toward sion will be explored and practiced. The rela- and sustaining a vision through nurturing rela- tionship of the supervisor to curriculum devel- tionships, motivating stakeholders, and collabo- opment, staff development, and teacher evalua- rating with others. tion will also be addressed. ED 553 Leadership for Instructional ED 549 IAL Leadership Practicum— Improvement—3 cr. hrs. 3 cr. hrs. Examine best practices and sound educational This capstone course is an integrative experi- research that lead to achievement for all stu- ence that is anchored in a partnership among dents. Learn strategies to create a culture of the student, his/her advisor-instructor, and a high expectations with academic and behavioral field-based mentor-administrator. It is tailored foci through leadership practices, staff develop- to the appropriate levels of authorization. Stu- ment, policy development, and the allocation of dents are required to design an integrative field- time, funds, and human resources. based experience that demonstrates their abili- ED 554 Leadership for Effective Date Dri- ties to lead the development, implementation, ven Decision Making—3 cr. hrs. and/or the institutionalization of a school-wide Explore the uses of data-based research and change initiative using the skills, knowledge, technology in leadership, business, and student and experiences gained from course work. Field learning in an era of information and communi- experiences will be supplemented with month- cation expansion. Discern meaningful uses of ly class seminars, on-site dialogues with the technology and data to advance learning and instructor-advisor and field-based mentor/ad- organizational development. Explore the data- ministrator, and more frequent electronic com- based management principles related to munication between the student and instructor- finance and other operational services such as advisor. The student must demonstrate the nutrition, transportation, maintenance, com- dynamic relationship between theory and prac- munication. tice and, in so doing, develop a portfolio that ED 555 Teacher as Researcher—3 cr. hrs. describes his/her personal theory-of-action for Introduces research as a means to improve leadership. A leadership portfolio will be main- instructional and school-based decision-making. tained and submitted at the end of the Various qualitative research techniques will be practicum. The portfolio will be assessed to applied to classroom or school observation. As determine the extent to which the student com- an extension of reflective practice, students will pleted a set of leadership competencies. be expected to produce a qualitative research- ED 550 Personal and Professional Growth based proposal. and Development—3 cr. hrs. ED 556 Leadership in the Socio-Political Offers opportunities for life-long learning by Context—3 cr. hrs. developing personal understanding and mas- Examine effective strategies for collaborating tery as a reflective practitioner and teacher with the boards of education, legislature, com- leader. Students make explicit their values, munity, business, religious, and service organi- goals, and preferred learning/leadership/teach- zation leaders to create broad-based support for ing styles in order to deepen their knowledge of education and children within a diverse com- 170 — Education munity. Learn how to effectively interact with ED 564 Special Education Practicum: parents, teachers, and other administrators to ECE/ELEM—3 cr. hrs. support an educational vision and address stu- Student teaching in a public school special edu- dent and family conditions that affect learning. cation resource room or self-contained class- Practice effective strategies for media relations. room in elementary school. Schedule nego- ED 557 Leadership and Moral Imperative tiable. Supervision provided by school district for Inclusive Practice—3 cr. hrs. special educators and University supervisor. Explore ethical decision-making, hone political (Prerequisite: Completion of special education understandings and skills, learn to capitalize on coursework.) Fee: $55 per credit. diversity through inclusive practices, and devel- ED 565 Teacher Internship—3 cr. hrs. op a personal mantle of moral responsibility. The course provides experiences with intern Through case methodology, learn to act with teaching in a K-12 school classroom under the integrity and justice while helping every stu- direction of a mentor and a University supervisor. dent achieve. This course may be repeated. Fee: $55 per credit. ED 558 Educational Research for Improved ED 566 Practicum—1-4 cr. hrs. Student Learning—3 cr. hrs. Opportunity to fuse theory and practice in a spe- Examines educational research and statistical cialized area (e.g. ESOL, special education, read- methods in light of current research on effec- ing, etc.) in a field placement. The practicum is tive teaching and schooling practices. The under the direction of a university instructor. course is developed to enhance practicing edu- Students are expected to demonstrate acquired cators’ understanding and application of knowledge skills and dispositions related to the research findings in the classroom. Students specialized area of study. A professional work will be expected to develop a project which sample is required. The course may be repeated applies course knowledge. as required up to 9 hours. Fee: $55 per credit. ED 559 CAL Leadership Practicum—3 cr. ED 568 Special Education Practicum hrs. ELEM/MS—3 cr. hrs. This practicum will be conducted at the district Student teaching in a public school special educa- level. It will involve a field experience that will tion resource room or self-contained classroom in provide the candidate with opportunities to par- elementary school or middle school. Schedule ticipate in district leadership decision-making, negotiable. Supervision provided by school dis- policy design and implementation, uses of data trict special educators and University supervisor. and technology in communication, human (Prerequisite: Completion of special education resources, building positive community rela- coursework.) Fee: $55 per credit. tions, and conflict management. Through ED 569 Special Education Practicum: action research, participants will synthesize MS/HS—3 cr. hrs. knowledge in these areas and enhance skills Student teaching in a public school special edu- and dispositions while interning in district-level cation resource room or self-contained class- functions. room in middle school or high school. Schedule ED 562 Professional Development Process: negotiable. Supervision provided by school dis- Portfolio—3 cr. hrs. trict special educators and University supervisor. Serves as a capstone experience in which stu- (Prerequisite: Completion of special education dents produce a professional portfolio demon- coursework.) Fee: $55 per credit. strating skills related to the 10 standards for ED 570 Curriculum Development and continuing licensure in Oregon. Simultaneously Implementation—3 cr. hrs. students develop a continuing professional Examines the spectrum of curriculum reform development plan. issues and tensions confronting today’s schools ED 563 Master of Arts Capstone Project— and classroom. Students will develop a critical 3 cr. hrs. perspective that reflects the complexity of polit- Serves as a capstone in which students design ical, social, and pedagogical pressures and and conduct a classroom, school, or communi- trends impacting teaching and learning. ty-based research project written in formal aca- ED 571 Enhancing Classroom Relation- demic style that addresses the student’s integra- ships—3 cr. hrs. tion of the professional knowledge and the Offers practical classroom-based strategies for School of Education’s conceptual framework in ensuring active engagement in learning posi- the non-thesis graduate program. The project is tive social interactions, and responsible contri- completed independently in consultation with a butions to the classroom as learning communi- project advisor. (Prerequisite: Students must be ty. Teachers examine and apply new tech- eligible to graduate in the subsequent academic niques in their classrooms and assess them as term.) members of a peer critical learning group. Helps teachers formulate a theoretical or research-based foundation that will guide them COURSE DESCRIPTIONS Education— 171 in developing classroom relationships and man- and respect for students with language and cul- agement. tural differences, and for students with learning ED 573 Quality Teaching and Peer Consul- problems related to language. Advanced study tation—3 cr. hrs. of issues related to reading, language, and cul- Introduces systematic and objective processes tural diversity is required. Required for reading for identifying, analyzing, and refining effective endorsement and ESOL. Field experience instructional practices providing the practition- arranged by instructor may be required. er with skills and experiences in observing ED 582 Content Area Literacy—3 cr. hrs. peers as well as an understanding of his or her Reviews current theory, knowledge, and prac- teaching actions. tice about reading and written communication ED 574 The Teacher as Leader: Challenges for students in K-12 classrooms. Integrates ped- and Opportunities—3 cr. hrs. agogical knowledge of literacy development of Develops new understandings about the role of theory into practice. Students learn various teacher as constructivist leader in today’s methods for facilitating the use of reading and schools. This keystone course focuses on new writing skills in the content area classroom. An role opportunities and expectations for teachers emphasis is placed on teaching for diversity and as participatory decision-makers in school-based developing empathy and respect for all learn- change initiatives. Using their schools as labora- ers. Field experience required. tories, teacher leaders test assumptions and ED 583 Diagnosis and Instruction of Learn- develop a professional theory-of-action for their ing Problems Related to Reading and Lan- roles as emerging teacher leaders. guage Differences (K-12)—3 cr. hrs. ED 575 Transforming Schools and Systemic Studies theories, strategies, assessment meth- Change—3 cr. hrs. ods, case studies of assessment, diagnosis, and Identifies and analyzes current educational instruction of reading-related learning prob- reform initiatives and evaluates them based on lems which exist in K-12 classrooms. Focuses theoretical and research-based (Best Practices) on working with individual learners’ problems models of change. Students are required to in reading and the language arts related to engage in formal inquiry and dialogue about the diverse learners. Required for reading endorse- challenges confronting their own schools as ment. Field experience required. (Prerequi- dynamic units of change. Key concepts include sites: ED 480 or ED 580, or ED 442, and permis- school growth and renewal, effective schooling, sion of instructor.) and professionalism. ED 584 Administration and Evaluation of ED 578 Improving the Instructional Reading Programs—3 cr. hrs. Process—3 cr. hrs. Increased understanding of reading program Provides insights into models of teaching and management as it applies to the development, learning with focus on distinct learning activi- implementation, and improvement cycle at the ties, environment, evaluation, and assessment. department, building, and district level. Emphasis is placed on expanding personal Includes evaluation and role development. In repertoires to become competent in the selec- order to develop an understanding for the total tion and use of appropriate and effective teach- school reading instructional program, students ing strategies. integrate into practice theoretical content ED 580 Elements of Reading (K-12)— knowledge of reading, theoretical knowledge of 3 cr. hrs. diverse learners, and pedagogical knowledge of Studies components of the reading process and reading. An appropriate and required field the various operations performed while read- experience allows for integration of theory into ing. Students develop empathy and respect for practice. Required for Reading Endorsement in the learner of reading while exploring the Oregon, elective for Reading Endorsement in stages of reading and the particular operations Washington. (Prerequisites: ED 480 or ED 580, and strategies necessary in the ability to be a ED 481 or ED 581, ED 483 or ED 583, and per- reader. Required for reading endorsement. mission of instructor.) (Prerequisites: ED 442/450 or ED 535, and per- ED 590 Directed Study—credit arranged. mission of instructor.) ED 591-592 Seminar—credit arranged. ED 581 Reading, Language, and Cultural ED 595-596 Workshop—credit arranged. Diversity in Schools—3 cr. hrs. ED 598 M.Ed. Capstone Project—3 cr. hrs. Introduces students with no previous course- Serves as a capstone in which students design work in linguistics or cultural studies to the and conduct a classroom, school, or community broad areas of language and culture relevant to based research project written in formal acade- K-12 classrooms. Introduces theories, materials, mic style that addresses the student’s integra- and methods (including the writing of lesson tion of the professional knowledge and the plans) for reading/language instruction for School of Education’s conceptual framework in diverse classrooms. Students develop empathy the non-thesis graduate program. The project is 172 — Education/Electrical Engineering COURSE DESCRIPTIONS completed independently in consultation with a and its applications. Z-transform analysis of dis- project advisor. (Prerequisite: Students must be crete-time systems and its applications. Fourier eligible to graduate in the subsequent academic series and Fourier transform of continuous- term.) time signal and their applications. Sampling ED 599 Thesis—3-6 cr. hrs. theorem. Fourier analysis of discrete-time sig- Students develop a research thesis with a major nals and its applications. MATLAB software is professor and two other committee members incorporated throughout the course. (Prerequi- for the master of arts degree. site: EE 261.) ED 599x Thesis in Progress—0 cr. hrs. EE 271 Electrical Circuits Laboratory— Registration for any graduate student who has 1 cr. hr. received the grade of IP in Thesis 599 is required Measurement experience with a variety of basic while the thesis is in progress. Fee: $40. electrical instruments. The student engineer will verify many of the principles of electrical Electrical Engineering circuit theory. (Corequisite: EE 261.) Fee: $20. EE 111 Introduction to Multimedia Process- EE 301 Electromagnetic Fields—3 cr. hrs. ing—2 cr. hrs. Lumped vs. distributed electrical circuits. Tran- This course will examine how speech, music, sient response of lossless transmission lines. and images can be represented as digital signals Sinusoidal steady-state waves on lossless trans- that can be readily manipulated using comput- mission lines. Smith chart and impedance ers. The course introduces mathematical mod- matching techniques and networks.Review of els used to represent these signals and software vector calculus. Maxwell’s equations and solu- tools used to perform manipulations such as sig- tion of wave equations. Uniform plane electro- nal creation, filtering, and analysis. Several magnetic waves in a simple unbounded lossless applications, such as speech filtering, music medium. (Prerequisites: EE 261, MTH 301, PHY compression, and image enhancement, will be 205.) explored. The various areas of electrical engi- EE 332 Digital Systems Design—3 cr. hrs. neering will also be introduced by examining a Introduction to digital systems. TTL and CMOS commercial system such as digital TV. (Coreq- 74-series logic families. Register-transfer level uisite: MTH 201.) (RTL) combinational logic circuit using 74- EE 231 Logic Design—3 cr. hrs. series MSI digital functions. Overview of pro- Number systems and data representation. grammable logic device (PLD) architectures. Boolean algebra and logic devices. Simplification RTL combinational circuit design using ABEL of Boolean functions. Design and analysis of LSI hardware description language and PLDs. and MSI combinational logic circuits. Hierarchi- Sequential circuit design principles and state cal construction. Design and analysis of synchro- machine design using ABEL and PLD. Introduc- nous sequential circuits, including registers, tion to logic circuit testing. (Prerequisite: EE counters, and random access memory (RAM). 231. Corequisite: EE 373.) EE 333 Computer Organization—3 cr. hrs. Design and simulation of combinational circuits Introduction to computer system hardware are integrated with the course. EE 261 Electrical Circuits—3 cr. hrs. including and Logic Unit (ALU), An overview of circuit analysis. Circuit elements main memory, cache memory, I/O devices, and concepts. Ohm’s and Kirchhoff’s laws. Sim- busses and interfaces, control unit, addressing ple resistive circuits. Review of matrix algebra. techniques, micro-computer architecture. (Pre- Node-voltage and mesh-current analysis using requisite: EE 231.) matrix equations. Superposition principle. EE 351 Electronic Circuits I—3 cr. hrs. Thevenin and Norton equivalent circuits and the Basic concepts of electronic circuit analysis and maximum power transfer theorem. Capacitance design. Physical operation and modeling of and inductance. Natural and step responses of diodes, Bipolar Junction Transistors and MOS- first- and second-order circuits. Review of com- FETs. Small-signal analysis of electronic cir- plex algebra. Sinusoidal steady-state circuits and cuits. Amplifier biasing and bias-point stability. the phasor concept. Impedance and admittance. Use of SPICE as a design tool. (Prerequisite: EE Analysis techniques of sinusoidal steady-state 262.) circuits using phasors. A circuit simulation soft- EE 352 Electronic Circuits II—3 cr. hrs. ware such as PSPICE is also introduced. (Coreq- Continuation of EE 351. A more systems-orient- uisites: EE 271, MTH 202, and PHY 205.) ed view of electronic circuits is presented. Top- EE 262 Signals and Systems—3 cr. hrs. ics include single-stage, multistage, and differ- Introduction to signals and systems. Time- ential amplifiers, frequency response, and basic domain analysis of linear time-variant continu- concepts of feedback. Use of SPICE as a design ous-time and discrete-time systems. Laplace tool. This course presents the theoretical elec- transform analysis of continuous-time systems tronic design and analysis issues which are applied in the required companion laboratory COURSE DESCRIPTIONS Electrical Engineering — 173 course, EE 371. (Prerequisite: EE 351. Corequi- sation, and power flow. (Prerequisite: EE 261.) site: EE 371.) EE 423 Power Electronics and Applica- EE 371 Electronic Circuits Laboratory— tions—3 cr. hrs. 1 cr. hr. Electronic conversion and control of electrical Required electronics laboratory companion power. Includes semiconductor switching course to the EE 352 Electronic Circuits II lec- devices, power converter circuits, control of ture course. Students perform various electron- power converters, and applications in electric ic laboratory experiments which directly apply utilities, motor drives, and power supplies. the electronics theory learned in EE 352. Stu- (Corequisite: EE 351.) dents design, simulate, assemble, and test elec- EE 424 Power System Applications—3 cr. hrs. tronic circuits, including single-stage and multi- Investigation into the principles and applica- stage amplifiers. Students are required to per- tions of selected energy conversion and power form rigorous DC and AC measurements on system technologies. Device measurements their laboratory electronic circuits and correlate and control. Extensive literature search and lab- their measurements to their corresponding the- oratory experimentation culminating in a for- oretical electronic analysis values. Students are mal written report and oral presentation. (Pre- also required to perform rigorous written requisite: EE 420 or EE 423.) reporting of their laboratory results. (Corequi- EE 433 Microprocessor Interfacing and site: EE 352.) Fee: $20. Communications—3 cr. hrs. EE 373 Digital Logic Laboratory—1 cr. hr. Introduction to microprocessors and microcon- Familiarization with the laboratory equipment. trollers. RISC microcontroller instruction set Basic gate operations. Combinational logic architecture and assembly language program- design using SSI, MSI, and LSI logic devices. ming. Timers and interrupt handling. Parallel Logic design with programmable logic devices. input/output device interfacing. Serial commu- Sequential logic circuits. MSI counters. (Coreq- nications using UART, Inter-IC (I2C) bus, and uisite: EE 332.) Fee: $20. synchronous serial interface. I/O port expan- EE 402 Microwave and Optical Transmis- sion. Analog-to-digital converter interface. A sion—3 cr. hrs. PIC18F452 8-bit RISC microcontroller-based Review of Maxwell’s equations and the wave embedded system consisting of keypad and equation. Uniform plane waves in a lossy medi- LCD display is implemented through a series of um. Wave polarization. Reflection and trans- laboratory assignments. (Prerequisite: EE 231.) mission of electromagnetic waves at planar EE 434 ASIC Design—3 cr. hrs. boundaries. Normal incidence. Antireflection Introduction to ASIC (application-specific inte- coatings and radomes. Oblique incidence. grated circuits) design flow. Synthesis of combi- Brewster angle. Total internal reflection. Theo- national and sequential logic. Synthesis of hard- ry of parallel-plate waveguides. Rectangular and ware description language constructs. Post-syn- circular waveguides. Dielectric slab wave- thesis design tasks. FPGA (field programmable guides. (Prerequisite: EE 301.) gate array) architectures. Design prototyping EE 403 Communication Systems—3 cr. hrs. with FPGAs. (Prerequisite: EE 435 or EE 436.) Introductory survey of communication sys- EE 435 Verilog Digital Systems Modeling— tems. Modeling of signals and systems. Analog 3 cr. hrs. and digital modulation techniques. Introduction Introduction to Verilog-based design process. to source coding and error correcting codes. Hierarchical modeling methodology. Basic Ver- (Prerequisite: EE 262.) ilog language structures for modeling digital EE 420 Energy Conversion—3 cr. hrs. hardware functions. Modules and ports. Gate- Principles, applications, and control of modern level modeling. Data flow modeling. Behavioral electromagnetic and electromechanical devices. modeling. Tasks and functions. Useful model- Physical principles are used to develop mathe- ing techniques in digital system design. Compo- matical models of various devices (including nent timing and delay modeling. Logic synthe- actuators, transformers, and motors) to aid in the sis with Verilog HDL. (Prerequisite: EE 231 or process of analysis, selection, and design. Appli- equivalent.) cations include power systems, industrial manu- EE 436 VHDL-Based Digital Systems facturing processes, robotics, and consumer Design—3 cr. hrs. products. An introduction to power electronic Hardware design environment. Introduction to control systems for electromechanical devices is VHDL. Design methodology based on VHDL. presented. (Prerequisite: EE 261.) Basic concepts in VHDL. Structural specifica- EE 421 Electric Power Systems—3 cr. hrs. tion of hardware. Design organization and para- Introduction to the modeling, design, and oper- meterization. Utilities for high-level description. ation of modern power generation, transmis- Data flow description in VHDL. Behavioral sion, and distribution systems. Topics include description of hardware. (Prerequisite: EE 231 complex power, three-phase systems, compen- or equivalent.) 174 —Electrical Engineering COURSE DESCRIPTIONS EE 437 Advanced Computer Architecture— effects, stability, and noise analysis. Use of 3 cr. hrs. PSPICE as a design tool. A brief introduction to Design and analysis of parallel computers nanoelectronics is also included. (Prerequisite: including shared memory multiprocessors and EE 352.) scalable, distributed memory multiprocessors. EE 462 Digital Signal Processing—3 cr. hrs. Bus support for snoop-based caching protocols Properties and applications of continuous and is developed along with coherence conditions. discrete signals. Z-Transform and Fast-Fourier These techniques are extended to the scalable Transform, digital filter design, applications of computer with distributed memory through digital signal processing. (Prerequisite: EE 262.) caching directories. Scalable interconnection EE 480 Senior Design Project Preparation— networks are studied including trees, meshes, 3 cr. hrs. and hypercubes. Two programming models, Selection of and preparation for a senior cap- shared memory and message passing illustrate stone project in electrical or computer design. the design challenges for parallel applications. Electrical design projects incorporating both (Prerequisite: EE 333.) analog and digital aspects and computer design EE 438 Introduction to Digital VLSI projects incorporating both software and hard- Design—3 cr. hrs. ware aspects are encouraged. Students working Introduction to digital CMOS VLSI chip design as members of a design team prepare a formal using computer-aided design (CAD) tools includ- proposal and a preliminary design to meet per- ing Tanner’s L-EDIT software and PSPICE. Top- formance specifications. Written and oral ics include MOS transistors, CMOS gate logic reports on the design project are required. (Pre- design simulation and layout, scalable design requisite: Senior standing.) rules, speed and power considerations, full-cus- EE 481 Senior Design Project—3 cr. hrs. tom VLSI design, semi-custom VLSI design using A continuation of EE 480, this course provides Standard Cells, floor planning, and advanced practical design experience in a team environ- layout techniques. Students are required to ment. Requirements include the final design, complete a modest-sized CMOS integrated circuit implementation, testing, and evaluation of a design project through layout, simulation, and relatively complex electrical or computer verification. (Prerequisites: EE 231 and EE 351.) system to meet specifications. Written and oral EE 439 Microprocessor System Design— reports on the design project are required. Suc- 3 cr. hrs. cessful completion of a comprehensive exami- Microprocessor-based design procedure. Intro- nation based on the EE curriculum is a gradua- duction to 80x86 instruction set architecture tion requirement as part of this course. (Prereq- and assembly language programming. 80186 uisite: EE 480.) microprocessor architecture, interfacing sig- EE 490 Directed Study—1-3 cr. hrs. nals, and bus timing. ROM and SRAM memory Selected study, project, or research in electrical subsystem design. Parallel I/O and 8255A inter- engineering for upper-division students. Must be facing. Keyboard and printer interfacing. Direct arranged between the student and an individual memory access. Introduction to USB. Micro- faculty member and subsequently approved by computer system bus structures. High-speed the dean of engineering. No more than three of design considerations. Hot-swap system design the technical elective hours taken at the Universi- methods. (Prerequisite: EE 433.) ty may be satisfied with individualized study. EE 443 Computer Vision—3 cr. hrs. EE 491-492 Seminars—credit arranged. Introduction to computer vision. Computer vision system components and lighting tech- Graduate Courses niques. Binary image processing: image filtering, EE 502 Microwave and Optical Transmis- histogram equalization, thresholding, and edge sion—3 cr. hrs. detection. Image analysis and representation: Review of Maxwell’s equations and the wave region segmentation and low-level image descrip- equation. Uniform plane waves in a lossy medi- tion. Camera model and stereo vision. (Prerequi- um. Wave polarization. Reflection and trans- site: Senior standing.) mission of electromagnetic waves at planar EE 451 Advanced Analog Electronics— boundaries. Normal incidence. Antireflection 3 cr. hrs. coatings and radomes. Oblique incidence. Brew- Analysis and design of advanced MOS analog ster angle. Total internal reflection. Theory of electronic circuits and analog VLSI integrated parallel-plate waveguides. Rectangular and cir- circuits. Topics include advanced MOS semi- cular waveguides. Dielectric slab waveguides. conductor device models, active loaded single- EE 503 Communication Systems—3 cr. hrs. stage, multistage, and differential amplifiers, Introductory survey of communication systems. operational amplifiers, switched-capacitor fil- Modeling of signals and systems. Analog and dig- ters, deviations from ideality in real amplifiers ital modulation techniques. Introduction to and operational amplifiers via second-order source coding and error correcting codes. A spe- COURSE DESCRIPTIONS Electrical Engineering — 175 cial project will be assigned. hardware functions. Modules and ports. Gate- EE 520 Energy Conversion—3 cr. hrs. level modeling. Data flow modeling. Behavioral Principles, applications, and control of modern modeling. Tasks and functions. Useful model- electromagnetic and electromechanical ing techniques in digital system design. Compo- devices. Physical principles are used to develop nent timing and delay modeling. Logic synthe- mathematical models of various devices sis with Verilog HDL. (including actuators, transformers, and motors) EE 536 VHDL-Based Digital Systems to aid in the process of analysis, selection, and Design—3 cr. hrs. design. Applications include power systems, Hardware design environment. Introduction to industrial manufacturing processes, robotics, VHDL. Design methodology based on VHDL. and consumer products. An introduction to Basic concepts in VHDL. Structural specification power electronic control systems for electro- of hardware. Design organization and parameteri- mechanical devices is presented. zation. Utilities for high-level description. Data EE 521 Electric Power Systems—3 cr. hrs. flow description in VHDL. Behavioral description Introduction to the modeling, design, and oper- of hardware. ation of modern power generation, transmis- EE 537 Advanced Computer Architecture— sion, and distribution systems. Topics include 3 cr. hrs. complex power, three-phase systems, compen- Design and analysis of parallel computers sation, and power flow. including shared memory multiprocessors and EE 523 Power Electronics and Applica- scalable, distributed memory multiprocessors. tions—3 cr. hrs. Bus support for snoop-based caching protocols Electronic conversion and control of electrical is developed along with coherence conditions. power. Includes semiconductor switching These techniques are extended to the scalable devices, power converter circuits, control of computer with distributed memory through power converters, and applications in electric caching directories. Scalable interconnection utilities, motor drives, and power supplies. networks are studied including trees, meshes, EE 524 Power System Applications—3 cr. and hypercubes. Two programming models, hrs. shared memory and message passing illustrate Investigation into the principles and applica- the design challenges for parallel applications. tions of selected energy conversion and power EE 538 Introduction to Digital VLSI system technologies. Device measurements Design—3 cr. hrs. and control. Extensive literature search and lab- Introduction to digital CMOS VLSI chip design oratory experimentation culminating in a for- using computer-aided design (CAD) tools mal written report and oral presentation. including Tanner’s L-EDIT software and EE 533 Microprocessor Interfacing and PSPICE. Topics include MOS transistors, CMOS Communications—3 cr. hrs. gate logic design simulation and layout, scalable Introduction to microprocessors and microcon- design rules, speed and power considerations, trollers. RISC microcontroller instruction set full-custom VLSI design, semi-custom VLSI architecture and assembly language program- design using Standard Cells, floor planning, and ming. Timers and interrupt handling. Parallel advanced layout techniques. Students are input/output device interfacing. Serial commu- required to complete a modest-sized CMOS nications using UART, Inter-IC (I2C) bus, and integrated circuit design project through layout, synchronous serial interface. I/O port expan- simulation, and verification. sion. Analog-to-digital converter interface. A EE 539 Microprocessor System Design— PIC18F452 8-bit RISC microcontroller-based 3 cr. hrs. embedded system consisting of keypad and Microprocessor-based design procedure. Intro- LCD display is implemented through a series of duction to 80x86 instruction set architecture and laboratory assignments. assembly language programming. 80186 micro- EE 534 ASIC Design—3 cr. hrs. processor architecture, interfacing signals, and Introduction to ASIC (application-specific inte- bus timing. ROM and SRAM memory subsystem grated circuits) design flow. Synthesis of combi- design. Parallel I/O and 8255A interfacing. Key- national and sequential logic. Synthesis of hard- board and printer interfacing. Direct memory ware description language constructs. Post-syn- access. Introduction to USB. Microcomputer sys- thesis design tasks. FPGA (field programmable tem bus structures. High-speed design considera- gate array) architectures. Design prototyping tions. Hot-swap system design methods. with FPGAs. EE 543 Computer Vision—3 cr. hrs. EE 535 Verilog Digital Systems Modeling— Introduction to computer vision. Computer vision 3 cr. hrs. system components and lighting techniques. Introduction to Verilog-based design process. Binary image processing: image filtering, his- Hierarchical modeling methodology. Basic Ver- togram equalization, thresholding, and edge ilog language structures for modeling digital detection. Image analysis and representation: 176 — Electrical Engineering/Engineering COURSE DESCRIPTIONS region segmentation and low-level image descrip- EGR 221 Materials Science—3 cr. hrs. tion. Camera model and stereo vision. Provides a fundamental understanding of the EE 551 Advanced Analog Electronics— principles of materials science as they apply to 3 cr. hrs. typical engineering materials. Includes consid- Analysis and design of advanced MOS analog eration of atomic bonding, crystal structures, electronic circuits and analog VLSI integrated phase transformations, and mechanical proper- circuits. Topics include advanced MOS semi- ties. (Prerequisite: CHM 207.) conductor device models, active-loaded single- EGR 270 Materials Laboratory—1 cr. hr. stage, multistage, and differential amplifiers, Provides hands-on experience with the standard operational amplifiers, switched-capacitor fil- methods of processing and evaluating typical ters, deviations from ideality in real amplifiers engineering materials. Includes experiments in and operational amplifiers via second-order tensile testing, heat treatment, microscopic effects, stability, and noise analysis. Use of examination, strain hardening, and impact test- PSPICE as a design tool. A brief introduction to ing. (Prerequisite: EGR 221.) Fee: $20. nanoelectronics is also included. EGR 322 Strength of Materials—3 cr. hrs. EE 562 Digital Signal Processing—3 cr. hrs. Behavior of deformable body systems under Properties and applications of continuous and various external loadings is presented. analysis discrete signals. Z-Transform and Fast-Fourier of stress, deformation, strain, failure, fatigue, Transform, digital filter design, applications of digi- and creep are included. Mathematical, graphi- tal signal processing. cal, and energy methods are utilized. (Prerequi- EE 590 Directed Study—credit arranged. site: EGR 211.) EE 591-592 Seminars—credit arranged. EGR 351 Engineering Economics—3 cr. hrs. EE 599 Thesis—credit arranged. Economic analysis for choice among alterna- EE 599x Thesis in Progress—0 cr. hrs. tives; present worth analysis, annual worth, Registration for any graduate student who has rate of return and benefit-cost ratio analysis; received the grade of IP in Thesis 599 is required effects of depreciation, sources of funds, infla- while the thesis is in progress. Fee: $40. tion and income tax; analysis of decision under risk and uncertainty. Discussion of unemploy- Engineering ment rate and inflation, financial markets, as EGR 110 Introduction to Engineering— well as the use of monetary and fiscal policies to 2 cr. hrs. regulate the economy. (Prerequisite: Sopho- An exploration of the engineering profession, more standing.) including careers, aspects of engineering educa- EGR 360 Analysis of Engineering Data— tion, and case studies. Introduction of ethical and 2 cr. hrs. social issues related to technology. Development This course offers an overview of basic probabil- of engineering design methodology utilizing a ity and statistical procedures used in the analy- semester-long project. Study of oral, written, and sis of engineering data. Methods for displaying graphical communication of technical material engineering data, commonly used probability in conjunction with the project. Fee: $20. distributions for discrete and continuous ran- EGR 211 Engineering Mechanics-Statics— dom variables, and statistical tools such as esti- 3 cr. hrs. mation and simple linear regression are pre- Quantitative description of forces, moments, sented. Students design and conduct experi- and couples acting upon engineering struc- ments and interpret results by using appropri- tures. The free-body diagram is used to under- ate statistical analysis. (Prerequisite: MTH 202.) stand the equilibrium of a whole physical sys- EGR 404 Automatic Control Systems— tem through isolation of each component parti- 3 cr. hrs. cle or body. (Prerequisites: MTH 201, PHY 204.) Linear system theory applied to the modeling, EGR 212 Engineering Mechanics- measurement, and control of continuous-time Dynamics—3 cr. hrs. processes. Topics include the nature and effects Dynamics mathematically describes the of feedback, transfer functions, continuous- motions of bodies under the action of forces. time state variables, matrix formulation, The first part introduces kinematics which responses in the time-domain and frequency- deals with the geometry of motion without con- domain, system stability, and the design of com- sidering applied forces. The second part, kinet- pensation networks such as PID controllers. ics, relates the forces on bodies to the resulting Computer simulation of control systems. Labo- motions. (Prerequisites: MTH 202 , EGR 211.) ratory demonstrations of position and speed EGR 213 Introduction to Dynamics—1 cr. hr. control of servosystems. Applications in process Mathematical description of the motion of bod- control, manufacturing, and robotics. (Prerequi- ies. Introduction of kinematics without consid- site: MTH 321.) ering applied forces. (Prerequisite: EGR 211.) EGR 422 Composite Materials—3 cr. hrs. An overview of the different types of composite COURSE DESCRIPTIONS Engineering/English — 177 materials; processing and performance charac- Graduate Courses teristics of fibers, particulates, and matrix mate- EGR 504 Automatic Control Systems— rials and their interactions in the resulting com- 3 cr. hrs. posites; micromechanics and macromechanics Linear system theory applied to the modeling, of fiber-reinforced composites at the lamina and measurement, and control of continuous-time laminate levels; fatigue and fracture behavior of processes. Topics include the nature and effects composites; design of laminates using analytical of feedback, transfer functions, continuous-time and computer techniques. A project is required state variables, matrix formulation, responses as part of the course. (Prerequisites: EGR 221, in the time-domain and frequency-domain, sys- EGR 322.) tem stability and the design of compensation EGR 425 Welding Engineering—3 cr. hrs. networks such as PID controllers. Computer Review of different types of welding power simulation of control systems. Laboratory sources, processes, and types of electrodes/ demonstrations of position and speed control of wires. Basic welding metallurgy, weld joint servosystems. Applications in process control, design, and NDE techniques. A project on weld- manufacturing, and robotics. A special project ment analysis is required. (Prerequisite: EGR 221.) will be assigned. EGR 481 Capstone Project—2 cr. hrs. EGR 522 Composite Materials—3 cr. hrs. Students are required to do projects including An overview of the different types of composite literature search, analysis, and written and oral materials; processing and performance charac- presentations. These projects are a culminating teristics of fibers, particulates, and matrix mate- experience in the Engineering Management rials and their interactions in the resulting com- program. Interdisciplinary projects between posites; micromechanics and macromechanics engineering and business, as well as other disci- of fiber-reinforced composites at the lamina and plines appropriate to the project, are encour- laminate levels; fatigue and fracture behavior of aged and may include feasibility studies, busi- composites; design of laminates using analytical ness plans, marketing strategies, entrepreneur- and computer techniques. A project is required ial ideas, etc. Course to be taken in Fall semes- as part of the course. ter. (Prerequisite: Senior standing.) EGR 525 Welding Engineering—3 cr. hrs. EGR 482 Capstone Project—2 cr. hrs. Review of different types of welding power Students are required to do projects including sources, processes, and types of electrodes/ literature search, analysis, and written and oral wires. Basic welding metallurgy, weld joint presentations. These projects are a culminating design, and NDE techniques. A project on weld- experience in the Engineering Management ment analysis is required. program. Interdisciplinary projects between EGR 590 Directed Study—credit arranged. engineering and business, as well as other disci- EGR 591-592 Seminars—credit arranged. plines appropriate to the project, are encour- aged and may include feasibility studies, busi- English ness plans, marketing strategies, entrepreneur- ENG 101 English as a Second Language for ial ideas, etc. Course to be taken in Spring Foreign Students: Advanced—3 cr. hrs. semester. (Prerequisite: Senior standing.) Advanced ESL reading and writing; study skills; EGR 490 Directed Study—1-3 cr. hrs. vocabulary; sentence structure; writing of para- Selected study, project, or research in engineer- graphs and short essays to prepare students for ing for upper-division students. Must be college writing. arranged between the student and an individual ENG 107 College Writing—3 cr. hrs. faculty member, and subsequently approved by Course aimed at the development of writing the dean of engineering. No more than three of skills with emphasis on instruction and practice the technical elective hours taken at the Univer- in writing the college essay and the library sity may be satisfied with individualized study. research paper. Restricted to students with 59 EGR 491-492 Seminars—credit arranged. or fewer credit hours. Students with 60 or more EGR 499 Senior Thesis—3-6 cr. hrs. credit hours who are not exempted from ENG Research, study, or original work under the 107 take ENG 311. (Prerequisites: ENG 101 for direction of a faculty mentor, leading to a schol- students who need this preparatory course.) arly thesis document with a public presentation ENG 112 Introduction to Literature— of results. Requires approval of thesis director, 3 cr. hrs. department chair, dean, and the director of the Introduction to literary genres and the tools of honors program, when appropriate. (Prerequi- literary interpretation and criticism promoting sites: Senior standing; 3.0 G.P.A. in the thesis reader understanding and enjoyment. Recom- area or good standing in the honors program.) mended as preparation for upper-division litera- ture courses. A writing-embedded course. 178 — English COURSE DESCRIPTIONS ENG 225 Introduction to Literary ENG 325 Eighteenth Century British Litera- Studies—3 cr. hrs. ture—3 cr. hrs. This course provides English and foreign lan- Readings in the fiction, poetry, drama, and guage majors with an introduction to literary essays of the wittiest, most pungently satirical research and literacy theory, applying both to and most artfully artificial era in all of British lit- specific works of literature. It also provides stu- erature (1660-1770), set against the cultural and dents with an introduction to effective use of economic background. Particular attention paid the academic library and of online resources as to the origins of the English novel. Works by a part of the research process. It exposes stu- Dryden, Behn, Wycherley, Congreve, , dents to classical and contemporary theories of Finch, Astell, Manley, Swift, Gay, Defoe, John- literature underlying the acts of reading and son, Burney, Haywood, Barker, and others. interpreting. Required of English majors; optional ENG 326 Shakespeare: Representative for foreign language majors. Can be taken con- Plays—3 cr. hrs. currently with a 300-level English course. Introduction to Shakespeare’s works including ENG 290 Directed Study—credit arranged. analysis and discussion of several of the come- ENG 311 Advanced Writing—3 cr. hrs. dies, histories, and tragedies with attention The writing and editing of various kinds of given to the cultural background and the inter- essays in a workshop setting, plus an examina- esting particulars of the Elizabethan theater. tion of the writing process itself and the reading ENG 337 Modern World Novel—3 cr. hrs. of fine essays. Examination of the remarkable achievement in ENG 320 Anglo-Saxon and Medieval form as well as the modernist search for mean- Literature—3 cr. hrs. ing in great world novelists like Conrad, Hesse, From Beowulf to 1500, readings from key poets, Camus, Faulkner, Achebe, Joyce, Kazantzakis, playwrights, and prose writers from the Anglo- Solzhenitsyn, Mishima. Saxon and medieval periods examined in the ENG 338 Modern World Drama—3 cr. hrs. context of linguistic, social, and literary history. Discussion of masterpieces of twentieth-century In addition to Beowulf, readings will include theatre by dramatists including Ibsen, Chekhov, selections from The Canterbury Tales, Sir Gawain Shaw, Pirandello, O’Neill, Ionesco, Beckett, Shaffer. and the Green , hagiographies (saints’ ENG 341 Studies in the Short Story—3 cr. hrs. lives), and The Book of Margery Kempe. Appreciation for the short story and its practi- ENG 323 Chaucer—3 cr. hrs. tioners from around the world. Readings reflect What happens when a woman with five hus- the history of the genre, notable figures, fiction- bands, a man too drunk to sit on his horse, and a al techniques, and representative themes. hotel manager with a gambling streak get togeth- ENG 342 Studies in Poetry—3 cr. hrs. er? Chaucer’s Canterbury Tales. This course will Intensive practice in reading lyric poetry in introduce you to the above characters in addition English (plus a few snippets from English narra- to a gallery of equally colorful and unforgettable tive epics) in the framework of the history of men and women in Chaucer’s writing. Wending the genre, with attention paid to representative our way alongside these chatty narrators we will forms, subjects, themes, and kinds of poetry take frequent rest stops to survey the terrain of from the beginnings of modern English to the Chaucer’s late medieval English world and his present. own reading list of literary sources. In addition, ENG 344 Romantic Literature—3 cr. hrs. we will look ahead and try to figure out what it is Works of Wordsworth, Coleridge, Bryon, Shel- about Chaucer’s writing that has proved to be so ley, Clare, and Keats examined in the context of influential for so long. Like the many different political, social, and literary history of the early characters that populate Chaucer’s texts, our nineteenth century. questions about them will be numerous and var- ENG 345 Victorian Literature—3 cr. hrs. ied as we examine issues such as gender, lan- Works of Tennyson, Browning, Arnold, Dick- guage, violence, religion, science, exploration, ens, Hardy, and Wilde examined in the context economics, and nation-building. of the political, social, and literary history of the ENG 324 Renaissance British Literature late nineteenth century. (1500-1600)—3 cr. hrs. ENG 346 Modern British Literature—3 cr. hrs. Readings from the greatest playwrights, poets, A survey of representative authors and texts and prose writers of the British Renaissance, set from 1900 to 1945, including Conrad, Forster, within a framework of the changing ideas and Ford, Lawrence, Joyce, Shaw, Woolf, Mansfield, fascinating cultural tapestry of the period. and the war poets, with special focus on the Authors studied include More, Marlowe, Spenser, Great War’s aesthetic, social, and historical Jonson, Shakespeare, Webster, Donne, Wroth, repercussions on literature and culture. Herbert, Lanyer, and Milton. ENG 350 History and Politics in Fiction— 3 cr. hrs. Examination of novels and plays that turn upon COURSE DESCRIPTIONS English — 179 historical and political events. Emphasis given issues, such as cultural continuity, immigration, to the characteristics of fiction as opposed to the assimilation, civil rights, and citizenship, affect- requirements of history and to fiction as a ing the lives of ethnic Americans. Readings means of interpreting political events. drawn from authors including Anzaldua, ENG 351 Satire—3 cr. hrs. Cahan, Castillo, Cisneros, Douglass, Erdrich, Explorations in the themes, forms, and theories Hurston, Hwang, Kingston, Morrison, Mukher- of satire, past and present, examining how great jee, Silko, and Roth, as well as key theorists of writers have turned malice and moral indigna- ethnicity. tion into witty, funny, or biting fiction, poetry, ENG 375 Studies in Irish Writers—3 cr. hrs. and drama. Readings drawn from authors such This survey of Irish fiction, drama, and poetry as Orwell, Houellebecq, Heller, West, , from 1900 to today explores issues of identity, Swift, Atwood, Pope, Jonson, Horace, and nationalism, gender, history, and faith through Juvenal. works by heavyweights Joyce and Yeats, but ENG 352 Film and Literature—3 cr. hrs. also by Lady Gregory, Sean O’Casey, Edna Investigating a century of imaginative synergy O’Brien, Roddy Doyle, Colm Toibin, Brian Friel, between the medium of film and the medium of Seamus Heaney, Eavan Boland, and Marina literature, this course explores connections, Carr, among others. divisions, and adaptations between these two ENG 380 Empire, Colonialism, and Inde- vehicles for narrative and ideas. Readings and pendence: Postcolonial Literature and Cul- viewings will exemplify how history, genre, and ture —3 cr. hrs. artistic form influence the translations of pic- Historically framed survey of representative tures and words. authors from former British colonies in Asia, ENG 355 Nineteenth-Century American Africa, and the Caribbean. Introduction to key Literature—3 cr. hrs. theorists of postcolonialism from Said to Spivak A survey of the transformation of American cul- and discussion of key concepts such as imperi- tural and literary expression from romanticism alism, racism, hybridity, mimicry, decolonial- in the early decades to realism and naturalism in ization, neo-colonialism, nationalism(s), and the decades following the Civil War. Possible immigration. (Also listed as SJP 403.) inclusions are Irving, Bryant, Poe, Thoreau, ENG 406 Writing Workshop: Poetry— Hawthorne, Stowe, Melville, Whitman, Dickin- 3 cr. hrs. son, Howells, James, Twain, Crane, and Chopin. Elements of poetry for beginning and interme- ENG 356 American Modernism(s)—3 cr. hrs. diate poets who wish to receive guidance for Investigation of the multiple American artistic their own work and who wish to read the work responses to twentieth-century modernity. Pos- of both contemporary poets and fellow stu- sible inclusions are Pound, H.D., Eliot, Stevens, dents; an opportunity for writing, reading, and Williams, Hughes, Hurston, Wright, Faulkner, discussing poetry. (Prerequisite: Successful Cather, Hemingway, and O’Neill. completion of an English or American literature ENG 363 The Literature of Nature and the course from the 300 level or permission of Out-of-Doors—3 cr. hrs. instructor.) Study of British and American authors from ENG 409 Writing Workshop: Fiction— Wordsworth to Lewis Thomas who have cele- 3 cr. hrs. brated, defended, and popularized themes and Principles and techniques necessary to the subjects from nature and natural history. short story writer. Analysis of professional fic- ENG 370 American Women Writers— tion as well as guidance for original work of 3 cr. hrs. beginning and intermediate writers. Limited to A survey of women writers from America’s juniors and seniors. (Prerequisite: Successful beginnings to present day with attention to the completion of an English or American literature historical and social context of writers and course from the 300 level or permission of works. instructor.) ENG 371 African American Writers— ENG 410 Linguistics—3 cr. hrs. 3 cr. hrs. Examines and applies the major concepts, theo- Study of important works of African American ries, and research related to the nature and literature from the slave narratives of the nine- acquisition of language as a system. This teenth century to the prose and poetry of the includes a focus on the components of a lan- twentieth century. guage system, including phonology, morpholo- ENG 372 Multi-Ethnic American gy, syntax, semantics, pragmatics, semiotics, Literature—cr. hrs. discourse varieties, aspects of social and acade- A comparative study of representative works by mic language, rhetorical registers, and writing American writers of African, Asian, Latin Amer- conventions. (Also listed as ED 410.) ican, American Indian, and Jewish descent, within a historically situated understanding of 180 — English COURSE DESCRIPTIONS ENG 417 Composition Theory and ENG 461 Oregon and Northwest Writers— Practice—3 cr. hrs. 3 cr. hrs. Study of relevant research and theory from Selections from the prose and poetry of past and composition, rhetoric, linguistics, and psycholo- present Northwest writers. Includes works of gy applicable to practice. Required course for Berry, Doig, Kesey, LeGuin, Lopez, Roethke, and writing assistants. (Prerequisite: 3.0 in writing Stafford. (Prerequisite: Successful completion of courses, including ENG 107.) an English or American literature course from ENG 426 Shakespeare’s History Plays— the 300 level, or permission of instructor.) 3 cr. hrs. ENG 471 American Romanticism—3 cr. hrs. Studies in the two tetralogies of Shakespeare’s An intensive investigation of figures associated English plays with emphasis on sources, Eng- with the flowering of a distinct American lish history, the political meaning of the plays, romanticism occurring in the mid-19th century. and the dramatic intentions of the author. (Pre- Possible inclusions are Emerson, Thoreau, requisite: Successful completion of an English Fuller, Poe, Stowe, Sedgwick, Hawthorne, or American literature course from the 300 Melville, and Whitman. (Prerequisite: Success- level or permission of instructor.) ful completion of an English or American litera- ENG 430 International Literature of Peace ture course from the 300 level, or permission of and Justice—3 cr. hrs. instructor.) The impact of language on human life, especial- ENG 472 American Realism and Natural- ly its importance in creating and sustaining ism—3 cr. hrs. peace or violence. Works of contemporary writ- An intensive investigation of the major literary ers. (Prerequisite: Successful completion of figures and the artistic response to the United English or American literature course from the States’ emergence as a world power in the years 300 level or permission of instructor. Also listed 1865-1914. Possible inclusions are Dickinson, as SJP 404.) Howells, Twain, Crane, James, Chopin, Norris, ENG 447 British Literature Since 1945— Adams, Wharton. (Prerequisite: Successful com- 3 cr. hrs. pletion of an English or American literature Survey of representative works published since course from the 300 level, or permission of World War II, with an emphasis on historical and instructor.) cultural contexts. Authors may include Bowen, ENG 476 Faulkner—3 cr. hrs. Greene, Spark, Stoppard, Pinter, McEwan, Byatt, Important works of Nobel prize-winning Ameri- Barker, Lively, Weldon, and Ishiguro. can William Faulkner. Attention to his broadly ENG 457 Contemporary American Litera- human themes played out in narrow southern ture—3 cr. hrs. settings, and to his experimental techniques. An intensive investigation of recent move- Works studied include Go Down, Moses, The ments in American literature, including various Sound and the Fury, As I Lay Dying, Light in aspects of postmodernism. Possible inclusions August, The Hamlet, Absalom!, Absalom! (Pre- are Ginsburg, Kerouac, Bishop, Roethke, Plath, requisite: Successful completion of an English Lowell, Nabokov, Morrison, Dillard, Barth, Pyn- or American literature course from the 300 chon, Kushner, and Spiegelman. (Prerequisite: level, or permission of instructor.) Successful completion of an English or Ameri- ENG 477 Hemingway and Fitzgerald— can literature course from the 300 level, or per- 3 cr. hrs. mission of instructor.) The hollow glitter of “the jazz age” and the stoic ENG 460 Contemporary American tragedy of “the lost generation” come alive. Poetry—3 cr. hrs. Examination of two of America’s best known Class will survey contemporary American poet- writers as spokesmen for their age and as inno- ry, both lyric and narrative, and examine vators in the art of fiction writing. (Prerequisite: diverse voices, languages, and styles as well as Successful completion of an English or Ameri- common post-modern concerns. Course materi- can literature course from the 300 level, or per- als will include essays on modern and post- mission of instructor.) modern poetics, a sampling of poems from the ENG 482 Modernism in British Fiction— 1950s-1980s by Lowell, Bishop, Wilbur, Gins- 3 cr. hrs. berg, O’Hara, Snyder, and others, and books by Major British and Irish writers of the early such contemporary American poets as Clifton, twentieth century who responded to the dra- C.K. Williams, Glück, Doty, Oliver, Rita Dove, matic historical and philosophical changes that Dunn, Addonizio, Levine, Simic, and Hudgins. mark the period, and who developed new fic- (Prerequisite: Successful completion of an Eng- tional techniques to express those responses. lish or American literature course from the 300 Readings drawn from such authors as Conrad, level, or permission of instructor.) Woolf, Joyce, Lawrence, Richardson, Forster, Mansfield. (Prerequisite: Successful completion of an English or American literature course COURSE DESCRIPTIONS English/Environmental Studies/Fine Arts — 181 from the 300 level, or permission of instructor.) identification, wildfire regeneration, and field ENG 490 Directed Study—credit arranged. data mapping). Three hours of lecture per week. ENG 491-492 Seminars—credit arranged. (Also listed as BIO 384.) ENG 495-496 Workshops—credit arranged. ENV 385 Environmental Microbiology— ENG 497 English Internship—1-3 cr. hrs. 3 cr. hrs. Academic internships are available for qualified Morphology, physiology, and ecology of micro- students (3.0 G.P.A.; 3.25 G.P.A. in English). organisms, emphasizing their role in environ- Internships provide English majors with job mental processes such as nutrient cycling, bio- experience pertinent to the study of English. remediation,waste treatment, and food produc- The internship may be taken for one to three tion. Three hours of lecture per week. (Prereq- credit hours, and the credit can apply to the uisites: CHM 207-208. Also listed as BIO 385.) English major. ENV 386 Environmental Chemistry—3 cr. hrs. ENG 499 Senior Thesis—1-3 cr. hrs. This course takes the perspective of environ- Research, study, or original work under the mental chemistry to address topics including: direction of a faculty mentor, leading to a schol- energy forms, the atmosphere, the hydro- arly thesis document with a public presentation sphere, the biosphere, transport of materials, of results. The Senior Thesis is taken in con- chemical transformations, and modeling. (Pre- junction with an approved upper division Eng- requisite: CHM 208. Also listed as CHM 386.) lish class. Requires approval of thesis director, ENV 387 Environmental Laboratory—1 cr. hr. department chair, dean, and the director of the This course will bring together environmental honors program, when appropriate. (Prerequi- analysis techniques from chemistry, microbiol- sites: Senior standing; good standing in the the- ogy, and ecology. Permission of instructor sis area or the honors program.) required. Fee: $60. ENG 510 Linguistics—3 cr. hrs. ENV 400 Integrating Seminar in Environ- Examines and applies the major concepts, theo- mental Studies—3 cr. hrs. ries, and research related to the nature and A project-oriented seminar in which student acquisition of language as a system. This teams with varying backgrounds in environ- includes a focus on the components of a lan- mental studies develop action plans to deal with guage system, including phonology, morpholo- regional environmental issues. gy, syntax, semantics, pragmatics, semiotics, ENV 493 Environmental Research—1-3 cr. discourse varieties, aspects of social and acade- hrs. mic language, rhetorical registers, and writing Faculty-directed student research. Before enroll- conventions. (Also listed as ED 510.) ing, a student must consult with an environmen- tal studies faculty member to define the project. Environmental Studies ENV 497 Environmental Internship— ENV 383 Environmental Geoscience— 1-6 cr. hrs. 3 cr. hrs. Practical field experience working with govern- This course focuses on the interrelationships mental agencies, corporations, or environmen- between the inanimate Earth and all life forms, tal organizations. Students will be required to do with special emphasis on environmental inter- appropriate readings and an appropriate report. actions between the Earth and human beings. Specific topics include the environmental sig- Fine Arts nificance of natural resources (including ener- FA 125 Basic Design—3 cr. hrs. gy, minerals, soil, and water), natural hazards A course designed to involve students in the (including earthquakes, mass wasting, subsi- creative process while concentrating on the dence, and volcanoes), ocean processes (includ- fundamental concepts of design through a ing basins and coastlines), and waste manage- series of exercises using a variety of art media. ment (including burial, movement, remediation). FA 203 Development of the Fine Arts in ENV 384 Remote Sensing and Geographic Europe—3 cr. hrs. Information Systems—3 cr. hrs. Western culture through the study of art forms This course focuses on environmental applica- from Roman-Hellenistic times to the Renais- tions of multispectral remote sensing (RS) and sance. (Salzburg only.) its integration into geographic information sys- FA 207 Introduction to Fine Arts—3 cr. hrs. tems (GIS). Specific RS topics include sensor Presentation, analysis, and discussion of selected systems, digital image processing, and automat- expressions in film, music, visual art, theatre, and ed information extraction. Specific GIS topics architecture designed to acquaint the student with include spatial database management systems, the influences, developments, and interrelations data analysis, and environmental modeling. of the fine arts in the history of Western civiliza- Special emphasis will be placed on biological tion and contemporary life. Fee: $50. applications (e.g., vegetation mapping, habitat 182 — Fine Arts COURSE DESCRIPTIONS FA 215 Introduction to Photography— FA 315 Black and White Photography II— 2 cr. hrs. 3 cr. hrs. A comprehensive introduction to aesthetic as Students will expand their knowledge of tradi- well as technical aspects of photography, with tional black and white photographic processes by emphasis on developing the students’ creative getting hands-on experience with a range of potential. Study of the fundamentals of black materials like infrared and technical-pan films, and white film and print processing, and the cold and warm tone fiber base papers, and sele- basics of photographic composition. Course nium toning procedures, while completing a includes lectures, slide presentations, field series of images with a common theme. Multiple trips, and weekly assignments. Students must exposures, blurred images, paper negatives, and furnish a 35mm SLR camera. Film and paper solarizations will also be introduced. May be will be purchased in bulk collectively. May be repeated for a maximum of 6 credit hours. May taken a second time using color negative film. not be audited. (Prerequisites: FA 215 and FA May not be audited. 216, or permission of instructor.) Fee: $75. FA 216 Photography Laboratory—1 cr. hr. FA 317 Creative Photography—3 cr. hrs. Practical application of the aesthetic and techni- Students will learn a range of alternative photo- cal options studied in FA 215. Students will graphic processes, such as making and using a develop one roll of BW film, make a contact pinhole camera; using plastic panoramic, 4-in-1, sheet, and at least two 8"x10" enlargements per and “Holga” cameras; and making enlarged nega- week, with emphasis on correct exposure and tives to use with 19th century processes like contrast of prints. Taken concurrently with FA cyanotypes (blue prints). Three Polaroid process- 215. May be taken a second time developing es, image and emulsion transfers, and SX-70 color enlargements. May not be audited. Fee: $75. images are also introduced. May be repeated for FA 226 Painting I—2 cr. hrs. a maximum of 6 credit hours. May not be audit- Studio supervision in basic design and painting ed. (Prerequisites: FA 215 and FA 216, or permis- techniques. Class is conducted by a series of sion of instructor.) Fee: $75. seminar conferences and projects with the FA 318 Photoshop—2 cr. hrs. requirement of a terminal creative project. Stu- Digital photographic techniques utilizing Photo- dents are expected to provide all necessary shop software. May not be audited. (Prerequi- materials. May not be audited. sites: FA 215, FA 216.) FA 228 Ceramics I—2 cr. hrs. FA 325 3-D Design—3 cr. hrs. Introduction to both wheel and hand-building Helps the student to build his/her own unique techniques using cone 6 clay. Glazing and firing language as an expressive tool for art making. procedures and the use of clay as both a func- The creation of 3-D objects will be made from a tional and expressive medium will be demon- variety of materials such as wood, clay, found strated. May not be audited. Fee: $20. objects, and maché. Enhances skills in percep- FA 242 Drawing I—2 cr. hrs. tion, balance, and composition. Studio training in the observation of objects. FA 327 Painting II—2 cr. hrs. Basic drawing of inanimate objects in graphite Studio supervision in advanced design and and ink. Course also includes application of the painting techniques. Class is conducted by a principles of object drawing to sketching. May series of seminar conferences and projects with not be audited. the requirement of a terminal creative project. FA 244 Sculpture I—2 cr. hrs. Students are expected to provide all necessary Introductory studio course examines historical materials. May be repeated for a maximum of 6 and contemporary issues relevant to creating a credit hours. May not be audited. (Prerequisite: personal visual vocabulary and communicating FA 226 or permission of instructor.) through sculptural forms. Classes will be struc- FA 329 Ceramics II—2 cr. hrs. tured around presentations, demonstrations, Advanced methods of forming and glazing pots. ongoing group discussions, critiques, and studio Individual exploration of clay is encouraged. work in various media. May not be audited. May be repeated for a maximum of 6 credit FA 246 Printmaking—2 cr. hrs. hours. May not be audited. (Prerequisite: FA Introduction to the art of printmaking. A studio 228 or equivalent, or permission of instructor.) course in which students will make prints using Fee: $20. a variety of techniques. May not be audited. FA 343 Drawing II—2 cr. hrs. FA 290 Directed Study—credit arranged. Advanced studio training in figure drawing and FA 304 Development of the Fine Arts in mixed media in graphite and ink. Course also Europe—3 cr. hrs. includes application of the principles of object Western culture through the study of art forms drawing and sketching to outdoor settings. May from the Renaissance to the twentieth century. be repeated for a maximum of 6 credit hours. (Salzburg only.) May not be audited. (Prerequisite: FA 242 or permission of instructor.) COURSE DESCRIPTIONS Fine Arts/French — 183 FA 344 Figure Drawing—2 cr. hrs. learning center required. (Prerequisite: One Advanced studio training in the techniques of year of college French, two years of high school drawing the human form, including the use of French, or equivalent.) live models. May not be audited. (Prerequisite: *FRN 205 Accelerated Intermediate FA 242 or permission of instructor.) French—6 cr. hrs. FA 345 Sculpture II: Stone Carving— This course will offer the students an opportu- 2 cr. hrs. nity to immerse themselves in the French lan- This advanced studio class focuses entirely on guage and strengthen their linguistic skills. stone carving. Skills and concepts learned in FA This course follows FRN 102 and will build on 244 will be strengthened while furthering a per- the concepts covered at the introductory level. sonal visual vocabulary using stone. May be This intensive class substitutes for FRN 201- repeated for a maximum of 6 credit hours. May 202, thus making it possible to complete the not be audited. (Prerequisite: FA 244 or permis- language requirement in the B.A. core curricu- sion of instructor.) lum. For those students who are interested in FA 350 Survey of Art Masterpieces I— advancing to literature and culture classes, this 3 cr. hrs. class will offer a thorough review of grammar Study art in its cultural context from ancient concepts, and opportunity to converse in times to the early Renaissance. Topics include French and introduction to the literature of Paleolithic art and artifacts; the art and architec- France and the French-speaking world. ture of the ancient civilizations of Egypt, the Near FRN 290 Directed Study—credit arranged. East, Greece and Rome; plus works and issues FRN 301 Advanced French Conversation— arising from the Christian tradition and its dia- 3 cr. hrs. logue with the ancient world. Visual resources Advanced review and expansion of grammar include slides and video. No prerequisite. and idiomatic expressions to prepare students FA 351 Survey of Art Masterpieces II— for the 400-level courses. A broad variety of 3 cr. hrs. activities and reading materials are used to devel- Study works of art and architecture from the op conversational proficiency and improve High Renaissance to Postmodernism. Emphasis accuracy in oral and written expression. (Pre- is on individual artists, art movements, and sig- requisite: Two years of college French, four nificant works studied in their cultural context. years of high school French, or equivalent.) Beyond the High Renaissance, topics include FRN 302 Advanced French Conversation the Baroque and Rococo, Neoclassicism, Real- and Composition—3 cr. hrs. ism, Impressionism, Cubism, and the many Continued review and expansion of grammar, trends of the modern and postmodern periods. vocabulary, and idiomatic expressions. A broad Visual resources include slides, video and a variety of activities and reading materials are museum visit. No prerequisite, but both FA 350 used to develop conversational proficiency and and 351 complement overseas study of the arts improve accuracy in oral and written expres- and architecture, either before or after the expe- sion. Weekly compositions on a variety of top- rience. ics. (Prerequisite: FRN 301.) FA 490 Directed Study—credit arranged. FRN 403-404 Survey of French Literature— FA 491-492 Seminars—credit arranged. 2 sems., 6 cr. hrs. FA 493-494 Research—credit arranged. Representative works and authors from the FA 495-496 Workshops—credit arranged. to the twentieth century. Reading, FA 497 Internship—credit arranged. discussion, and text analysis. Papers and reports. Taught in French. (Prerequisite: FRN French 302 or equivalent.) FRN 101-102 Elementary French—2 sems., FRN 411 French Phonetics—3 cr. hrs. 6 cr. hrs. Systematic study of the pronunciation, articula- Acquisition of vocabulary and structures neces- tion, and intonation of Modern French. Exercis- sary to execute basic communicative tasks. Ele- es in phonetic transcription. French songs, radio mentary readings and simple compositions. broadcasts, and laser disks. Taught in French. One additional hour per week of lab work in the (Prerequisite: FRN 302 or permission of instruc- language learning center required. Courses tor.) must be taken in sequence. FRN 417 Advanced French Grammar and FRN 201-202 Intermediate French—2 sems., Conversation—3 cr. hrs. 6 cr. hrs. Thorough review and continued study of the Intensive review and further development of essentials of French grammar. Application of oral and written proficiency skills. Short oral the new, more complex structures in conversa- presentations on cultural topics. One additional tion. Taught in French. (Prerequisite: FRN 302 hour per week of lab work in the language or permission of instructor.) *Course offered Summer Session only. 184 — French/Geography/German COURSE DESCRIPTIONS FRN 418 Advanced French Vocabulary and promotes greater retention. It provides a solid Conversation Workshop—3 cr. hrs. foundation for second-year German at the Uni- Extensive practice in speaking the language with versity of Portland or for students going to emphasis on the acquisition and use of new Salzburg who did not take German 101-102. vocabulary and more complex idiomatic phrases. GRM 113-114 Advanced Elementary Ger- FRN 421 Advanced French Culture and man—2 sems., 6 cr. hrs. Civilization—3 cr. hrs. Continued development of vocabulary, struc- Study of the social, artistic, philosophical, and tures, and speaking strategies, partially through political currents of France and other French- cultural assignments in Salzburg. (Prerequisite: speaking countries. Taught in French. (Prereq- GRM 100 or equivalent. Salzburg only.) uisite: FRN 302 or permission of instructor.) GRM 201-202 Intermediate German— FRN 422 Spoken French—3 cr. hrs. 2 sems., 6 cr. hrs. Study of the phonology, syntax, and lexicon of Review and further development of proficiency colloquial French in order to improve compre- skills. One additional hour per week of lab work hension. Taught in French. (Prerequisite: FRN in the Language Learning Center required. 302 or permission of instructor.) (Prerequisite: Full year of college German, two FRN 423 Contemporary France—3 cr. hrs. years of high school German, or equivalent.) Study and discussion of the main social and cul- GRM 207 Accelerated Intermediate tural issues in France from the 1960s to the pre- German—6 cr. hrs. sent. Exploration and evaluation of current This course will offer the students an opportu- events covered in the French media. The mate- nity to immerse themselves in the German lan- rial used will come from French cultural texts, guage and strengthen their linguistics skills. newspapers, radio and television, as well as This course follows GRM 102 or GRM 105 and movies, advertising, and songs. Taught in will build upon the concepts covered at the French. (Prerequisite: FRN 302 or permission of introductory level. When this course is offered instructor.) at the University’s Salzburg, Austria campus FRN 490 Directed Study—credit arranged. additional opportunities for immersion in Ger- FRN 491-492 Seminars—credit arranged. man and Germanic culture in Austria, Ger- FRN 497 French Internship—1-3 cr. hrs. many, and the surrounding countries will be Academic internships are available for qualified provided. students (3.0 GPA; 3.25 GPA in French). Intern- GRM 290 Directed Study—credit arranged. ships provide students with job experience per- GRM 301-302 German Conversation and tinent to the study of French. The internship Composition—2 sems., 6 cr. hrs. may be taken for one to three credit hours. Broad variety of activities and reading materials are used together with partner, group, and indi- Geography vidualized approaches to develop conversation- GEO 301 Cultural Geography—3 cr. hrs. al proficiency, improve accuracy in writing and A survey of global cultures and interrelation- speaking, and expand active and passive vocab- ships between environment and culture. Focus ulary. Conducted in German. on language, religion, migrations, and cultural GRM 303 Introduction to German Cultural transformation in an increasingly interdepen- Studies: Contemporary German Identity— dent world. (Also listed as SJP 469.) 3 cr. hrs. Examines the social and cultural developments, German which frame the ongoing discussion concerning GRM 100 Conversational German for German identity in modern German-speaking Salzburg Program—3 cr. hrs. countries through the lenses of various disci- Conversationally oriented program intended plines such as literature, history, politics, the especially for students going on to the Salzburg arts, and media. Topics may include national program, but open to anyone who has not stud- identity, unity, globalization, German language ied German before. in the world, and “Germanness” outside of Ger- GRM 101-102 Elementary German— many. 2 sems., 6 cr. hrs. GRM 304 Contemporary German Culture— Acquisition of vocabulary and structures neces- 3 cr. hrs. sary to execute basic communicative tasks. One Examines the social and cultural developments additional hour per week of lab work in the Lan- in contemporary German-speaking countries guage Learning Center required. via media (e.g. newspapers, online environ- GRM 105 Accelerated Elementary Ger- ments, popular music, current film). Emphasis man—6 cr. hrs. will be placed on synthesizing and analyzing This class provides students with the opportuni- media to arrive at a reading of German-speak- ty to learn a full year of German in six weeks ing cultures in context, which examines all lev- with the advantage of intensive study, which els of cultural production. COURSE DESCRIPTIONS German/Heath and Physical Education— 185 GRM 311 Austrian Traditions, Traditional Internships provide students with job experi- Austria—3 cr. hrs. ence pertinent to the study of German. The This course provides students with a broad con- internship may be taken for one to three credit text for understanding Austrian social, political, hours. and cultural traditions in customs, art, litera- GRM 499 Senior Thesis—1-3 cr. hrs. ture, film and music from 1740 to 1945. The Research, study, or original work under the course focuses in particular on the creative ten- direction of a faculty mentor, leading to a schol- sion between the conservative values of primar- arly thesis document with a public presentation ily rural Austria and the avant-garde move- of results. Requires approval of thesis director, ments associated with the big city of Vienna. department chair, dean, and the director of the GRM 312 The Austrian Image: Dream or honors program, when appropriate. (Prerequi- Reality?—3 cr. hrs. sites: Senior standing, 3.0 GPA in the thesis area Analysis of contemporary literature, film, and or good standing in the honors program.) music will help students to understand how Austria’s cultural history defines its present. Health and Physical Students will also be encouraged to explore their own preconceptions about Austrian cul- Education ture, including a chance to revisit The Sound of HPE 108 Life Skills for Student Athletes— Music. When the course is taught in Salzburg, 1 cr. hr. students will have the opportunity to interview Recognizes the unique demands of college stu- Austrians about their perceptions of their own dent athletes and assists them in acquiring culture. When the course is taught at home, stu- skills which will allow them to respond to those dents can explore these issues via the internet challenges. Course content will reflect issues and through e-mail correspondence. relevant to adjustment to college life; social, GRM 403-404 Survey of 20th-Century academic, and athletic performance demands. German Literature—2 sems., 6 cr. hrs. HPE 109 Personal Fitness—1 cr. hr. Exploration of major 20th-century writers in Development of personal fitness goals in Germany, Austria, and Switzerland. Conducted strength, muscular endurance, flexibility, and in German. cardio-respiratory endurance using a variety of GRM 406 Understanding Contemporary exercise techniques, anaerobic and aerobic Germany through Film—3 cr. hrs. activities, and run/walk programs. An exploration of German history, culture, lan- HPE 110 Beginning Weight Training— guage, and the German psyche via German film. 1 cr. hr. Cinematic samples representing each major peri- Introduction to weight training techniques for od of German history from the 1920s to the pre- the development of muscular strength and sent will be explored to gain an understanding of endurance. The course includes the develop- the prevailing zeitgeist and the artistic means ment of an individualized program. used in portraying it. Conducted in German. HPE 115 Swimming Skill Improvement— GRM 408 German Play Reading and 1 cr. hr. Performance—3 cr. hrs. Development of swimming techniques focusing Contemporary German plays will be read in a on stroke improvement and achievement of “reader’s theater” format, discussed in the con- personal goals. text of current social/cultural events, and per- HPE 116 Swim Conditioning—1 cr. hr. formed in German. Emphasis upon expanding Development of fitness for swimming using a vocabulary and improving pronunciation, into- variety of training techniques to achieve indi- nation, and expression. Conducted in German. vidual goals. GRM 421 Advanced German Culture— HPE 117 Water Aerobics—1 cr. hr. 3 cr. hrs. Development of strength, endurance, flexibility, Exploration of Germany’s historical develop- balance, and feelings of well-being through aero- ment and contemporary German culture. Con- bics in the water. ducted in German. HPE 204 Introduction to Athletic GRM 422 Advanced Austrian Culture— Training—3 cr. hrs. 3 cr. hrs. Designed to provide a working knowledge of the Cultural and historical exploration of Austria. prevention, care, treatment, and rehabilitation Students will research and discuss topics rele- of athletic injuries. Basic principles of taping vant to contemporary Austria. Conducted in and use of modalities will be presented. (Pre- German. requisite: SCI 103 or equivalent.) GRM 491-492 Seminars—credit arranged. HPE 210 Lifetime Health and Fitness— GRM 497 German Internship—1-3 cr. hrs. 2 cr. hrs. Academic internships are available for qualified Study of routes leading to personal health and students (3.0 GPA; 3.25 GPA in German). fitness. Course will cover issues concerning 186 — Health and Physical Education/History COURSE DESCRIPTIONS nutrition, exercise, psychological and physio- ing and use of modalities will be presented. logical health, CPR, and first aid. (Prerequisite: (Prerequisite: 3 hours of biology.) HPE 204.) HPE 505 Kinesiology for Physical HPE 340 ECE/ELEM Physical Education— Educators—3 cr. hrs. 3 cr. hrs. Students apply their knowledge of human Provides future teachers the opportunities to anatomy to the study of movement with major explore and participate in the content knowl- emphasis placed upon the action of bones, edge of physical education and fitness/wellness joints, muscles and the role of the nervous sys- programs at the early childhood and elemen- tem in relation to body control. The applicable tary levels. This course will demonstrate the mechanical principles to gross motor activities value of an effective physical education program are stressed. Graduate students: research paper in developing holistic learners. Students will required. Admitted only with instructor’s per- research and evaluate their effectiveness by mission. (Prerequisites: HPE 504, 3 credit hours critically reviewing and analyzing the resources of human anatomy.) for the teaching of physical education. HPE 506 Medical Aspects of Athletic HPE 405 Kinesiology for Physical Educa- Injuries—3 cr. hrs. tors—3 cr. hrs. Equips the student with the knowledge, proce- Students apply their knowledge of human dure, and techniques an athletic trainer uses to anatomy to the study of movement with major perform joint evaluations, apply therapeutic emphasis placed upon the action of bones, modalities, and rehabilitate athletic injuries. joints, and muscles and the role of the nervous Students will be expected to complete a project system in relation to body control. The applica- involving procedures used in specific athletic ble mechanical principles to gross motor activi- injuries. Graduate students: research paper ties are stressed. (Prerequisites: HPE 204, BIO required. Admitted only with instructor’s permis- 307, BIO 377.) sion. (Prerequisites: HPE 504, 3 hours of biology.) HPE 406 Medical Aspects of Athletic HPE 507 Sports Psychology for Physical Injuries—3 cr. hrs. Educators—3 cr. hrs. Equips the student with the knowledge, proce- Provides the student with knowledge and skill dure, and techniques an athletic trainer uses to application germane to the psychological envi- perform joint evaluations, apply therapeutic ronment of sports and its implications. Gradu- modalities, and rehabilitate athletic injuries. ate students: research paper required. Students will be expected to complete a project HPE 508 Exercise Physiology for Physical involving procedures used in specific athletic Educators—3 cr. hrs. injuries. (Prerequisite: HPE 204.) Provides the student with a workable knowl- HPE 407 Sports Psychology for Physical edge of human physiological response to exer- Educators—3 cr. hrs. cise and other environmental stresses. Students Provides the student with knowledge and skill will be involved in such practices as the use of application germane to the psychological envi- graded exercise testing to determine physical ronment of sports and its implications. fitness levels. Graduate students: research HPE 408 Exercise Physiology for Physical paper required. Admitted only with instructor’s Educators—3 cr. hrs. permission. (Prerequisite: 3 credit hours of Provides the student with a workable knowledge human physiology.) of human physiological response to exercise and HPE 510 Lifetime Health and Fitness— other environmental stresses. Students will be 2 cr. hrs. involved in such practices as the use of graded Study of routes leading to personal health and exercise testing to determine physical fitness fitness. Course will cover issues concerning levels. (Prerequisites: HPE 204, BIO 308, BIO 378.) nutrition, exercise, psychological and physio- HPE 491 Stress Management—3 cr. hrs. logical health, CPR, and first aid. (Prerequisite: Students will examine the nature and physio- HPE 504.) logical impact of stress including stress emo- tions and personalities. Stress management History techniques will be examined and practiced in the development of spirituality, coping strate- Introductory Surveys gies, and relaxation techniques. HST 210 United States: Early America— 3 cr. hrs. Graduate Courses Survey of the American nation from colonial HPE 504 Introduction to Athletic times to 1876. Offered annually. Training—3 cr. hrs. HST 211 United States: Modern America— Designed to provide a working knowledge of 3 cr. hrs. the prevention, care, treatment, and rehabilita- Survey of the American nation from 1876 to the tion of athletic injuries. Basic principles of tap- present. Offered annually. COURSE DESCRIPTIONS History — 187 HST 220 Foundations of Western HST 315 United States in the Progressive Civilization—3 cr. hrs. Era—3 cr. hrs. Introduction to history through the study of This course will examine the United States Western civilization from classical times through from circa 1870 to 1920. Major emphasis will be the seventeenth century. Offered annually. given to reform movements, social develop- HST 221 Modern Western Civilization— ments, and economic change during this peri- 3 cr. hrs. od, a time when the United States industrial- Development of Western civilization from the sev- ized and became a world power. enteenth century to the present and its impact on HST 318 Cold War America—3 cr. hrs. the non-Western world. Offered annually. Study of the causes and effects of the Cold War HST 251 Modern East Asia—3 cr. hrs. in American domestic and foreign affairs. Survey of the historical development of China, Emphasis will be placed on social, cultural, eco- Japan, and Korea from about 1400 to the pre- nomic, and political movements within the sent. Focuses especially on the cultural com- United States, as well as America’s role in world monalities between these three countries, the events after World War II. (Also listed as SJP influence of western contact on each, and their 425.) individual paths to modernization. HST 320 The American Mind—3 cr. hrs. HST 255 Africa, the Middle East, and Study of those characteristics of American cul- Asia—3 cr. hrs. ture, from the colonial period to the present, Course will examine the impact of imperialism that have led to the development of a distinc- and post-colonialism on the cultures and tive and unique individual called the American. nations of Africa, the Middle East, and Asia over HST 321 The Religious Heritage of Ameri- the last two centuries. Special emphasis will be ca—3 cr. hrs. placed on cultural traditions, resource extrac- Examination in historical perspective of the tion, industrial developments, and the diplo- beliefs, laws, and rituals found in America’s matic relations of this region with the larger main religious groups: Protestants, Catholics, world community. and Jews. In addition, historical survey of reli- gious movements indigenous or unique to Upper-Division Courses America: Shakers, Mormonism, Christian Sci- HST 310 Colonial —3 cr. hrs. ence, Pentecostalism, and the Black Church, Study of the exploration and colonization of plus American civil religion. (Also listed as North America by Spain, France, and Britain. THEP 468.) Emphasis will be placed on interactions with HST 322 History of the Catholic Church in Native Americans, the development of unique America—3 cr. hrs. societies and political institutions, and a com- Study of the development of the Catholic parison of the establishment of the independent Church in America, with emphasis on signifi- nations of Canada, Mexico, and the United States. cant social, political, and cultural ideas and HST 311 United States: The Young issues. (Also listed as THE 469.) Republic—3 cr. hrs. HST 325 American Military History—3 cr. hrs. Development of the United States as a nation from This course is designed to meet the American the American Revolution to the Jacksonian era. military history requirement for AFROTC com- HST 312 Plains Indians History—3 cr. hrs. missioning but is open to anyone interested in This course will survey the major aspects of military history. Special attention will be given Plains Indian culture and history from the earli- to battle analysis and the lessons learned from est archaeological evidence to the present day. battle, the evolution of American warfare 1775 Special emphasis will be given to traditional to present, the professionalization of the Ameri- Plains Indian cultures and the interaction can military, and the place of the military in between Plains Indians and the U.S. culture and American society. government in the nineteenth and twentieth HST 333 Medieval Europe—3 cr. hrs. centuries. (Also listed as SJP 420.) A broad study of the history of Medieval Europe, HST 313 United States: Civil War Era— from St. Augustine to the Hundred Years’ War, 3 cr. hrs. with special emphasis on politics and culture. From the Jacksonian era through the Civil War HST 335 Europe in the Age of Religious to the emergence of a modern state. War—3 cr. hrs. HST 314 American Frontier—3 cr. hrs. This course will examine European history Course will examine the American frontier from 1500 to 1688. This period runs from the from 1500 to the present. Special emphasis will Reformation to the birth of the modern state be placed on the migrations of many different system. Special emphasis on intellectual, artis- peoples into the frontier, the development of tic, and cultural developments as well as the resources and industries, and the construction theological and military transformations in of the mythic tales of the frontier. European life during this time. 188 — History COURSE DESCRIPTIONS HST 336 Europe in the Age of Enlighten- HST 352 The United States and the Pacific ment—3 cr. hrs. Rim—3 cr. hrs. Course covers the history of Europe between This course will focus on the historic social, eco- England’s Glorious Revolution in 1688 and the nomic, and political development and - French Revolution of 1789. Special focus on the ic relations of the United States and the nations personalities and ideas of the Enlightenment of the Pacific Rim from roughly 1500 to the pre- and their influence on European governments sent. Major emphasis will be given to the geopo- and politics. litical struggles over time between the United HST 342 Europe in the Age of Nationalism— States and the Spanish and British empires, 3 cr. hrs. Japan, China, and . Study of the major personalities, institutions, HST 353 to 1600—3 cr. hrs. and movements which shaped the moderniza- Muslim world from the rise of Islam until the tion of Europe in the century after 1815, as the sixteenth century when the Ottoman Empire region changed under the impact of economic was at its height. Focus on cultural, political, and political revolutions. and economic developments in the Middle East HST 343 Europe in the Age of Dictatorship— and Mediterranean basin. 3 cr. hrs. HST 354 Colonial Latin America—3 cr. hrs. A broad study of the European continent from Course will begin with a brief study of the main 1900 to the revolutions of 1989 and their after- indigenous civilizations in Central America, math, emphasizing the political, social, and cul- then proceed to a study of Portuguese and Span- tural significance of the century’s major events. ish exploration and rule until the colonies (Also listed as SJP 426.) gained independence in the early 19th century. HST 345 Spain from 1000 to 1700, Medieval HST 355 Roman Empire and China’s Han and Early Modern Spain—3 cr. hrs. Dynasty—3 cr. hrs. This course will examine Spain’s long centuries These roughly contemporaneous empires share of contact and conflict between Christian and significant features in common. Students in this Muslim regions and its expansion abroad as a course will study these two empires side by side world power. Topics will include the nature of a to better appreciate the features of both. Stu- frontier society, the development of the politi- dents will also examine the role of the Silk Road cal systems of Castile and Aragon, Iberia’s con- in connecting the two and in nourishing the nections to the rest of Europe and to the diverse civilizations through which it passed. Mediterranean world, cultural and artistic HST 357 Technology, Resources, and Envi- developments, the interactions among the ronment in World History—3 cr. hrs. three religious groups (, , This course will examine the exploitation of Jews), the expansion into the Atlantic and ulti- natural resources in modern global society, mately to the Americas, the growth and admin- from the beginnings of the Industrial Revolu- istration for the Spanish Empire in Latin Ameri- tion to the modern day. Special emphasis is ca and the effect that the colonies had on Spain. placed on the intersection of technology, cul- HST 346 Modern Germany—3 cr. hrs. ture, and the environment in modern life. (Also Study of the varying political forms of German listed as SJP 422.) life over the past two centuries with emphasis HST 358 Disease and Medicine in World on the war and the Nazi dictatorship. (Also list- History—3 cr. hrs. ed as SJP 424.) This course will examine the role disease, tech- HST 347 Modern France—3 cr. hrs. nology, environment, and culture have played Study of the major political, social, economic, in human history from ancient times to the 20th and cultural forces since the Revolution of 1789 century. Areas of particular focus will include with emphasis on the intellectual ideas and gov- major epidemics, the rise of germ theory, and ernmental issues shaping modern France. the intersection between economic development HST 351 History of Modern Japan—3 cr. and human health. (Also listed as SJP 421.) hrs. HST 359 The Modern City—3 cr. hrs. This course introduces students to the history Course examines the emergence of modern of Japan since 1500. Emphasis on the political, urbanization in various parts of the world from social, intellectual, and cultural developments approximately 1800 to the present emphasizing of Japan from the period of the three great uni- similarities and differences in urban develop- fiers in the 16th century through its quest to be ment across countries and cultures. Course a world power in the first half of the 20th centu- addresses the built environment of cities as well ry. Also included is an assessment of Japan’s as the political, social, and economic forces that place in the world today and contemporary cul- have shaped urbanization and their effects. ture. HST 370 Early Modern Europe—3 cr. hrs. Study of Europe from 1600 to approximately 1815 with emphasis on absolutism in France, COURSE DESCRIPTIONS History/Mathematics — 189 constitutionalism in England, the emergence of Prussia and Russia, the Enlightenment, and the Mathematics French Revolution. MTH 105-106 Mathematics for Elementary HST 372 Study of British History— Teachers—2 sems., 6 cr. hrs. 3-6 cr. hrs. Rational numbers and subsystems. Probability Study of special topics in British history. (Lon- and statistics. Real numbers and geometry. Alge- don Program.) braic structures. Emphasis on problem solving. HST 391-392 Special Topics—variable credit (Prerequisite: MTH 105 for MTH 106. Does not fulfill the core requirement.) 400-Level Electives MTH 111 Precalculus I—3 cr. hrs. (Prerequisite: One history course at 200- or 300- Review of basic algebra, functions, graphing, level must be completed before taking a 400-level logarithm, and exponential functions, systems history course.) of linear equations. (Does not fulfill the core HST 400 History and Historians—3 cr. hrs. requirement.) Comprehensive introduction to the study of his- MTH 112 Precalculus II—3 cr. hrs. tory as a discipline, including consideration Review of exponential and logarithmic func- both of historiography (the writing of history) tions, their graphs, trigonometric and inverse and methodology (the types of evidence and trigonometric functions. Analytic geometry, methods of analysis used to construct historical sequences, and series.(Does not fulfill the core arguments). Students also identify senior thesis requirement.) topics and conduct initial historigraphical *MTH 115 Teaching Mathematics with Tech- research. Required for history majors. nology—3 cr. hrs. HST 401 Senior Seminar—3 cr. hrs. Two mathematical areas provide the content of Study of the advanced techniques of research the course: (1) Geometry and (2) Algebra and and writing of a senior thesis based on original Modeling. Mathematical content and pedagogy research. Includes public presentation of are fully integrated using contemporary class- results. Required for history majors. (Prerequi- room technologies. (Does not fulfill the core site: HST 400.) requirement.) HST 420 Seminar in American History—3 MTH 121 Calculus for Business and Social cr. hrs. Science—3 cr. hrs. In-depth seminar on history and historiography Introduction to differential and integral calcu- on a selected topic in American history. lus with emphasis on applications to business Designed for history major and minor students. and economics. (Prerequisite: MTH 111.) HST 430 Seminar in European History—3 MTH 141 Finite Mathematics—3 cr. hrs. cr. hrs. Matrices, systems of linear equations, linear In-depth seminar on history and historiography programming. Sets and counting, probability. on a selected topic in European history. (Prerequisite: MTH 111.) Designed for history major and minor students. MTH 161 Elementary Statistics—3 cr. hrs. HST 450 Seminar in Non-Western Elementary statistical calculations and statisti- History—3 cr. hrs. cal thinking. Examples will be chosen from var- In-depth seminar on history and historiography ious disciplines. Topics include sampling, nor- on a selected topic in non-Western history. mal distribution, central limit theorem, hypoth- Designed for history major and minor students. esis testing, and simple regressions. HST 481-485 Special Topical Courses— MTH 201 Calculus I—4 cr. hrs. 1-3 cr. hrs. The study of the differential and integral calcu- Study of special topics in history. lus with emphasis on applications in the natur- HST 490 Directed Study—credit arranged. al and physical sciences. (Prerequisite: MTH HST 491-492 Seminars—credit arranged. 112 or permission of instructor.) HST 495-496 Workshop—credit arranged. MTH 202 Calculus II—4 cr. hrs. HST 497 Internship—credit arranged. Techniques of integration, numerical integra- HST 499 Senior Thesis—6 cr. hrs. tion, applications of integration, sequences and Research, study, or original work under the series, including Taylor series. (Prerequisite: direction of a faculty mentor, leading to a schol- MTH 201 or permission of instructor.) arly thesis document with a public presentation MTH 290 Directed Study—credit arranged. of results. Requires approval of thesis director, MTH 301 Vector Calculus—4 cr. hrs. department chair, dean, and the director of the The study of functions in several variables: vec- honors program when appropriate. (Prerequi- tors, matrices, partial derivatives, gradients, sites: Senior standing, 3.0 in the thesis area, optimization, and integration. Differentiation and/or good standing in the honors program.) and integration of vector-valued functions, line integrals, surface integrals, curl, divergence, *Course offered in alternate years. 190 — Mathematics COURSE DESCRIPTIONS Green’s Theorem, and Stokes’ Theorem. (Pre- numbers and functions of a single real variable. requisite: MTH 202.) Topics include completeness, limits, continuity, MTH 311 Discrete Structures—3 cr. hrs. differentiation, integration, and sequences. Topics may include: set theory, logic, methods Additional topics may include series, an intro- of proof, combinatorics, recurrence relations, duction to Euclidean or metric spaces. (Prereq- graphs, and Boolean algebra. (Prerequisite: uisite: MTH 311.) MTH 201.) *MTH 402 Real Analysis II—3 cr. hrs. MTH 321 Ordinary Differential Equations— Topics may include sequences and series of 3 cr. hrs. functions, uniform convergence, Fourier series, Introduction to elementary ordinary differen- the Riemann-Stieltjes integral, and functions in tial equations with applications to physical several variables. (Prerequisite: MTH 401.) processes—emphasis on first and second order *MTH 404 Complex Variables—3 cr. hrs. equations, systems of linear differential equa- Complex numbers and functions of a complex tions, and Laplace transforms. (Prerequisite: variable; limits, differentiability; Cauchy’s theo- MTH 202.) rem; power series, Laurent series, residue theo- *MTH 322 Partial Differential Equations— rem with applications, maximum modulus the- 3 cr. hrs. orem, Liouville’s theorem; conformal mapping Fourier series. Inner product spaces. Solutions to and applications. (Prerequisite: MTH 301, MTH heat, wave, and Laplace’s equations. Green’s func- 311.) tions. (Prerequisite: MTH 321.) *MTH 431 Modern Geometry—3 cr. hrs. MTH 341 Introduction to Linear Algebra— A foundations course in elementary geometry 3 cr. hrs. discussing the following: incidence ; Systems of linear equations and matrices, deter- finite, metric, and synthetic geometries; Euclid- minants, vector spaces, linear transformations, ean, hyperbolic, and elliptical geometries; and eigenvalues and eigenvectors. (Prerequisite: some axiomatic theory. (Prerequisites: MTH MTH 202.) 301, MTH 341.) *MTH 345 Number Theory—3 cr. hrs. *MTH 435 Topology—3 cr. hrs. An introduction to the study of the integers and An introduction to fundamental concepts in related objects. Topics are taken from among point-set topology. Topics are taken from the the following: divisibility, primes and the following: open and closed sets, continuity, con- Euclidean algorithm, the Euler phi-function, nectedness, compactness, separability, metric special primes and perfect numbers, congru- spaces. (Prerequisite: MTH 311.) ences mod n, quadratic residues, continued *MTH 441 Modern Algebra I—3 cr. hrs. fractions, quadratic forms, diophantine equa- The study of algebraic structures that are like tions. (Prerequisite: MTH 311.) the integers, polynomials, and the rational †MTH 351 Numerical Methods in Computing numbers. The integers and their properties. I—3 cr. hrs. Groups: examples, properties, and counting Numerical techniques for computer-aided solu- theorems. Rings: examples and properties. tion of non-linear equations, systems of equa- Fields: roots of polynomials and field exten- tions, interpolation, numerical integration and sions. (Prerequisite: MTH 311, MTH 341.) differentiation, and solution of ordinary differ- *MTH 442 Modern Algebra II—3 cr. hrs. ential equations. (Prerequisite: CS 203, MTH Unique factorization in special rings. Field theo- 321 or MTH 341.) Fee: $25. ry and the use of groups to understand field MTH 387 Service Learning in Mathema- extensions: finite fields, Galois theory. Classical tics—1 cr. hr. construction problems, solution of n-th degree This seminar supports students as they work in polynomials. (Prerequisite: MTH 441.) local high school and middle school mathemat- MTH 461 Applied Statistics I—3 cr. hrs. ics classrooms in the Outreach Excel Program. Probability, discrete and continuous random vari- Students will discuss questioning strategies, ables, expectation, important probability distribu- ways to facilitate group work, how to deal with tions, introduction to sampling, estimation, and problems in the classroom, go over curriculum hypothesis testing. (Prerequisite: MTH 202, MTH being used in the classroom, and learn how to 311.) interact with high school and middle school stu- †MTH 462 Applied Statistics II—3 cr. hrs. dents. This is a pass/no pass course. May be Topics from simple linear and multiple repeated for credit. regression, analysis of variance and design of MTH 390 Directed Study—credit arranged. experiments, methods for categorical data, *MTH 401 Real Analysis I—3 cr. hrs. distribution-free methods. (Prerequisite: MTH A rigorous treatment of properties of the real 461.)

*Course offered in alternate years. †Course offered on demand. COURSE DESCRIPTIONS Mathematics/Mechanical Engineering — 191 MTH 490 Directed Study—credit arranged. sions. (Prerequisite: MTH 311, MTH 341.) MTH 491 Seminar in Mathematics— *MTH 542 Modern Algebra II—3 cr. hrs. 3 cr. hrs. Unique factorization in special rings. Field theo- Carries a reflecting the subject or subjects ry and the use of groups to understand field studied and/or the nature of the class struc- extensions: finite fields, Galois theory. Classical ture. May be repeated for credit. construction problems, solution of n-th degree MTH 499 Senior Thesis—3-6 cr. hrs. polynomials. (Prerequisite: MTH 541.) Research, study, or original work under the MTH 561 Applied Statistics I—3 cr. hrs. direction of a faculty mentor, leading to a Probability, discrete, and continuous random scholarly thesis document with a public pre- variables, expectation, important probability sentation of results. Requires approval of the- distributions, introduction to sampling, estima- sis director, department chair, dean, and the tion, and hypothesis testing. (Prerequisites: director of the honors program, when appro- MTH 301, MTH 341.) priate. (Prerequisites: Senior standing; 3.0 *MTH 562 Applied Statistics II—3 cr. hrs. G.P.A. in the thesis area or good standing in Topics from simple linear and multiple regres- the honors program.) sion, analysis of variance and design of experi- ments, methods for categorical data, distribu- Graduate Courses tion-free methods. (Prerequisite: MTH 561.) The Department of Mathematics does not MTH 590 Directed Study—credit arranged. offer graduate degree programs, but does offer MTH 591 Seminar in Mathematics—3 cr. hrs. courses that may apply toward graduate pro- grams in education or engineering. The fol- Mechanical Engineering lowing courses are available and offered annually or in alternate years. ME 111 Engineering Graphics—2 cr. hrs. *MTH 501 Real Analysis I—3 cr. hrs. This course introduces graphical communica- A rigorous treatment of properties of the real tion of engineering design using traditional numbers and functions of a single real variable. sketches and drawings coupled with computer Topics include completeness, limits, continu- modeling. An introduction to engineering draw- ity, differentiation, integration, and sequences. ings, dimensioning, and tolerances will be pro- Additional topics may include series, an intro- vided. Three dimensional modeling will be duction to Euclidean or metric spaces. (Prereq- introduced using commercial software. Visual- uisite: MTH 311.) ization and manipulation of existing models will *MTH 502 Real Analysis II—3 cr. hrs. be performed by generating drawings, building Topics may include sequences and series of assemblies, and photo rendition. ME 301 Mechanical Engineering Analy- functions, uniform convergence, Fourier sis—2 cr. hrs. series, the Riemann-Stieltjes integral, and Numerical methods applied to engineering functions in several variables. (Prerequisite: problems: interpolation and curve fitting of MTH 501.) experimental data, matrix analysis, and *MTH 504 Introduction to Complex approximation methods in structural, thermal, Variables—3 cr. hrs. and fluid systems. (Prerequisite: CS 201.) Complex numbers and functions of a complex ME 304 Computer Aided Engineering— variable; limits, differentiability; Cauchy’s the- 3 cr. hrs. orem; power series, Laurent series, residue This course builds on the concepts learned in theorem with applications, maximum modulus strength of materials and introduces finite mod- theorem, Liouville’s theorem; conformal map- eling (FEM). Topics include elasticity, Hooke’s ping and applications. (Prerequisite: MTH 401.) law, failure theories. FEM is introduced mathe- *MTH 535 Topology—3 cr. hrs. matically beginning with springs, trusses, and An introduction to fundamental concepts in beams. A commercial FEM software package is point-set topology. Topics are taken from the used to model plane stress and three-dimen- following: open and closed sets, continuity, con- sional geometry. Individual projects are used to nectedness, compactness, separability, metric introduce three dimensional analysis. (Prereq- spaces. (Prerequisite: MTH 311.) uisite: EGR 322.) Fee: $20. *MTH 541 Modern Algebra I—3 cr. hrs. ME 311 Mechanics of Fluids I—3 cr. hrs. The study of algebraic structures that are like Basic properties of a fluid, problems in hydro- the integers, polynomials, and the rational statics. The general equations of fluid motion. numbers. The integers and their properties. Boundary layer concepts. Application to a vari- Groups: examples, properties, and counting ety of laminar and turbulent incompressible theorems. Rings: examples and properties. flow situations. The technique of dimensional Fields: roots of polynomials and field exten- *Course offered in alternate years. †Course offered on demand. 192 — Mechanical Engineering COURSE DESCRIPTIONS analysis is introduced. (Prerequisite: EGR 212 of various machine components and simple sys- or EGR 213.) tems. The design criteria are based on stress ME 312 Mechanics of Fluids II—2 cr. hrs. analysis, manufacturing issues, materials, and Application of fluid mechanics principles to fatigue considerations. (Prerequisites: EGR 221, laminar and turbulent duct flows; head losses EGR 322.) through pipes including minor losses; compres- ME 403 Advanced Machine Design—3 cr. hrs. sible flows; measurement and turbomachinery. Advanced topics in design of machinery. Topics (Prerequisite: ME 311.) include design considerations for fabrication ME 331 Fundamental Thermodynamics— and assembly, advanced materials issues, 3 cr. hrs. advanced fatigue analysis, failure modes, and Classical treatment emphasizing the first and sec- effects analysis. Impact and elastic wave propa- ond laws of thermodynamics and their applica- gation. (Prerequisite: ME 401.) tion to open and closed systems undergoing ME 405 Kinematics and Mechanisms steady and unsteady processes. Tabular and Design—3 cr. hrs. graphical data, as well as ideal gas properties, are Analysis and synthesis of planar mechanisms used in analytical work. (Prerequisite: MTH 202.) using both graphical and analytical methods. ME 332 Applied Thermodynamics —2 cr. hrs. Topics include: displacement, velocity, acceler- Application of thermodynamic principles in ation, and dynamic force analyses of machinery. analyzing power and refrigeration systems, Linkage synthesis and gear train design are also non-reacting gas mixtures, psychrometrics, and covered. (Prerequisite: Junior standing.) combustion. (Prerequisites: CHM 207, ME 331.) ME 407 Robotics—3 cr. hrs. ME 336 Heat Transfer—3 cr. hrs. An introduction to the theory and applications Conduction, convection, and radiation heat of industrial robots. Topics include robot config- transfer are studied in detail. Real engineering uration, homogeneous transformation, kine- problems and systems involving more than one matics and dynamics, motion trajectory, of these modes are analyzed. Numerical (com- Jacobean and workspace analysis. Projects on puter) solutions are emphasized for the many Puma robot applications are required. (Prerequi- problems for which analytical solutions cannot site: Senior standing.) be found. (Prerequisite: ME 331.) ME 413 Applied Hydraulics and Hydraulic ME 341 Modern Manufacturing Processes— Systems—3 cr. hrs. 3 cr. hrs. Applications of fluid power in mechanical sys- Manufacturing properties of engineering tems. Pumps, motors, valves, cylinders, and materials. Casting, forging, forming, and joining accumulators. Application and design of various processes. Conventional and non-conventional control circuits. Steady and unsteady flow in material removal processes. Powder metallurgy closed conduits. (Prerequisites: EGR 322, ME 311.) and coatings. An introduction to the concept of ME 415 Turbomachinery—3 cr. hrs. intelligent processing of materials. (Prerequi- Dimensional analysis and similitude; applications sites: EGR 221, EGR 322.) of fluid flow and thermodynamics to the study ME 371 Motion Control Laboratory— of turbomachinery. Characteristics and perform- 1 cr. hr. ance of different types of compressors, turbines, Experimental studies of motion control includ- and pumps. (Prerequisites: ME 311, ME 331.) ing control system hardware and software, step- ME 421 Failure Analysis—3 cr. hrs. per motors, servo motors, sensors, simulation, Methods to identify and prevent failures in design and data acquisition systems. (Prerequisite: CS and manufacturing. Topics include: applied 201.) fracture mechanics, non-destructive testing, ME 374 Fluids Laboratory—1 cr. hr. root cause analysis, and forensic engineering Experimental analysis of fluid mechanics prin- case studies. (Prerequisites: EGR 221, EGR 322.) ciples including pressure losses through pipes ME 423 Applied Strength of Materials— and fittings, pump turbine characteristics, drag 3 cr. hrs. force measurements, compressible flows, bound- Advanced considerations of stress, strain, and ary layers, etc. (Corequisite: ME 312.) Fee: $20. strength are employed for safe and proper ME 376 Thermodynamics Laboratory— design. Theories of failure, design for fatigue, 1 cr. hr. and effects of dynamic loadings represent the Experimental studies of thermal systems current state of the art. (Prerequisite: EGR 322.) including compressors, turbine power ME 426 Experimental Stress Analysis— cycles, refrigeration, air-conditioning, Otto 3 cr. hrs. engine cycle, evaporative cooling towers, and Review of theoretical and experimental tech- heat exchangers. (Prerequisite: ME 332.) niques of strain and stress analysis with emphasis Fee: $20. on electrical strain gauges, brittle coatings, grid ME 401 Machine Design—4 cr. hrs. methods, and photoelasticity techniques. A project Theoretical and practical aspects of the design is required involving stress analysis of a compo- COURSE DESCRIPTIONS Mechanical Engineering — 193 nent/structure utilizing one or more of the above and implants, medical imaging, and medical techniques. (Prerequisite: EGR 322.) Fee: $20. simulation. Special emphasis will be given to ME 434 Heating, Ventilating, and Air medical technologies such as instrumentation Conditioning—3 cr. hrs. (motion tracking, EEG, ECG, EMG), medical Analysis and design necessary to plan and spec- imaging (CT, MRI, PET), biomedical materials, ify equipment for heating, refrigeration, and air implants, and software for simulating and visu- conditioning systems. Includes heat transfer alizing biomedical data. analysis of the structure, psychrometric analysis ME 462 Biomechanics and Ergonomics—3 of inside and ventilating air, and thermodynamic cr. hrs. and economic analysis of the necessary equip- Course will cover a variety of biomechanical ment. (Prerequisite: ME 332. Corequisite: ME 336.) analysis and instrumentation topics such as ME 436 Design of Thermal Systems— anthropometry, ergonomics, and kinesiology. 3 cr. hrs. Methods for measuring and computing force, Review of the analysis and design of components torque, work, energy, and power will be cov- of thermal systems such as heat exchangers, ered. Laboratory exercises will be used to pumps and blowers, and drive units. Review of demonstrate instrumentation, including motion computer methods for analyzing systems. At capture, force plates, EMG, ECG, heart rate least two design projects applying thermal monitors, accelerometers, and goniometers. An systems design procedures will be completed. overview of medical imaging, finite element (Prerequisites: ME 332, ME 336.) modeling, computer based motion analysis, and ME 443 Measurement and Test—3 cr. hrs. biofluid mechanics. (Prerequisite: EGR 212.) The science of measurement as applied to engi- ME 481 Mechanical Engineering Project I— neering testing and manufacturing will be stud- 2 cr. hrs. ied in this course. Topics include: measurement Students are required to do design projects in- error, designing experiments, advanced data cluding literature search, engineering analysis, analysis, statistical process control (SPC), and and written and oral presentations. These pro- inspection. (Prerequisite: Junior standing.) jects are a culminating experience in the me- ME 445 Computer Aided Manufacturing— chanical engineering program. Group projects 3 cr. hrs. and construction of prototypes is encouraged, Project oriented course that introduces rapid where feasible. (Prerequisite: Senior standing.) prototyping, computer numeric control, and ME 482 Mechanical Engineering Project II— programmable logic controllers. Topics include 2 cr. hrs. theory behind these concepts and devices, solid Students are required to do design projects in- modeling, 3-D model data exchange, slicing and cluding literature search, engineering analysis, offsetting algorithms, and programming struc- and written and oral presentations. These pro- tures such as g-code and ladder logic. Each stu- jects are a culminating experience in the me- dent will complete a project using the hardware chanical engineering program. Group projects and software in the laboratory. (Prerequisites: and construction of prototypes is encouraged, ME 111, ME 371.) Fee: $30. where feasible. (Prerequisite: Senior standing.) ME 453 Mechanical Vibrations—3 cr. hrs. ME 490 Directed Study—1-3 cr. hrs. Analysis and prediction of the dynamic behav- Selected study, project, or research in mechanical ior and response of mechanical systems. Vari- engineering for upper-division students. Must be ous types of oscillations and physical properties arranged between the student and an individual such as damping and stiffness are explained. faculty member and subsequently approved by (Prerequisites: EGR 212, MTH 321.) the dean of engineering. No more than three of ME 454 Noise and Vibration Control— the technical elective hours taken at the University 3 cr. hrs. may be satisfied with individualized study. Industrial application of noise control criteria, ME 491-492 Seminars—credit arranged. measurements, materials, and design. Vibration control is comprised of source identification, sys- Graduate Courses tem isolation, and testing. Extensive laboratory ME 503 Advanced Machine Design—3 cr. hrs. program also includes spectral and signal analy- Advanced topics in design of machinery. Topics sis. (Prerequisite: Senior standing.) Fee: $20. include design considerations for fabrication ME 461 Biomedical Applications of Engi- and assembly, advanced materials issues, neering—3 cr. hrs. advanced fatigue analysis, failure modes, and This course provides a broad overview of the effects analysis. Impact and elastic wave propa- field of bioengineering. A series of bioengineer- gation. ing topics will be covered in one or two weeks ME 507 Robotics—3 cr. hrs. each. Topics include: cell biology, tissue and An introduction to the theory and applications protein engineering, biomechanics, nervous tis- of industrial robots. Topics include robot config- sues, muscles, biomaterials, medical devices uration, homogeneous transformation, kine- 194 — Mechanical Engineering COURSE DESCRIPTIONS matics and dynamics, motion trajectory, Ja- ME 545 Computer Aided Manufacturing— cobean and workspace analysis. Projects on 3 cr. hrs. Puma robot applications are required. Project oriented course that introduces rapid ME 513 Applied Hydraulics and Hydraulic prototyping, computer numeric control, and Systems—3 cr. hrs. programmable logic controllers. Topics include Application of fluid power in mechanical sys- theory behind these concepts and devices, solid tems. Pumps, motors, valves, cylinders, and ac- modeling, 3-D model data exchange, slicing and cumulators. Application and design of various offsetting algorithms, and programming struc- control circuits. Steady and unsteady flow in tures such as g-code and ladder logic. Each stu- closed conduits. dent will complete a project using the hardware ME 515 Turbomachinery—3 cr. hrs. an software in the laboratory. Fee: $30. Dimensional analysis and similitude; applica- ME 553 Mechanical Vibrations—3 cr. hrs. tions of fluid flow and thermodynamics to the Analysis and prediction of the dynamic behav- study of turbomachinery. Characteristics and ior and response of mechanical systems. Vari- performance of different types of compressors, ous types of oscillations and physical properties turbines, and pumps. such as damping and stiffness are explained. ME 521 Failure Analysis—3 cr. hrs. ME 554 Noise and Vibration Control— Methods to identify and prevent failures in de- 3 cr. hrs. sign and manufacturing. Topics include: ap- Industrial application of noise control criteria, plied fracture mechanics, non-destructive measurements, materials, and design. Vibration testing, root cause analysis, and forensic engi- control is comprised of source identification, neering case studies. system isolation, and testing. Extensive labora- ME 523 Applied Strength of Materials— tory program also includes spectral and signal 3 cr. hrs. analysis. Fee: $20. Advanced considerations of stress, strain, and ME 561 Biomedical Applications of Engi- strength are employed for safe and proper de- neering—3 cr. hrs. sign. Theories of failure, design for fatigue, and This course provides a broad overview of the effects of dynamic loadings represent the cur- field of bioengineering. A series of bioengineer- state of the art. ing topics will be covered in one or two weeks ME 526 Experimental Stress Analysis— each. Topics include: cell biology, tissue and 3 cr. hrs. protein engineering, biomechanics, nervous tis- Review of theoretical and experimental tech- sues, muscles, biomaterials, medical devices niques of strain and stress analysis with empha- and implants, medical imaging, and medical sis on electrical strain gauges, brittle coatings, simulation. Special emphasis will be given to grid methods, and photoelasticity techniques. A medical technologies such as instrumentation project is required involving stress analysis of a (motion tracking, EEG, ECG, EMG), medical component/structure utilizing one or more of imaging (CT, MRI, PET), biomedical materials, the above techniques. Fee: $20. implants, and software for simulating and visu- ME 534 Heating, Ventilating, and Air alizing biomedical data. Conditioning—3 cr. hrs. ME 562 Biomechanics and Ergonomics— Analysis and design necessary to plan and spec- 3 cr. hrs. ify equipment for heating, refrigeration, and air Course will cover a variety of biomechanical conditioning systems. Includes heat transfer analysis and instrumentation topics such as analysis of the structure, psychrometric analy- anthropometry, ergonomics, and kinesiology. sis of inside and ventilating air, and thermo- Methods for measuring and computing force, dynamic and economic analysis of the torque, work, energy, and power will be cov- necessary equipment. ered. Laboratory exercises will be used to ME 536 Design of Thermal Systems— demonstrate instrumentation, including motion 3 cr. hrs. capture, force plates, EMG, ECG, heart rate Review of the analysis and design of components monitors, accelerometers, and goniometers. An of thermal systems such as heat exchangers, overview of medical imaging, finite element pumps and blowers, and drive units. Review of modeling, computer based motion analysis, and computer methods for analyzing systems. At biofluid mechanics. least two design projects applying thermal sys- ME 590 Directed Study—credit arranged. tems design procedures will be completed. ME 591-592 Seminars—credit arranged. ME 543 Measurement and Test—3 cr. hrs. ME 599 Thesis—credit arranged. The science of measurement as applied to engi- ME 599x Thesis in Progress—0 cr. hrs. neering testing and manufacturing will be stud- Registration for any graduate student who has ied. Topics include: measurement error, received the grade of IP in Thesis 599 is required designing experiments, advanced data analysis, while the thesis is in progress. Fee: $40. statistical process control (SPC), and inspection. COURSE DESCRIPTIONS Military Science and Leadership — 195 221, MSL 231.) Military Science and MSL 202 Foundations Of Tactical Leader- Leadership ship—2 cr. hrs. MSL 101 Leadership and Personal Develop- Examines the challenges of leading tactical ment—1 cr. hr. teams in the complex contemporary operating Introduces cadets to the personal challenges environment (COE). The course highlights di- that are critical for effective leadership. Cadets mensions of terrain analysis, patrolling, and op- learn how the personal development of life eration orders. Further study of the theoretical skills such as critical thinking, goal setting, time basis of the Army leadership framework explores management, physical fitness, and stress man- the dynamics of adaptive leadership in the con- agement relate to leadership, officership, and text of military operations. (Corequisites: MSL the Army profession. (Corequisite: MSL 121. 222, MSL 232.) MSL 131 optional.) MSL 221 Leadership Laboratory—1 cr. hr. MSL 102 Introduction to Tactical Leader- Open only to (and required of) students in MSL ship—1 cr. hr. 201. Learn and practice basic leadership and devel- Overviews leadership fundamentals such as set- opment skills. (Corequisites: MSL 201, MS 231.) ting direction, problem-solving, listening, pre- MSL 222 Leadership Laboratory—1 cr. hr. senting briefs, providing feedback, and using Open only to (and required of) students in MSL effective writing skills. Cadets explore dimen- 202. Build self-confidence and team-building lead- sions of leadership values, attributes, skills, and ership skills that can be applied throughout life. actions in the context of practical, hands-on, and (Corequisites: MS 202, MS 232.) interactive exercises. (Corequisite: MSL 122. MSL MSL 231 Basic Course Physical Fitness—1 cr. hr. 132 optional.) Open to all students. Series with different roles MSL 121 Leadership Laboratory—1 cr. hr. for students at different levels in the program. Open only to (and required of) students in MSL Participate in and learn to lead a physical fit- 101. Series with different roles for students at dif- ness program. Emphasis on the development of ferent levels in the program. Learn and practice an individual fitness program and the role of ex- basic leadership and development skills. Build ercise and fitness in one’s life. (Corequisites: self-confidence and team-building leadership MS 201, MS 221.) skills that can be applied throughout life. (Coreq- MSL 232 Basic Course Physical Fitness—1 cr. hr. uisite: MSL 101.) Open to all students. Participate in and learn to MSL 122 Leadership Laboratory—1 cr. hr. lead a physical fitness program. Emphasis on Open only to (and required of) students in MSL the development of an individual fitness pro- 102. Learn and practice basic leadership and de- gram and the role of exercise and fitness in velopment skills. Build self-confidence and one’s life. (Corequisites: MSL 202, MS 222.) team-building leadership skills that can be ap- MSL 240 Basic Leadership Internship— plied throughout life. (Corequisite: MS 102.) 3 cr. hrs. MSL 131 Basic Course Physical Fitness— A five-week basic intern leadership training 1 cr. hr. course conducted at Fort Knox, Kentucky. The Open to all students. Participate in and learn to student receives pay. Travel, lodging, and most lead a physical fitness program. Emphasis on the meal costs are defrayed by the Army. The envi- development of an individual fitness program ronment is rigorous. Military obligation incurred. and the role of exercise and fitness in one’s life. Introduction to leadership and self and team de- MSL 132 Basic Course Physical Fitness— velopment. Individual leads groups of 9-40 stu- 1 cr. hr. dents to learn and apply principles of effective Open to all students. Participate in and learn to leadership. Develops communication skills to lead a physical fitness program. Emphasis on the improve individual and group performance. Re- development of an individual fitness program and lates ethical values to effectiveness of a leader. the role of exercise and fitness in one’s life. MSL 290 Directed Study—1-4 cr. hrs. MSL 201 Innovative Team Leadership—2 MSL 301 Adaptive Tactical Leadership— cr. hrs. 3 cr. hrs. Explores the dimensions of creative and innova- Challenges cadets to study, practice, and evalu- tive tactical leadership strategies and styles by ate adaptive leadership skills as they are pre- examining team dynamics and two historical lead- sented with challenging scenarios related to ership theories that form the basis of the Army squad tactical operations. Cadets receive sys- leadership framework (trait and behavior theo- tematic and specific feedback on their leader- ries). Cadets practice aspects of personal motiva- ship attributes and actions. Based on such tion and team building in the context of planning, feedback, as well as their own self-evaluations, executing, and assessing team exercises and par- cadets continue to develop their leadership and ticipating in leadership labs. (Corequisites: MSL critical thinking abilities. (Corequisites: MSL 321, MSL 331.) 196 — Military Science and Leadership COURSE DESCRIPTIONS MSL 302 Leadership in Changing Environ- MSL 401 Developing Adaptive Leaders—3 ments—3 cr. hrs. cr. hrs. Uses increasingly intense situational leadership Develops cadet proficiency in planning, execut- challenges to build cadet awareness and skills ing, and assessing complex operations, func- in leading tactical operations up to platoon tioning as a members of a staff, and providing level. Cadets review aspects of combat, stability, performance feedback to subordinates. Cadets and support operations. They also conduct mili- assess risk, make ethical decisions, and lead fel- tary briefings and develop proficiency in garri- low ROTC cadets. Lessons on military justice son operation orders. (Corequisites: MSL 322, and personnel processes prepare cadets to MSL 332.) make the transition to Army officers. (Corequi- MSL 321 Advanced Leadership Laborato- sites: MSL 421, MSL 431. ry—1 cr. hr. MSL 402 Leadership in a Complex World— Open only to students in the associated MSL 3 cr. hrs. 301. Involves leadership responsibilities for the Explores the dynamics of leading in the com- planning, coordination, execution, and evalua- plex situations of current military operations in tion of various training and activities with basic the contemporary operating environment course students and for the ROTC program as a (COE). Cadets examine differences in customs whole. Students develop, practice, and refine and courtesies, military law, principles of war, leadership skills by serving and being evaluated and rule of engagement in the face of interna- in a variety of responsible positions. tional terrorism. They also explore aspects of MSL 322 Advanced Leadership interacting with non-government organizations, Laboratory—1 cr. hr. civilians on the battlefield, and host nation sup- Open only to students in the associated MSL port. (Corequisites: MSL 422, MSL 432.) 302. Students develop, practice, and refine lead- MSL 421 Advanced Leadership Laborato- ership skills by serving and being evaluated in a ry—1 cr. hr. variety of responsible positions. Open only to students in the associated MSL MSL 331 Advanced Course Physical 401. Involves leadership responsibilities for the Fitness—1 cr. hr. planning, coordination, execution, and evalua- Required of students in MSL 301. Participate in tion of training activities with the ROTC pro- and learn to plan and lead physical fitness pro- gram as a whole. Students develop, practice, and grams. Develops the physical fitness required of refine leadership skills by serving and being an officer in the Army. Emphasis on the devel- evaluated in a variety of responsible positions. opment of an individual fitness program and MSL 422 Advanced Leadership Laborato- the role of exercise and fitness in one’s life. ry—1 cr. hr. MSL 332 Advanced Course Physical Open only to students in the associated MSL Fitness—1 cr. hr. 402. Involves leadership responsibilities for the Required of students in MSL 302. Participate in planning, coordination, execution, and evalua- and learn to plan and lead physical fitness pro- tion of training activities with the ROTC pro- grams. Develops the physical fitness required of gram as a whole. Students develop, practice, an officer in the Army. Emphasis on the devel- and refine leadership skills by serving and opment of an individual fitness program and being evaluated in a variety of responsible posi- the role of exercise and fitness in one’s life. tions. MSL 340 Leadership Development & Assess- MSL 431 Advanced Course Physical Fit- ment Course—3 cr. hr. ness—1 cr. hr. A five-week course conducted at Fort Lewis, Participate in and learn to plan and lead physical Washington. Only open to (and required of) stu- fitness programs. Develops the physical fitness re- dents who have completed MSL 301 and 302. quired of an officer in the Army. Emphasis on the The student receives pay. Travel, lodging, and development of an individual fitness program and most meal costs are defrayed by the Army. The the role of exercise and fitness in one’s life. national advanced leadership course environ- MSL 432 Advanced Course Physical Fit- ment is highly structured and demanding, ness—1 cr. hr. stressing leadership at small unit levels under Participate in and learn to plan and lead physi- varying challenging conditions. Students im- cal fitness programs. Develops the physical fit- prove communication skills to enhance group ness required of an officer in the Army. performance. Students apply ethics-based lead- Emphasis on the development of an individual ership skills that develop individuals and teams. fitness program and the role of exercise and fit- Individual leadership performance is evaluated. ness in one’s life. Graded on a pass/no pass basis only. MSL 390 Directed Study—1-4 cr. hrs. COURSE DESCRIPTIONS Music — 197 requirements. (Prerequisite: Declared music Music major/minor, permission of instructor, or MUS MUS 001 Performance Attendance—0 cr. hrs. 235.) Fee: $240. Registration required for music majors (includ- MUS 201 Music Theory III—3 cr. hrs. ing music education students) each semester, Emphasis on chromatic harmony, analysis, lis- except during the final semester of the profes- tening, and creative work. (Prerequisite: MUS 102 sional year. Successful completion required for or permission of instructor.) graduation. MUS 202 Music Theory IV—3 cr. hrs. MUS 100 Fundamentals of Music—3 cr. hrs. Extensions of the common practice period. In- Introduction to the basic concepts of music and troduction to twentieth century practice. (Pre- the fundamentals of notation through a variety requisite: MUS 201.) of activities. Prerequisite to ED 447 for elemen- MUS 203 Development of Music in Eu- tary education majors. Open to all students. rope—1 cr. hr. MUS 101 Music Theory I—3 cr. hrs. Survey of music history from Bach to Beethoven. Detailed study of musical concepts and ele- (Salzburg only.) ments, with an emphasis on foundations. MUS 230 Introduction to the Piano—1 cr. hr. (Corequisite: MUS 103.) Basic class instruction at the piano emphasizing MUS 102 Music Theory II—3 cr. hrs. keyboard facility through literature, harmoniz- Continued study of concepts of music empha- ing melodies, sight reading, improvising. Re- sizing the diatonic vocabulary. (Prerequisite: quired of music majors. Open to all students. MUS 101. Corequisite: MUS 104.) MUS 231 Keyboard Lab—1 cr. hr. MUS 103 Aural Skills Development Continuation of individualized class instruction Laboratory I—1 cr. hr. at the piano emphasizing keyboard facility Direct and computerized instruction in the de- through literature, harmonizing melodies, sight velopment of pitch, interval, chord, and rhythm reading, improvising. Required of music ma- discrimination. This class is coordinated with jors. Open to all students. May be taken three MUS 101 through simultaneous enrollment. times for credit. (Prerequisite: MUS 230 or per- Open to all students. Required of music majors. mission of instructor.) (Corequisite: MUS 101.) *MUS 232 The Basics of Playing Brass and MUS 104 Aural Skills Development Percussion Instruments—1 cr. hr. Laboratory II—1 cr. hr. Study of the basic methods, principles, and This course continues to a more advanced level techniques of playing brass and percussion in- of the training begun in MUS 103. It is coordi- struments. Students will gain experience in nated with MUS 102. (Prerequisite: MUS 103. teaching beginning level musicians in both Corequisite: MUS 102.) small and large-class settings. Open to all stu- MUS 105 The Joy of Music—Listening With dents. Required of music education majors. Understanding—3 cr. hrs. Fee: $25. Representative works of all style periods are used *MUS 233 The Basics of Playing Woodwind to develop the student’s ability to hear music with Instruments—1 cr. hr. a deeper understanding of both the form and the Study of the basic methods, principles, and content. Attention is given to melodic structure, techniques of playing woodwind instruments. harmonic practices, rhythmic patterns. Required Students will gain experience in teaching begin- of all music majors. Open to all students. ning level musicians in both small and large- MUS 106 Music of the Non-Western World— class settings. Open to all students. Required of 3 cr. hrs. music education majors. Fee: $25. A study of the music and musical idioms of a va- *MUS 234 The Basics of Playing Stringed riety of non-Western cultures. With use of aural Instruments—1 cr. hr. and visual examples, the student will develop Study of the basic methods, principles, and both an understanding and an appreciation of techniques of playing stringed instruments. the enriching role of music in diverse cultures Students will gain experience in teaching begin- of the world. Required of music majors. Open to ning level musicians in both small and large- all students. class settings. Open to all students. Required of MUS 186 Private Lessons—1 cr. hr. music education majors. Fee: $25. First-year individual instruction, performance, MUS 235 Group Voice Workshop—1 cr. hr. and literature. Offered in the following disci- Study of the basic methods, principles, and plines: euphonium, french horn, trombone, techniques of singing both solo and as a group trumpet, tuba, harpsichord, organ, piano, cello, in a safe environment, students will gain expe- double bass, classical guitar, harp, viola, violin, rience in teaching beginning level musicians in voice, bassoon, clarinet, flute, oboe, saxophone, both small and large-class settings. Open to all percussion. May be repeated once for credit. students. Required of music education majors. See Performance Study Handbook for specific (Prerequisite for MUS 186: Private Voice Lessons.) 198 — Music COURSE DESCRIPTIONS MUS 236 Beginning Guitar—1 cr. hr. medium. Open to all University students with Emphasis upon fundamental classical tech- permissionof the director. May be taken 8 times niques, basic chords, strums and varied accom- for credit. Does not fulfill ensemble require- paniments, notation. Literature drawn from all ment for music majors. (Prerequisite for MUS historical periods including contemporary, folk, 453: 2 semesters of MUS 253.) and flamenco sources. MUS 286 Private Lessons—1 cr. hr. MUS 237 Intermediate Guitar—1 cr. hr. Second-year individual instruction, perfor- This course is designed to be a continuation of mance, and literature. See MUS 186 for particu- the beginning level of guitar. Emphasis will lar disciplines. May be repeated once for credit. build up on those fundamental classical tech- See Performance Study Handbook for specific niques, accompaniments and notations of the requirements. (Prerequisite: MUS 186.) Fee: $240. beginning level. Literature will come from mod- MUS 290 Directed Study—credit arranged. ern, folk and flamenco sources. (Prerequisite: For the student who demonstrates the ability to MUS 236 or permission of instructor.) do individual study and research in selected MUS 242/442 Guitar Ensemble—1 cr. hr. areas of the curriculum. Selection of the area An ensemble experience for guitar players of must be made in consultation with and approval sufficient skill. Literature of all style periods of the appropriate faculty to be involved. will be performed. Enrollment by permissionof *MUS 301 History of Musical Styles I—3 cr. hrs. instructor. (Prerequisite for MUS 442: 2 semes- A study of the people, events, and elements of ters of MUS 242.) musical performance-practice which con- MUS 243/443 University Concert Band— tributed to the development of the various style 1 cr. hr. trends before 1750. Open to all students, but Ensemble for the reading and performing of all substantial musical background recommended. styles of band literature. Open to all University Required for all music majors. students with high school experience. May be MUS 302 History of Musical Styles II—3 cr. hrs. taken 8 times for credit. (Prerequisite for MUS A continuation of Music 301. A further study of 443: 2 semesters of MUS 243.) musical style trends and their practitioners with MUS 244/444 University Singers—1 cr. hr. emphasis on the nineteenth and twentieth Repertoire includes music from all periods and centuries. Open to all students, but substantial styles. Open to all University students by audi- musical background recommended. Prior com- tion. May be taken 8 times for credit. (Prerequi- pletion of Music 301 is suggested although not a site for MUS 444: 2 semesters of MUS 244.) prerequisite. Required for all music majors. MUS 245/445 University Community MUS 303 Music Appreciation—3 cr. hrs. Orchestra—1 cr. hr. A survey of classical music, from the middle Open to University students and members of ages to the present, that examines landmark Portland and suburban communities with per- styles, genres, and composers. (Prerequisite: missionof the director. Devoted to the perfor- FA 207.) Fee: $50. mance of a wide variety of orchestral literature. MUS 304 Development of Music in Europe Opportunities for solo performance. May be II—1 cr. hr. taken 8 times for credit. (Prerequisite for MUS Survey of music history from Beethoven to the 445: 2 semesters of MUS 245.) present (Salzburg only). MUS 246/446 Chapel Music Ensemble— *MUS 305 Analytical Techniques in Music— 1 cr. hr. 3 cr. hrs. The ensemble of singers and players meets once Systematic techniques are introduced to allow per week with the express purpose of preparing the student to gain facility in the comprehen- music for the chapel services. It is open without sion and analysis of musical forms, including audition to any University student regardless of melodic and harmonic structures. (Prerequisite: major.Does not fulfill ensemble requirement for Two years of music theory or equivalent.) music majors/minors. (Prerequisite for MUS *MUS 306 Studies in Counterpoint—3 cr. hrs. 446: 2 semesters of MUS 246.) The study of linear structure in music beginning MUS 252/452 University Choral Union— with the writing of tonal and modal melodies in 1 cr. hr. 2-4 voices. The student will also examine contra- A mixed choir, open to all students without au- puntal techniques of all style periods. (Prerequi- dition. Participants need not be music majors. site: Two years of music theory or equivalent.) Repertoire drawn from wide variety of musical *MUS 307 Scoring and Arranging—3 cr. hrs. styles. May be taken 8 times for credit. (Prereq- A study of the basic techniques in effective scor- uisite for MUS 452: 2 semesters of MUS 252.) ing and arranging for various instrumental and MUS 253/453 University Jazz Ensemble— vocal ensembles. (Prerequisite: Two years of 1 cr. hr. music theory or permission of instructor.) Performance of contemporary literature for this *Course offered in alternate years. COURSE DESCRIPTIONS Music — 199 MUS 310 Fundamentals of Music Tech- pate in various performances prepared by the nology—3 cr. hrs. class. Open to all students with instructor’s per- Complete basic course in the understanding of mission. (Also listed as DRM 455.) electronic music. Topics include history, analog MUS 486 Private Lessons—1 cr. hr. theory, methods of synthesis, digital theory, Fourth-year individual instruction, performance, music instrument digital interface (MIDI), com- and literature. See MUS 186 for particular disci- puters, audio recording, and digital sampling. plines. May be repeated once for credit. See Lab activities to be completed weekly. Open to Performance Study Handbook for specific all students with instructor approval. Fee: $30. requirements. (Prerequisite: MUS 386.) Fee: MUS 331 Conducting Techniques—3 cr. hrs. $240. Techniques of conducting choral and instrumen- MUS 490 Directed Study—credit arranged. tal ensembles with practical experience in labo- For the student who demonstrates the ability to ratory situations. Required of all music majors do individual study and research in selected and minors. areas of the curriculum. Selection of the area MUS 336 Diction for Singers—3 cr. hrs. must be made in consultation with and approval This course is intended to meet the needs of all of the appropriate faculty to be involved. voice students anticipating continued involve- MUS 491-492 Seminars in Music—credit ment in group or solo activities. Study will be di- arranged. vided between concentration on principles of MUS 495-496 Music Workshops—credit voice production and articulation using the IPA arranged. for use with foreign languages, and those of body Special seminars and workshops offered by the awareness and expression. regular faculty and visiting lecturers as a sup- *MUS 338 Teaching Elementary School plement to the curriculum. Information con- Music—2 cr. hrs. cerning these offerings is available in the Philosophy, materials, and methods of teaching departmental office. classroom music from kindergarten through el- MUS 498 Senior Presentation/Recital— ementary school. 1 cr. hr. *MUS 339 Teaching Middle School Music— All music majors are required to prepare and 2 cr. hrs. publicly present a creative project or recital Philosophy, materials, and methods of teaching in- during the last semester of their residency. strumental, general, and vocal music for grades 6-9. Guidance in the preparation of this final event MUS 340 Teaching Secondary School will be provided by various faculty members as Music—2 cr. hrs. assigned. Bachelor of music education majors Philosophy, materials, and methods of teaching must present the senior recital prior to the final instrumental, general, and vocal music for semester of student teaching. grades 10-12. MUS 386 Private Lessons—1 cr. hr. Graduate Courses Third-year private instruction, performance, MUS 500 Research Techniques in the Per- and literature. See MUS 186 for particular disci- forming Arts—3 cr. hrs. plines. May be repeated once for credit. See Per- Intensive examination of research methods and formance Study Handbook for specific require- resources and the principles of advanced schol- ments. (Prerequisite: MUS 286.) Fee: $240. arly writing in the performing arts. Must be MUS 409 Studies in Composition—2-3 cr. hrs. taken within the first nine hours of graduate Contemporary techniques of composition as ap- study. (Also listed as DRM 500.) plied to vocal and instrumental media. Offered MUS 501 Seminar in Musical Styles and by special arrangement. May be repeated for a Analysis—3 cr. hrs. maximum of 12 credits. (Prerequisites: MUS Review of style characteristics and theoretical 101-102, MUS 201-202.) analysis techniques for the graduate student. MUS 447 Chamber Music—1 cr. hr. Particular emphasis given to aural perception An ensemble that studies and rehearses cham- and analysis, and research using the major re- ber music. Repertoire is determined by the source collections of musical literature. Re- instruments played by students. May be repeat- quired of all graduate students in music. ed 8 times for credit. Registration by permission *MUS 506 Studies in Counterpoint—3 cr. hrs. of instructor. Free approach to tonal polyphony leading to MUS 455 Musical Theatre Workshop— contemporary techniques employing unusual 3 cr. hrs. scale forms. Offered by special arrangement. Study of theatrical singing and acting tech- *MUS 507 Scoring and Arranging—3 cr. hrs. niques as applicable to all varieties of musical An advanced study of techniques in effective theatre pieces. Students are expected to partici- scoring and arranging for various instrumental and vocal ensembles at the graduate level. *Course offered in alternate years. 200 —Music/Nursing COURSE DESCRIPTIONS MUS 509 Studies in Composition—2-3 cr. hrs. MUS 555 Musical Theatre Workshop—3 cr. Contemporary techniques of composition as ap- hrs. plied to vocal and instrumental media. Offered Study of theatrical singing and acting tech- by special arrangement. May be repeated for a niques applicable to all varieties of musical the- maximum of 9 units. atre pieces. Students are expected to participate MUS 510 Fundamentals of Music Tech- in various performances prepared by the class. nology—3 cr. hrs. In this combined undergraduate and graduate A complete basic course in the understanding of student pool, graduate students will be expected electronic music. Topics include history, analog to take on more challenging pieces and to pro- theory, methods of synthesis, digital theory, vide mentoring to those undergraduates who music instrument digital interface (MIDI), com- require it. (Also listed as DRM 555.) puters, audio recording, and digital sampling. Lab MUS 586 Private Lessons—1 cr. hr. activities to be completed weekly. Open to all stu- Graduate level private instruction, perfor- dents with instructor approval. Fee: $30. mance, and literature. See MUS 186 for particu- *MUS 531 Advanced Conducting Tech- lar disciplines. May be repeated for credit with niques—3 cr. hrs. permission of graduate program director. See Techniques of conducting choral and instru- Performance Study Handbook for specific re- mental ensembles with practical experience in quirements. Fee: $240. laboratory situations. Offered in alternate years MUS 590 Directed Study—credit arranged. and/or by special arrangement. Maximum of six hours of directed study allowed. MUS 541 Chamber Music Ensemble—1 cr. hr. MUS 591-592 Seminar—credit arranged. Devoted to the performance of small ensemble Each calendar year a seminar especially for literature, for various combinations of voices graduate students in music will be offered on a and instruments. special topic and all students currently enrolled MUS 542 Guitar Ensemble—1 cr. hr. in the program are required to enroll. An ensemble experience for guitar players of MUS 595-596 Music Workshops—credit sufficient skill. Literature of all style periods arranged. will be performed. Enrollment by permissionof MUS 599 Thesis—credit arranged. instructor. May be taken four times for credit. Research document, or performance and relat- MUS 543 University Concert Band—1 cr. hr. ed research document. Ensemble for the reading and performing of all MUS 599x Thesis in Progress—0 cr. hrs. styles of band literature. Open to all University Registration for any graduate student who has students with the permissionof the director. received the grade of IP in Thesis 599 is required May be taken four times for credit. while the thesis is in progress. Fee: $40. MUS 544 University Singers—1 cr. hr. Repertoire includes music from all periods and Nursing styles. Open to all University students by audi- NRS 101 Introduction to Nursing and tion. May be taken four times for credit. Health Care—3 cr. hrs. MUS 545 University Community Orchestra— Introduces the learner to the discipline of 1 cr. hr. nursing; its historical development, theoretical Open to University students and members of base, relationship to the health care system, Portland and suburban communities with per- practice and research processes, and legal and missionof the director. Devoted to the perfor- ethical boundaries. Provides opportunities to mance of a wide variety of orchestral literature. practice skills necessary for success in the nurs- Opportunities for solo performance. May be ing profession. taken four times for credit. NRS 202 Nutrition—3 cr. hrs. MUS 552 University Choral Union—1 cr. hr. Focuses on health promotion, adapted diet, and Participants need not be music majors. Reper- meal planning activities for the individuals in toire drawn from wide variety of musical styles. their environment based on their adaptive May be taken four times for credit. (Prerequi- state. Interrelates biochemical and physiologi- site: permission of instructor.) cal principles to human nutritional needs in MUS 553 University Jazz Ensemble—1 cr. hr. health and illness. Performance of contemporary literature for this NRS 203 Life Processes and Health Promotion medium. Open to all University students with Across the Life Span—3 cr. hrs. permissionof the director. May be taken four Focuses on human growth and development times for credit. and health promotion across the life span. This course explores theories of physical, cognitive, and psychosocial development and is a basis for

*Course offered in alternate years. COURSE DESCRIPTIONS Nursing — 201 all clinical nursing courses. (Prerequisites or the clinical setting. Includes 45 hours of corequisites: NRS 101 and BIO 205.) lab/clinical experience. (Corequisite: NRS 301.) NRS 301 Nursing Theory and Knowing: NRS 313 Pathophysiology—3 cr. hrs. Concepts and Issues—2 cr. hrs. Focuses on the theoretical bases and manifesta- This course introduces the student to nursing as tions of adaptation, both effective and ineffec- a distinct discipline of knowledge and a unique tive, as viewed through the functional health professional service. Theories of nursing care patterns with an emphasis on the individual. are studied in relation to their significance to (Prerequisite: BIO 205, 307, 308, 359, or permis- the practice of professional nursing. Aesthetic, sion of instructor.) personal, ethical, and empirical ways of know- NRS 314 Nursing Inquiry and Knowing I: ing are examined, and serve as a basis to Concepts and Process—2 cr. hrs. explore and raise pertinent questions. (Prereq- The course introduces the processes of nursing uisite: Junior nursing student). inquiry. The use of aesthetic, ethical, empirical, NRS 310 Introduction to Community Nurs- and personal dimensions of knowing are exam- ing and Health Promotion of Populations— ined to explore the way theory-guided, evi- 2 cr. hrs. denced-based findings are utilized in nursing This course introduces nursing students to the practice. (Prerequisite: NRS 301. Corequisite: a concepts and theory of population nursing and clinical course.) community as client. During the course, stu- NRS 315 Pharmacotherapeutics—3 cr. hrs. dents study the history of community health, Principles of drug action, use, and therapeutics the public health core competencies and assess- including dosage calculation. Drug therapy is ment and provision of nursing care to popula- presented as an integral component of nursing tions. Students will learn and apply concepts of practice. Through simulation, application is epidemiology, health promotion and disease made to selected actual and potential health and injury prevention for populations. Using problems. (Prerequisites: BIO 205, 307, 308, Healthy People 2010 national objectives stu- 359, or permission of instructor.) dents will prioritize population health promo- NRS 321 Psychiatric Mental Health tion and disease and injury prevention. (Coreq- Nursing—4 cr. hrs. uisite: NRS 301.) This course focuses on the nursing care of NRS 311 Communication in Nursing— clients with acute or chronic mental illnesses. 2 cr. hrs. Theoretical concepts and nursing knowledge Students learn the importance of assertive re- basic to the promotion, maintenance, and sponsible communication as a nurse in the pro- restoration of mental health throughout the life motion of health. Students develop skills in span are addressed. Professional, legal, and ethi- building nurse-client and interdisciplinary team cal issues in psychiatric mental health nursing relationships. Methods of negotiation and con- (PMHN) are examined. Students will apply flict resolution, small group communication course content in classroom and clinical settings. theory, communication aspects of leadership, Includes 90 hours of clinical experience. (Prereq- ethical and legal issues in health care will be an- uisites: NRS 311, 312. Corequisite: NRS 313.) alyzed. Communication in diverse cultures will NRS 322 Physiological Nursing—6 cr. hrs. be evaluated. Students participate in numerous Students learn the nursing management of experiential opportunities that explore both ef- adult clients experiencing physiological health fective communication and barriers to commu- care problems. Emphasis is placed on analysis nication with clients and health care systems. and interpretation of normal and abnormal (Corequisite: NRS 301.) assessment data. Students learn to plan, imple- NRS 312 Introduction to Professional Nurs- ment and evaluate nursing care for adult clients ing Practice—5 cr. hrs. experiencing illnesses across the continuum of Students learn foundational knowledge about care. Students will begin to utilize skills such as promoting and protecting the health of adult time management, resource utilization, evi- clients. Students acquire basic foundational denced based practice, interdisciplinary collab- nursing knowledge, nursing techniques, health oration, and client advocacy. Includes 135 issues, assessment and skills for the adult client hours of clinical experience. (Prerequisite: NRS with special focus on the elderly client. There is 312, 315. Corequisite: NRS 313.) a strong focus on identification and interpreta- NRS 323 Multicultural Nursing—1 cr. hr. tion of normal and abnormal human responses Students will be introduced to culturally compe- to illness and health threats. Students learn tent theoretical components of culture. Cultural foundational nursing interventions for common beliefs and practices are examined in relation to problems of the adult client. Students begin to health. (Prerequisite: NRS 301.) integrate nursing theory, nursing research, communication, teaching, collaboration, and critical thinking in the clinical laboratory and in 202 — Nursing COURSE DESCRIPTIONS NRS 401 Professional Role Transition— community partners to identify and meet com- 3 cr. hrs munity needs. Students will incorporate the val- Designed to facilitate the RN’s success in profes- ues of professional nursing in practice. Includes sional nursing practice. This course is writing 90 hours of clinical experience. (Prerequisites: intensive and provides opportunities for self- NRS 310, 313, 321.) appraisal of abilities, socialization into the Uni- NRS 429 Leadership in Professional Nurs- versity and practice in professional communi- ing—3 cr. hrs. cation. The personal dynamics of career transi- This course focuses on nursing leadership and tions are explored. Teaching strategies include client care management core competencies guided, self-paced learning activities. Limited to needed by the nurse to function in a complex RN learners. environment across the health care continuum. NRS 414 Nursing Inquiry and Knowing II: Emphasis is on the theory and practice skills Practice Applications—2 cr. hrs. needed to coordinate patient care, work as a This senior level course is designed to integrate member of a team, and achieve quality, cost- ways of knowing and theory-guided evidence to effective outcomes. (Prerequisite: Graduating enhance nursing practice. There is an emphasis senior, concurrent with clinical course.) in the inter and intra relationships of theory, NRS 436 Personal Preparation for Licen- evidence, and practice. (Prerequisite: NRS 314. sure—2 cr. hrs. Corequisite: a clinical course.) This course is designed to assist students to syn- NRS 418 Nursing of Families—2 cr. hrs. thesize nursing knowledge and practice as a The nurse’s role in family adaptation using family beginning baccalaureate nurse. Students will theories, systems theory, and nursing process with- prepare to pass the NCLEX RN licensure exam. in the context of functional health patterns. The Students will be evaluated on accomplishment concepts of family as client, the family as a unit of of the knowledge and theory of nursing prac- the community, and family influences on the indi- tice. (Prerequisite: Graduating senior. Corequi- vidual are studied. (Corequisite: a clinical course.) site: NRS 498.) NRS 421 Advanced Physiological Nursing— NRS 490 Directed Study—credit arranged. 6 cr. hrs. NRS 491 Seminar—credit arranged. Students learn the nursing management of NRS 492 Nursing Electives—2 cr. hrs. adult clients experiencing complex multi-sys- In the semesters in which they are offered, tem physiological health care problems. The these nursing courses involve topics deemed emphasis is on competent clinical reasoning in appropriate for the needs/interests of students. the planning, implementation and evaluation of Offerings will cover a wide variety of topical the nursing care for multiple complex adult areas providing students an opportunity to clients. Students show mastery in the areas of broaden and deepen their knowledge within time management, resource utilization, evi- and complimentary to nursing. (Some elective denced based practice, interdisciplinary collab- courses require prerequisites). oration and client advocacy. Includes 135 hours NRS 498 Capstone Clinical Immersion— of clinical experience. (Prerequisite: NRS 322.) 4 cr. hrs. NRS 422 Maternal-Newborn Nursing— Students will be placed in a clinical immersion 4 cr. hrs. where they will practice with a preceptor in a The application of theory and principles to the one-to-one teaching strategy. Students will be care of beginning and emerging families using evaluated in clinical by clinical faculty and pre- functional health patterns. Includes 90 hours of ceptors on their accomplishment of the School clinical experience. (Prerequisites: NRS 313, of Nursing program outcomes. Includes 135 322. Prerequisite or corequisite: NRS 418.) hours of clinical experience. (Prerequisite: NRS 423 Care of the Child—4 cr. hrs. Graduating Senior. Corequisite: NRS 436.) The application of theory and principles to the care of the child and the growing family experienc- Graduate Courses ing disruptions in adaptation. Content is orga- NRS 500 Statistical and Quantitative Analy- nized by functional health patterns. Includes 90 sis—3 cr. hrs. hours of clinical experience. (Prerequisite: NRS Covers the statistical and quantitative tools for 313, 322. Prerequisite or corequisite: NRS 418.) conducting basic research in the business envi- NRS 424 Population and Community Nurs- ronment. Topics include descriptive statistics, ing—4 cr. hrs. probability distribution, hypothesis testing, This course prepares students to apply the con- extensive treatment of multiple regression cepts of population and community nursing. models. Microsoft Excel is the tool of analysis Factors and concepts that affect the health of for the course. (Also listed as BUS 500.) populations, such as health care financing, social justice, social capital, and poverty will be explored. Students will work with identified COURSE DESCRIPTIONS Nursing — 203 NRS 501 Theoretical Foundations for agement, utilization of resources, and client Advanced Nursing Practice Leadership— advocacy. Includes 90 hours of clinical experi- 3 cr. hrs. ence. (For AEM-UP students only. Corequisites: The purpose of this course is to analyze theories NRS 512, 515, 516, 518.) and frameworks that guide advanced nursing NRS 512 Clinical Skills/Pre-licensure AE— practice. Truth, human dignity, social justice, 2 cr. hrs. and care of vulnerable populations are explored This course introduces students to organizing as frames for advanced nursing practice. strategies to guide the purposeful nursing NRS 507 Foundations of Community assessment and delivery of safe and effective Health Nursing/Pre-licensure AE—6 cr. hrs. fundamental nursing therapeutics with adult This course focuses on concepts and theories of clients who reflect the richness of our diverse community health nursing. During this course, society. Evidence-based assessment approaches students study the history of community health and priorities of nursing assessment are blend- nursing, the public health core functions, the US ed with strategies that convey a valuing of the Health Care System, health care policy and eco- client's story and heritage. In this laboratory, nomics, and provision of nursing care to aggre- seminar, and clinical course students will learn, gates. Students will apply concepts of epidemi- practice, and gain beginning competency in the ology, health promotion, and disease prevention performance and evaluation of nursing interven- to individuals, families, groups, and communi- tions associated with basic client needs. Includes ties. This course integrates basic and advanced 90 hours of lab/clinical experience. (For AEM UP community health nursing. Includes 90 hours students only. Corequisite: NRS 511.) of clinical experience. (For AEM UP students NRS 513 Pathophysiology/Pre-licensure only. Prerequisites: NRS 511, 512, 515, 516, and AE—3 cr. hrs. 518. Corequisites: NRS 536 and 517.) Pathophysiology focuses on the theoretical NRS 508 Nursing of Populations and Fami- bases and manifestations of responses to patho- lies: Theory and Issues—3 cr. hrs. physiology, both effective and ineffective, with This course serves as the theoretical foundation an emphasis on the individual. (For AEM UP for coordinating and providing nursing care to a students only.) variety of populations and families across multi- NRS 515 Pharmacotherapeutics/Pre-licen- ple care settings. Various assessment tools and sure AE—3 cr. hrs. intervention strategies for population and fami- Principles of pharmacokinetics, pharmacody- ly health will be examined in practice with pop- namics, and pharmacotherapeutics. Drug thera- ulations and families sharing common health py is presented as an integral component of and illness phenomena. nursing practice. Application is made to clients NRS 510 Nursing of Families/Pre-licensure with selected health and illness problems. (For AE—2 cr. hrs. AEM UP students only. Corequisite: NRS 511.) Students will use family social science theory, NRS 516 Professional Role Development I/ family therapy theory, and nursing theories to Pre-licensure AE—2 cr. hrs. explore how families experience and manage Using the nursing program outcomes, students life and health transitions (i.e. acute, chronic, will explore the discipline of nursing. Students and end of life issues). Students will examine will study the historical development, clinical how families promote the health of their family reasoning, theoretical base, ways of knowing, and its members during health transitions, and and relationship of nursing to the health care sys- what resources families use and need to pro- tem. Legal boundaries of nursing will be exam- mote and maintain balance and function during ined and applied to practice building. Students these health transitions. The nurses’ role in study communication theory and learn ways to family health and adaptation to illness is exam- communicate effectively as a nurse. (For AEM ined from the perspectives of family as client UP students only. Corequisite: NRS 511.) and family as context for individual family NRS 517 Advanced Physiological Nursing/ member’s health. (For AEM UP students only. Pre-licensure AE—7 cr. hrs. Corequisite: NRS 545.) This course focuses on the provision of nursing NRS 511: Physiological Nursing/Pre-licen- care with adults and their families experiencing sure AE—4 cr. hrs. complex multi-system physiological health care This course focuses on the nursing management problems across the trajectory of illness. The for adults experiencing physiological health care emphasis is on the integration of evidence, clin- problems across practice settings. Students will ical decision-making, and nursing and scientific utilize nursing theory, evidence, communica- theories in the delivery of client-centered care tion, teaching, collaboration, and critical reason- to adults representing the diversity of our soci- ing into their nursing practice with client, fami- ety. Students will develop mastery in the plan- ly, and other members of the health care team. ning, implementation, and evaluation of inter- Students will demonstrate efficient time man- disciplinary and nursing care with their clients. 204 — Nursing COURSE DESCRIPTIONS Includes 135 hours of clinical experience. (For age minor acute illnesses, and manage stable AEM-UP students only. Prerequisites: NRS 511, chronic conditions for a wide variety of clients 512, 515, 516, 518. Corequisite: NRS 507, 536.) from birth through adolescence. Includes 150 NRS 518 Mental Health Nursing/Pre-licen- hours of precepted clinical experience. (Prereq- sure AE—3 cr hrs uisite: NRS 522 or permission of instructor.) This course focuses on the nursing care of NRS 524 Leadership for Advanced Nursing clients with acute or chronic mental illnesses. Practice/Prelicensure AE—3 cr. hrs. Theoretical concepts and nursing knowledge This course is designed to provide the advanced basic to the promotion, maintenance, and practice nurse with the leadership knowledge restoration of mental health throughout the and skills needed to function effectively in com- lifespan are addressed. Professional, legal, and plex environments as a visionary, socially ethical issues in psychiatric mental health nurs- responsible leader. Emphasis is on the use of ing are examined. Includes 45 hours of clinical best practices, self assessment, and multiple experience. (For AEM UP students only. Coreq- approaches to influence and impact health care uisite: NRS 511.) delivery and policy. (For AEM UP students only.) NRS 519 Advanced Pathophysiology— NRS 525 Management of Conditions 3 cr. hrs. Common to Women—3 cr. hrs. This course is designed to provide students with Application of a holistic approach to the life the advanced pathophysiology base required for events and diseases of women from puberty managing disease processes across the life span. through menopause with an emphasis on pre- Focus is on pathophysiological principles with vention in the vulnerable periods of adolescence, application to selected clinical examples. pregnancy, and the climacteric. Precepted clini- NRS 520 Health Assessment for Advanced cal experience will be with pregnant and older Practice—4 cr. hrs. female clients. Includes 100 hours of precepted Advanced health assessment techniques includ- clinical experience. (Prerequisite: NRS 520, NRS ing history taking, physical exam, and other di- 522, or permission of instructor.) agnostic modalities. Includes clinical reasoning, NRS 526 Grant Proposal Development— identification of risks and significant clinical 2 cr. hrs. symptoms, and documentation of findings. Ap- Guides students through all steps of a research plication of techniques across the life span, with or proposal writing project, including investiga- emphasis on family. Includes 45 hours of lab. tion of health problems related to advanced (Prerequisites: NRS 519, NRS 575.) nursing practice. Students will disseminate NRS 521 Nursing of Families for Advanced their findings appropriately. Practice—2 cr. hrs. NRS 527 Management of Adolescents, Students explore theories that guide the prac- Adults, and Older Adults with Chronic Phys- tice of working with families. Various approach- ical and Affective Conditions—3 cr. hrs. es and models from practice are analyzed for Applies holistic approach to assessment, differ- application to advanced nursing. The client in ential diagnosis, and therapeutic intervention this course is the family. Students critique cur- in both physical and affective conditions. Focus rent research on the impact of health and ill- is on adolescents and adults, with specific time ness on families. Students focus on advanced allotted to care of older adults. Includes 150 hours family nursing assessment and intervention of precepted clinical experience. (Prerequisites: strategies, including family interviewing, the NRS 522, NRS 523, and NRS 525, NRS 533.) use of selected sociometric assessment tools, NRS 528 Clinical Management Practicum— family case history management, and advocacy. 3 cr. hrs. NRS 522 Management of Adolescents and Final comprehensive clinical management Adults with Acute Conditions—4 cr. hrs. experience allows students to apply knowledge Integrates and analyzes knowledge and skills gained throughout course of study. Students from prerequisites with pharmacotherapeutics, will engage in management of elderly and advanced assessment, and therapeutic inter- intensive experience with rural or urban under- vention strategies to provide basis for clinical served clients, or with clients of a different cul- assessment and management of adolescent and tural group. Seminar sessions provided to dis- adult clients with acute conditions. Includes 150 cuss role issues. Includes 190 hours of precept- hours of precepted clinical experience. (Prereq- ed clinical experiences. (Prerequisites: All clini- uisites: NRS 519, NRS 520, and NRS 575.) cal courses.) NRS 523 Management of Pediatric Clients NRS 529 Practicum with Seminar/Pre- with Acute and Chronic Conditions— licensure AE—5 cr. hrs. 4 cr. hrs. Students will demonstrate achievement of the Students will conduct comprehensive assess- University core competencies and School of ments, provide anticipatory guidance and Nursing program outcomes. Students will have health education, identify, diagnose, and man- a nursing practicum that includes an intensive COURSE DESCRIPTIONS Nursing — 205 clinical experience working with an expert clin- NRS 536 Professional Role Development ical preceptor. Provides the opportunity to inte- II/Prelicensure AE—1 cr. hr. grate knowledge and skills to practice as a confi- Course builds on content and outcomes from dent, competent beginning professional nurse. NRS 516 (Professional Role Development I). Includes 180 hours of clinical experience. (For The course will expand the student’s knowledge AEM UP students only. Corequisite: NRS 563.) of communication theory with additional focus NRS 530 Research Methodology for Evi- on interpersonal communication, assertive and denced Based Nursing Care I—3 cr. hrs. responsible communication, and conflict reso- First of a two course sequence, this course lution. Ethical and legal issues in nursing will explores the logic, methods of research, and sta- be examined and applied to practice. (For AEM tistical analysis for evaluating evidence based UP students only. Prerequisite: NRS 516.) care in a variety of settings. This course exam- NRS 537 Mental Health Nursing—3 cr. hrs. ines a variety of research methodologies (quali- This course focuses on the diagnosis and treat- tative and quantitative) and statistical analyses ment of emotional and behavioral problems used in quality assurance, clinical research, epi- encountered in primary care settings. Theoreti- demiology, and outcomes research. cal concepts and skills related to mental health NRS 531 Research Methodology for Evi- and illness are analyzed from a holistic perspec- dence Based Nursing Care II—1 cr. hr. tive. These concepts and skills restore mental This course is the second in a two-course health throughout the lifespan. Application to sequence, which explores the logic, methods of client management occurs in the clinical set- research and statistical analysis for evaluating ting. Includes 150 hours of precepted clinical evidence based care in a variety of settings. experience. (Prerequisite: NRS 530.) NRS 539 Teaching & Learning for NRS 533 Management of Conditions Com- Advanced Nursing Practice—3 cr. hrs. mon to Men—2 cr. hr. Introduces principles of learning and teaching This course is designed to provide advanced to prepare the advanced practice nurse to edu- practice students with the background neces- cate patients, nursing staff, and higher educa- sary to provide primary care to men. Students tion students. Learning theory, educational phi- will be prepared to conduct comprehensive as- losophy, models of teaching, and the purposes sessments; provide anticipatory guidance and and methods for assessment of learning will be health education; identify, diagnose, and man- introduced. Students will complete a teaching age minor illnesses; and manage stable chronic project/practicum. conditions. (Prerequisite: NRS 522 or permis- NRS 543 Social and Health Policy— sion of instructor.) 3 cr. hrs. NRS 534 Role and Portfolio Development— This course is designed to provide a conceptual 2 cr. hrs. understanding of the policy making process and This course focuses on the developing role of the political context of contemporary health the clinical nurse leader in health care delivery and social policy in the United States. The focus systems. Content includes issues of advanced is on acquiring skills to assess policy dimen- nursing practice including advocacy, social jus- sions of clinical practice issues, translate them tice, ethics, and cultural care. Students will into feasible policy, and advocate for them with- design a professional portfolio to guide profes- in the policy arena. sional development. NRS 545 Nursing of Childbearing and NRS 535 Complimentary and Alternative Childrearing Families-Pre-licensure AE— Therapies —2 cr. hrs. 6 cr. hrs. Students will be introduced to several compli- This course is a synthesis of childbearing (ma- mentary and alternative medicine (CAM) thera- ternal/newborn) and childrearing (pediatric/ pies (Oriental, Ayurveda, homeopathy, and adolescent) families. The specialty didactic con- naturopathic medicine; energy healing, herbal, tent will be presented separately with the fol- and spiritual concepts of healing). In addition, lowing common elements: Students will there will be discussion and evaluation of how integrate previous knowledge (such as physiolo- these practices are used by the general public, gy, pathophysiology, pharmacology, and com- medicine and nursing to promote general munications) into their emerging specialized health and treat common diseases. Demonstra- knowledge base in pediatric and maternity tion and participation of several therapies will nursing. Normal physiology as well as disease also be included. Additional discussion will be processes will be studied within the family con- included to review quality assurance review text. Disease prevention and health promotion and financial relevance of an integrative health- will be addressed for the spectrum of both pop- care approach to care. ulations. Students will deliver family-focused nursing care to childbearing and childrearing families in acute care and community-based 206 — Nursing COURSE DESCRIPTIONS settings. This course has a clinical component Specific attention will be given to the selection which will be either in maternity or pediatrics, and organization of content, the teaching strate- not both. (For AEM UP students only. Prerequi- gies and methods that will enhance the student’s site: NRS 517. Corequisite: NRS 510.) learning, and the evaluation of learning. Strategies NRS 546 Nursing Research-Pre-licensure and methods will reflect current information sys- AE—3 cr. hrs. tems and technology. Settings will include class- This course explores the logic and methods of room, on-line, laboratory, and clinical settings. research and statistical analysis for use in clini- NRS 556 Teaching in Nursing Practicum— cal practice. Quantitative and qualitative 4 cr. hrs. methodologies are included. Students will se- This course focuses on the development of lect, use, and interpret qualitative and quantita- skills essential to the role of the nurse educator tive (statistical) analysis for addressing clinical in the classroom and clinical venues. Includes nursing problems. (For AEM UP students only.) practice in teaching in these multiple areas. NRS 547 Organizational and Systems Lead- NRS 560 Advanced Clinical Practice I—1 cr. hr. ership—3 cr. hrs. First of three guided practica courses for the In this course the student is prepared to play a nurse educator, in advanced clinical concepts central role in establishing interdisciplinary and the role of nursing in providing evidenced teams, participating in the work of the team and based care to facilitate positive health out- assuming leadership of the team when appro- comes. Students will develop advanced clinical priate. The principles of practice management, nursing skills in medical-surgical, pediatrics, including conceptual and practical strategies for geriatrics, perinatal or community nursing. In- balancing productivity with quality of care will cludes approximately 90 clinical hours. be analyzed. Emphasis is placed on diagnosing NRS 561 Advanced Clinical Practice II— organizations, ensuring patient safety, and 2 cr. hrs. improving health outcomes by facilitating orga- Second of three guided practica courses for the nization-wide changes in clinical care delivery. nurse educator, in advanced clinical concepts NRS 548 Translational Research—3 cr. hrs. and the role of nursing in providing evidenced In this course the DNP student will gain compe- based care to facilitate positive health out- tence in knowledge development activities such comes. Students will develop advanced clinical as the translation of research into practice. The nursing skills in medical-surgical, pediatrics, mission of translational research is to translate geriatrics, perinatal or community nursing. In- new nursing research discoveries into clinical cludes approximately 90 clinical hours. applications and to use the clinical observations NRS 562 Advanced Clinical Practice III— to generate research foci for nursing research. 1 cr. hr. It is the bridge from discovery to delivery. Third of three guided practica courses for the Through translational research students will nurse educator, in advanced clinical concepts identify a problem in patients, design a solution and the role of nursing in providing evidenced and generate evidence to improve practice. based care to facilitate positive health out- NRS 553 Dimensions of Adult Learning— comes. Students will develop advanced clinical 2 cr. hrs. nursing skills in medical-surgical, pediatrics, Introduces principles of adult learning and geriatrics, perinatal or community nursing. In- teaching to higher education instructors. cludes approximately 90 clinical hours. Through an introduction to philosophy of edu- NRS 563 Comprehensive Review Course/ cation, theories of learning behavior, models of Pre-licensure AE—1 cr. hr. teaching, strategies of critical thinking, and The focus of this course is to provide a compre- metacognition, and the purposes and methods hensive review of knowledge and competencies for assessment of learning, students will formu- necessary for entry into professional nursing late their own knowledge base relative to their practice. (For AEM UP students or permission own goals as higher education instructors. of instructor. Corequisite: NRS 529.) NRS 554 Curriculum Development in Nurs- NRS 566 Resources Management in the ing—2 cr. hrs. Micro Environment—3 cr. hrs. This course focuses on conceptualizing and This course will provide students with the theo- developing current, progressive nursing educa- ries, practices, and research from management tion programs through the application of the and human resources needed to effectively knowledge base and research related to health manage personal, personnel, and material care, theories of learning, curriculum, evalua- resources in clinical microsystems. The effects tion, and measurement. of macro societal trends on health care fiscal NRS 555 Course Design and Implementa- management and health economics will be tion in Nursing—2 cr. hrs. explored. Strategic implications and skill build- This course focuses on designing and implement- ing to manage risk and increase productivity ing the courses within the nursing curriculum. COURSE DESCRIPTIONS Nursing — 207 and efficiency will be emphasized. (Prerequi- Includes pharmacology, clinical use and dosing, site: NRS 501.) monitoring parameters, outcome evaluation, NRS 567 Communication and and patient education for nurse educators. Relationships—3 cr. hrs. NRS 581: Integrative Health I: Concepts of Students synthesize communication research Health and Healing—3 cr. hrs. and theory for application to practice by exam- This course is designed to explore conceptual ining ways effective communication is used to understandings of integrative health care and promote positive health outcomes. Students its place within a conventional or allopathic will explore strategies to enhance their abilities health care system. Historical and cultural per- to communicate effectively within the health spectives of nursing and healing are explored care system. Specific content explored in this and the concepts of health and healing are ana- class is: therapeutic use of self, small group lyzed for application to advanced nursing prac- communication, power and persuasion, conflict tice with a focus on integrative health. resolution, negotiation and mediation, and NRS 582 Integrative Health II: Approaches learning-teaching theory. (Prerequisite: NRS to Care—3 cr. hrs. 501.) Students will explore a variety of integrative NRS 568 Information Knowledge Systems— health care approaches, including but not limit- 3 cr. hrs. ed to oriental medicine, acupuncture, Ayurve- This course will provide Clinical Nurse Leader da, naturopathy, homeopathy, chiropractic and students with an introduction to informatics in osteopathy, to enhance patient care through the a microsystem environment. Three major areas collaboration of allopathic and alternative that will be covered are introduction to infor- health care practices. Emphasis in this course is matics theory and concepts, clinical informa- on understanding the framework and beliefs that tion systems, and consumer health informatics. drive each integrative health care approach. (Prerequisite: NRS 501.) NRS 583 Integrative Health III:Nutrition and NRS 569 Human Population Ecology— Herbal Therapy—3 cr. hrs. 3 cr. hrs. The student will gain knowledge of the clinical This course provides the nurses in advanced indications, potential risks, and how to access nursing with scientific methods such as epi- evidence-based information about nutrition, demiology and biostatistics to study health commonly used herbs and dietary supple- events in groups of people. Population theories ments. Exploration of various conceptual such as ecological theory, health behavior, and approaches to nutrition, herbal therapy, and other substantive theories will be applied. botanical science will occur. Emphasis will be Assessment tools and intervention strategies for placed on evaluating and educating patients health of selected populations who share com- regarding nutrition and use of herbs and supple- mon health and illness phenomena will be ments. Students will develop competency in examined. (Prerequisite: NRS 501.) communicating with other health care profes- NRS 570 Advanced Clinical Foundations— sionals, documenting and the reporting of 4 cr. hrs. adverse events. This course integrates principles of advanced NRS 584 Integrative Health IV:Mind Body pathophysiology and pharmacology as the base Connections—3 cr. hrs. for nursing symptom management of disease Students will explore the psychoneuroim- processes and clinical application of pharmacol- munology and other bodies of evidence that ogy. The leading causes of morbidity and mor- link mind and body in health and disease. Heal- tality across the lifespan will be used to show ing interventions such as massage, dance, yoga, linkages between pathophysiology and pharma- meditation, art therapy, hypnosis, aromathera- cotherapeutics. The course also includes a re- py, music therapy, Tai Chi/Qi Gong, therapeu- view of integrated health assessment building tic touch, etc. will be explored. upon undergraduate skills. (Includes 45 hours NRS 589 Applied Research: Evaluation and of skills lab. Prerequisite: NRS 501.) Evidenced Based Practice—3 cr. hrs. NRS 575 Advanced Pharmacotherapeutics— This graduate course will provide the frame- 3 cr. hrs. work and tools to evaluate the effectiveness of Advanced pharmacology and clinical applica- programs, appropriateness of research litera- tion of drugs commonly prescribed by nurse ture as the basis of evidenced based care, and practitioners in primary care settings, including effectiveness of health care interventions. drug selection, dosing, monitoring, evaluation, Emphasis will be on the conceptual, method- and client education. Examines nurse practi- ological, analytical, organizational, political, tioner role as prescriber. and ethical problems facing evaluators. Major NRS 576 Advanced Pharmacology—2 cr. hrs. content will be on research analysis and utiliza- Application of advanced knowledge of pharma- tion, program evaluation, outcomes research, cology in the care of clients across the life span. economic analysis, and the use of data to 208 — Nursing/Philosophy COURSE DESCRIPTIONS include applied statistical applications using a the CNL curriculum and advancement to resi- software package readily available in practice. dency. Advancement to residency is achieved The course is predicated on students having a through a satisfactory review of the student’s working knowledge of basic research and ele- portfolio of learning and achievement.) mentary statistics. (Prerequisites: NRS 500, 501. NRS 597 Practice Improvement Seminar— Prerequisite or corequisite: NRS 568.) 2 cr. hrs. NRS 590 Directed Study—credit arranged. The student will develop and evaluate practice NRS 591 Seminar—credit arranged. approaches that meet current and future needs. NRS 592 Nursing Topical Electives—credit These approaches will be based on scientific arranged. findings in nursing and other clinical sciences, In the semesters in which they are offered, topical organizational, political and economic sciences. electives will cover a variety of subject matter NRS 598 Residency—3 cr. hrs. areas as deemed appropriate by the graduate facul- This course provides a final comprehensive ty to augment the graduate curriculum in nursing. clinical management experience allowing the NRS 593 Clinical Nurse Leader as student to apply knowledge gained throughout Practice I—3 cr. hrs. the program of study. The DNP student will This course focuses on clinical outcomes man- apply principles of practice management, agement through the delivery of evidence- including conceptual and practical strategies for based nursing practice in the areas of illness/ balancing productivity with quality of care. The disease management, health promotion, and clinical experience will provide opportunities disease reduction/prevention management. for management of elderly patients and an The CNL candidate’s clinical decision making intensive clinical experience with rural or skills are refined with incorporation of physio- urban underserved patients or patients from a logical, pharmacological, environmental, and culture not the same as the student’s. Course demographic knowledge into nursing practice will include a practice improvement project with a focus on symptom management and and 300 hours of precepted clinical experience. cost-effective care. Includes 100 hrs of clinical experience. (Prerequisites: NRS 501, 534, 567, Philosophy 568, 569, and 570. Prerequisite or corequisite: PHL 101 Latin I—3 cr. hrs. NRS 589.) Study of elementary Latin structures, vocabulary. NRS 595 Clinical Nurse Leader as PHL 102 Latin II—3 cr. hrs. Practice II—3 cr. hrs. Continued study of elementary Latin structures This clinical course assists the CNL candidate to and vocabulary. advance his/her practice in the achievement of PHL 150 Introductory Philosophy—3 cr. hrs. client outcomes of quality management, risk An introduction to philosophy as a distinctive reduction, and patient safety. The course focus- mode of thinking with an overview of its histori- es on the application and refinement of care cal development and its main issues in meta- environment and horizontal leadership skills physics, epistemology, logic, and socio-political including team coordination, communication, philosophy. nursing technology, informatics and resource PHL 191 The Creation of Self in Myth and management. Includes 100 hours of clinical Image—3 cr. hrs. experience. (Prerequisite: NRS 593.) This course will be team-taught by a professor NRS 596 Clinical Nurse Leader Residency— of philosophy and a professor of fine arts and 6 cr. hrs. will satisfy the core requirements for PHL 150 The student refines his/her operationalization and FA 207. This course introduces students to of the clinical nurse leader competencies and philosophy and the fine arts, charting the emer- professional role during this comprehensive gence of various philosophical conceptions of clinical management experience. The student’s the self and linking them to an assortment of residency team of faculty and clinical mentors artists’ expressions of selfhood. It will integrate assists the student in the design of the clinical off-campus experiential opportunities in film, experience based on the portfolio and self music, theater, and the visual arts with founda- reflection. Peer, faculty, and clinical mentor tional readings and discussions. This course is dialogue assist the CNL candidate to explore designed to be the first step toward developing professional issues and assess experiences, par- the students’ capacity to critically reflect on ticularly the implementation of the role. Perfor- their evolving sense of personal identity. mance indicators specific to the CNL competen- (Restricted to honors students.) cies are demonstrated via the clinical precep- PHL 220 Ethics—3 cr. hrs. tor’s evaluation of the student’s performance, A study of the meaning of language used in demonstration of clinical competence, and self moral discourse, and of the normative princi- appraisal. Includes 300 hours of clinical experi- ples of moral behavior, the question of good and ence. (Prerequisite: Completion of all courses of right, conscience and obligation, the applica- COURSE DESCRIPTIONS Philosophy — 209 tions of the above to individuals and to society, range of metaphysical issues concerning the the moral agent and moral responsibility, moral nature of God (or a god) and religious experi- relativism, teleological and deontological moral ence. The course focuses on some major areas systems. (Prerequisite: PHL 150.) of debate such as arguments for the existence PHL 284 Austrian Philosophy from Bernard of a god, whether such a god should be con- Bolzano to the Vienna Circle—1 cr. hr. ceived as a person, the problem of evil, the rele- This course covers one of the most significant vance of religious experience to philosophical and most influential periods of the history of discussions of religion, the social function of re- Austrian philosophy. The most important philo- ligion, the relationship between philosophical sophical problems of this period will be dis- and theological discourse, and the relationship cussed on the basis of the theories of the of faith and reason. following Austrian philosophers and their PHL 334 The Problem of Being—3 cr. hrs. schools: Bernard Bolzano, Franz Brentano, This course studies some of the major topics Alexius Meinong, Ernst Mach, Ludwig Wittgen- and approaches in the history of philosophical stein, Karl Popper, Rudolf Carnap, and the Vi- reflection on Being and ontology from the be- enna Circle. (Salzburg only.) ginnings of metaphysical speculation in the PHL 285 Bioethics—3 cr. hrs. pre-Socratics through the contemporary period. A study of the intersection of science, ethics, These include discussions of potency and act, law, and medicine as the human good is pur- essence and existence, causality, the ontologi- sued for the person as patient or subject of soci- cal foundations of logic, the nature of language, ety. Contemporary issues explored include the and the question of God. The course may take human genome project, cloning as somatic cell up these discussions from a variety of different nuclear transfer, genetic engineering, reproduc- approaches. tive technologies, the delivery of health care, PHL 335 Self and Identity—3 cr. hrs. and end of life issues. (Satisfies University Discussions concerning the nature of personal requirement for ethics.) identity and self-consciousness engage a range PHL 288 Ethical Inquiry—3 cr. hrs. of metaphysical issues such as problems of The distinction between metaethics and moral identity over time, what makes someone a per- philosophy; the moral philosophies of Aristotle, son, the nature of self-consciousness, the rela- Aquinas, Kant, J. S. Mill, J. P. Sartre, and how tionship of the self to a body, the relation of self they apply to various moral problems. Substitutes and freedom, and the development of the self for PHL 220. (Restricted to honors students.) in the context of society and socio-political rela- tions. The course may also extend to consider Upper-Division Requirements the metaphysical assumptions and implications PHL 331 Asian Philosophy—3 cr. hrs. of discussions and images of self and personal This course explores the nature and source of identity in neuroscience, psychology, sociolo- reality in classical and contemporary Asian gy, art, or politics. philosophies such as Hinduism, Buddhism, Confucianism, and Taoism. It focuses on meta- Electives physical aspects of these traditions, such as the PHL 410 Philosophy of Education—3 cr. hrs. origin and nature of ultimate reality, the nature Inquiry into the epistemological, ethical, and of the self in relation to reality, freedom and metaphysical presuppositions of education. causality in human existence, idealism and re- The student will be acquainted with major alism, and methodological approaches to appre- philosophies (religious, traditionalist, progres- hending reality. sive Western, and Communist) and philoso- PHL 332 Philosophy of Mind—3 cr. hrs. phers (, Vives, Rousseau, Pestalozzi, This course explores a set of conceptual prob- Herbart, Froebel, Montessori, Dewey) of educa- lems involving the nature of the mind and of tion. psychological explanations of behavior. These PHL 412 Philosophy of Law—3 cr. hrs. range from classical discussions of the “mind- The basic philosophical principles of justice and body problem” to contemporary debates con- law in the Western legal traditions: morality and cerning mental representation, mental content, law; natural and positive law; Roman law and innate ideas, the nature of concepts, artificial traditions; logic, language, and intelligence, and the plausibility of psycho- symbols of law; Marxian concept of law; legal ed- physical reductionism. The course will also ucation. (Also listed as SJP 409.) cover some of the major theories relevant to PHL 413 Socio-Political Philosophy— such questions such as psychoanalysis, phe- 3 cr. hrs. nomenological psychology, behaviorism, func- Analysis of some major topics in contemporary tionalism, and externalism. socio-political thought, e.g., freedom, social jus- PHL 333 Philosophy of Religion—3 cr. hrs. tice and structural violence, equality, the rela- The philosophy of religion explores a broad tion between rights and obligations, 210 — Philosophy COURSE DESCRIPTIONS sovereignty, authority, legitimacy, and consent. PHL 433 Heidegger and Ecological Ethics— (Also listed as SJP 443.) 3 cr. hrs. PHL 414 Philosophy and Feminism— A study of Heidegger’s hermeneutical phenom- 3 cr. hrs. enological ontology and its implications for eco- An investigation of the philosophical underpin- logical ethics. nings of various feminist theories and their im- PHL 434 Environmental Ethics—3 cr. hrs. plications for philosophical inquiry from De An inquiry into our obligations to the non- Beauvoir to Irigaray. (Also listed as SJP 432.) human world and the philosophical basis of that PHL 415 Philosophy of Sports—3 cr. hrs. obligation. (Also listed as SJP 410.) Utilizing the philosophic method and the classic PHL 435 Bioethics—3 cr. hrs. metaphysical positions dealing with problems This course will explore the foundations of sci- of mind-body, this course will investigate the ence, ethics, law, and medicine and from that implications of these ideas for contemporary at- foundation explore contemporary issues in the titudes toward sports and the body in such areas intersection of those fields including the influ- as play behavior, the nature of competition, ence of culture on science, medicine, law, and ethical problems related to cheating, children’s ethics, professional codes, the concept of sports, rights of women, and drugs in sports. informed consent, issues at the beginning of PHL 421 Logic—3 cr. hrs. life, cloning, stem cell research, reproductive Introduction to traditional and symbolic logic; technologies, genetics, biomedical research and an examination of the philosophical bases of technology, the global AIDS epidemic, and jus- both; some applications to philosophy and other tice in the distribution of health care. sciences; exercises in some logical skills. PHL 437 The Sublime in Nature—3 cr. hrs. PHL 422 Philosophy of Science—3 cr. hrs. Description and analysis of the aesthetic experi- An analysis of fundamental concepts of science: ence of the infinite in nature discussed by 18th fact, law, observation, theory, explanation, century thinkers as Burke and Kant and ex- truth, discovery, progress, methods of scientific pressed in landscape paintings of 19th century reasoning, science and pseudo-science, moral Europe and the U.S.A.; Buddhist attitudes to- implications of scientific research, science and ward nature as expressed in landscape art of society. Sung dynasty China and Japanese Zen art. PHL 423 Philosophy of Language—3 cr. hrs. PHL 438 Philosophy of Art (Aesthetics)— Some questions we will consider are: What is 3 cr. hrs. truth? How can a sequence of sounds or marks Designed to develop greater aesthetic aware- on paper mean anything? To what extent does ness, perception, and critical judgment, this our language control how we see the world? How course will investigate works of music and visu- can we understand an infinite number of sentences al art in Western culture. The focus of investiga- when we only know a few thousand words? Are tion will be on the metaphysical nature of some theories incommensurable with others? beauty and several universal themes. PHL 430 Advanced Ethics—3 cr. hrs. PHL 451 Philosophy and Psychology— An inquiry into current issues and debates in the 3 cr. hrs. field of ethics. The course will consider the rela- A study of the relationship between philosophy tionship of ethical debates to other areas of phi- and contemporary psychology; a critical exami- losophy. Investigation may focus on issues such nation of the philosophical presupposition un- as autonomy, internalism, moral realism, and/ derlying key personality theories: e.g., Freudian or the relationship between moral philosophy psychoanalysis, Jungian analysis, Skinnerian and problems in social and political philosophy. behaviorism, phenomenological psychology, PHL 431 Ethics and Peace—3 cr. hrs. and existential psychoanalysis. An ethical analysis of the traditional arguments PHL 452 Minds, Brains, and Machines— for “just war” theory, contemporary moral argu- 3 cr. hrs. ments for pacifism, and the moral conditions What is it to have thoughts? What determines for peace. what thoughts are about? Can computers think? PHL 432 War and Peace in Ancient Is the human brain a computer? If so, what Greece—3 cr. hrs. kind? This course will survey recent research An inquiry into: a) the social-economic and into intentionality and mental representation. philosophical reasons for Greek warfare, b) the PHL 453 Externalist Theories of Mental development of peace movements in fifth and Content—3 cr. hrs. fourth-century Greece, and c) the links between Are the contents of our thoughts determined peace and women’s movements in Greece as solely by factors “within the head” or are they mirrored in Thucydides’ Milan Dialogue, Plato’s also determined by factors external to the think- Republic V, Aristotle’s Politics VII, and Aristo- ing subject? This course will examine the thesis phanes’ Lysistrata. that our thoughts have content only by virtue of things in and/or relations to the external world. COURSE DESCRIPTIONS Philosophy/Physics — 211 Also explores some of the consequences of this PHL 478 Japanese Philosophy—3 cr. hrs. view regarding the compatibility of externalism Study of the main ideas which have helped form and authoritative self-knowledge and external- the Japanese attitude toward nature, human rela- ist attempts to overcome Cartesian skepticism. tions, and art; The Seventeen-Article Constitution PHL 469 Great Philosophers—3 cr. hrs. of Prince Shotoku (604 A. D).; Neo-Confucianism This course is devoted to an intensive study of of the Tokugawa Period (1603-1868); Bushido the work of a single philosopher. Different philo- (The Way of the Warrior); Zen and its influence sophers will be featured in different semesters. on the arts and on the 20th century philosopher PHL 471 Ancient Philosophy—3 cr. hrs. Nishida Kitaro. The origins of Western philosophy and its devel- PHL 479 Existentialism—3 cr. hrs. opment up to Plotinus, including the pre-Socrat- A survey of existential philosophers including ics, Plato, Aristotle, Hellenistic schools Sartre, De Beauvoir, Marcel, and Merleau- (Epicureans, Stoics, Skeptics), and Neoplatonism. Ponty; a critical study of their reflections on the PHL 472 Medieval Philosophy—3 cr. hrs. nature and meaning of human existence, free- The major philosophers from Augustine dom, and authenticity. through late scholasticism with particular atten- PHL 480 Confucianism—3 cr. hrs. tion to Augustine, Anselm, Aquinas, Bonaven- A study of Confucius’ Analects, Doctrine of the ture, Scotus, and Ockham. Taught biennially. Mean, The Great Learning, Book of Mencius, (Prerequisite: PHL 220 or equivalent.) and Sung Dynasty Neo-Confucianism, Ming PHL 473 Modern Philosophy—3 cr. hrs. Dynasty philosopher Wang Yang-Ming; influence Philosophical figures and topics from the Renais- of Confucianism in the contemporary Orient. sance through Kant: the scientific revolution, con- PHL 490 Directed Study—credit arranged. tinental rationalism (Descartes, Leibniz), British PHL 491-492 Seminars—credit arranged. empiricism (Locke, Hume, Berkeley), and Kant’s PHL 495-496 Workshops—credit arranged. transcendental philosophy. PHL 499 Senior Capstone—1-6 cr. hrs. PHL 474 Hegel and 19th-Century Research, study, or original work under the Philosophy—3 cr. hrs. direction of a faculty mentor, leading to a schol- An examination of nineteenth-century philoso- arly thesis document with a public presentation phy focusing upon the work of Hegel. The course of results. Requires approval of thesis director traces the roots of Hegelianism in German ideal- and department chair. ism, the British Economists, and romanticism, and its influences on subsequent involvements in- Physics cluding Marxism, existentialism, and American PHY 201-202 General Physics—2 sems., pragmatism. (Also listed as SJP 411.) 6 cr. hrs. PHL 475 Contemporary Analytic Mechanics; thermodynamics; electricity and Philosophy—3 cr. hrs. magnetism; wave motion, sound, and optics; A study of the relationships between minds, modern physics. (Prerequisite: MTH 112. language, and reality as considered by Frege, Corequisite: PHY 271-272.) Russell, Wittgenstein, the Vienna Circle, Quine, PHY 204 General Physics Lecture & Lab— and Kripke. 4 cr. hrs. PHL 476 Contemporary Continental Vectors, kinematics, Newtonian mechanics, sta- Philosophy—3 cr. hrs. tics, dynamics, and simple harmonic motion. An exploration of: a) transcendental and exis- This course includes a lab component. (Coreq- tential phenomenology (Husserl, Heidegger, uisite: MTH 201.) Fee: $60. Sartre, Merleau-Ponty, etc.); b) critical theory PHY 205 General Physics Lecture & Lab— (Habermas, Marcuse, etc.); c) postmodernism 4 cr. hrs. and poststructuralism (Lyotard, Derrida, Electricity and magnetism; Maxwell’s equa- Foucault, etc.) tions, circuits, light, and radiation. This course PHL 477 Philosophy of History—3 cr. hrs. includes a lab component. (Prerequisites: MTH Introduction to traditional and contemporary 201, PHY 204. Corequisite: MTH 202.) Fee: $60. - problems of historical explanation and interpre PHY 208 Integrated Physics/Math Lecture tation, the relation between objective truth and & Lab—4 cr. hrs. man’s historicity; discussion of philosophers of Vectors, kinematics, Newtonian mechanics, sta- history (Augustine, Vico, Herder, Hegel, Comte, tics, dynamics, and simple harmonic motion. Marx, Dilthey, Spengler, Berdyaev, Collingwood, This course is integrated with MTH 201 and in- and others) with the questions of meaning and cludes a lab component. (Corequisite: MTH laws of history, and different approaches to his- 201.) Fee: $60. toriography.

*A student who withdraws from the affiliated lecture course after mid-semester may, with permission of the instructor, continue in this lab course. 212 — Physics COURSE DESCRIPTIONS PHY 209 Integrated Physics/Math Lecture PHY 371 Analog and Digital Electronics— & Lab—4 cr. hrs. 2 cr. hrs. Electricity and magnetism; Maxwell’s equa- Instruction in electronic circuits and computer tions, circuits, light, and radiation. This course software for use in data acquisition and instru- is integrated with MTH 202 and includes a lab ment control. (Prerequisite: PHY 356 or MTH component. (Prerequisites: MTH 201, PHY 204 321.) Fee: $120. or PHY 208. Corequisite: MTH 202.) Fee: $60. PHY 372 Advanced Laboratory—1-3 cr. hrs. PHY 270 Special Physics Lab and Laboratory work in atomic and nuclear Research—1-3 cr. hrs. physics; electricity and magnetism; physical For special lower division projects or research. optics; laser physics; and undergraduate exper- Content, credit, and fee to be arranged. imental research. Minimum of one credit re- *PHY 271-272 General Physics Lab—2 sems., quired of physics majors. Fee: $60 per credit. 2 cr. hrs. †PHY 376 Modern Physics Lab—1 cr. hr. Laboratory course to accompany PHY 201-202. Laboratory course to accompany PHY 306. Ex- One three-hour laboratory each week. Fee: $60 periments in acoustic waves, optics, photo per semester. electric effect. One three-hour laboratory each PHY 290 Directed Study—credit arranged. week. Fee: $60. PHY 306 Modern Physics—3 cr. hrs. *PHY 411 Introduction to Quantum Special relativity, quantum theory, atomic and Mechanics—3 cr. hrs. nuclear physics. (Prerequisites: PHY 204-205, Experimental basis for the quantum theory and MTH 201-202. Corequisite: PHY 376.) the fundamental ideas of non-relativistic and rela- *PHY 312 Mechanics—3 cr. hrs. tivistic quantum mechanics. (Prerequisites: PHY Kinematics and dynamics of classical particles 201-202 or PHY 204-205, MTH 321-322, PHY 306.) and systems of particles in stationary and moving *PHY 412 Introduction to Quantum frames of reference. The equations of Lagrange Mechanics II—3 cr. hrs. and are introduced. (Prerequisites: PHY Continuation of PHY 411. Topics to include 201-202 or PHY 204-205. Corequisite: MTH 321.) perturbation theory, angular momentum, and *PHY 317 Introduction to Laser Techno- scattering theory with application to atomic, logy— 3 cr. hrs. solid state, and particle physics. (Prerequisite: Optics; gaussian beams; atomic theory; laser the- PHY 411.) ory and exposition; applications. (Prerequisites: *PHY 422 Solid State Physics—3 cr. hrs. PHY 201-202 or PHY 204-205, MTH 201.) Lattices and crystal structures; classification *PHY 321 Electrodynamics—3 cr. hrs. properties are discussed. Several field trips are Electric and magnetic fields and their interaction made. (Prerequisites: PHY 201-202 or 204-205, with matter; Maxwell’s equations. (Prerequisites: MTH 321.) PHY 201-202 or PHY 204-205. Corequisite: *PHY 441 Thermal and Statistical Physics— MTH 321.) 3 cr. hrs. *PHY 322 Optics—3 cr. hrs. Fundamentals of statistical mechanics, en- Geometrical and physical optics, imaging and tropy, partition functions, kinetic theory. Ap- aberrations; interference, diffraction, and polar- plications to classical and quantized systems. ization; applications to instrumentation and Thermodynamics developed from the basis of lasers. (Prerequisites: PHY 201-202 or PHY 204- statistical mechanics. (Prerequisites: PHY 201- 205, MTH 202.) 202 or PHY 204-205, MTH 322.) PHY 356 Mathematical Methods for Physi- PHY 470 Special Physics Laboratory and cists—3 cr. hrs. Research—1-3 cr. hrs. Ordinary differential equations, complex vari- For special upper-division projects or research. ables and matrices are developed and illustrat- Content, credit, and fee to be arranged. ed through applications in physics with PHY 471 Advanced Laboratory—1-3 cr. hrs. emphasis on examples from the fields of vibra- Laboratory work in atomic and nuclear tions and waves. (Prerequisite: MTH 202.) physics; electricity and magnetism; physical PHY 370 Special Physics Laboratory and optics; laser physics; and undergraduate exper- Research—1-3 cr. hrs. imental research. Minimum of one credit re- For special upper division projects or research. quired of physics majors. Fee: $60 per credit. Content, credit, and fee to be arranged. PHY 472 Advanced Laboratory—1-3 cr. hrs. Laboratory work in atomic and nuclear physics; electricity and magnetism; physical optics; laser physics; and undergraduate exper-

*Course not offered every year. †A student who withdraws from the affiliated lecture course after mid-semester may, with permission of the instructor, continue in this lab course. COURSE DESCRIPTIONS Physics/Political Science — 213 imental research. Minimum of one credit re- global perspective. (Substitutes for POL 201. Re- quired of physics majors. Fee: $60 per credit. stricted to honors students.) PHY 490 Directed Study—credit arranged. POL 290 Directed Study—credit arranged. PHY 491-492 Physics Seminar—credit POL 292 University Mock Trial Team— arranged. 1 cr. hr. PHY 499 Senior Thesis—3-6 cr. hrs. Collegiate mock trial competitions. Students are Research, study, or original work under the direc- instructed in the how and why of case prepara- tion of a faculty mentor, leading to a scholarly tion as an advocate for either side; role playing thesis document with a public presentation of as witnesses and trial attorney; understanding results. Requires approval of thesis director, de- and using the rules of evidence; actual trial ad- partment chair, dean, and the director of the vocacy; research and delivering arguments. honors program, when appropriate. (Prerequi- sites: Senior standing; 3.0 G.P.A. in the thesis Political Theory and area or good standing in the honors program.) Methodology POL 300 Political Inquiry & Analysis— Political Science 3 cr. hrs. Introductory Courses This course is an introduction to research in po- POL 200 Introduction to United States litical science. Emphasis will be given to com- Politics—3 cr. hrs. parative design, case selection, measurement, Introduction to the national politics of the Unit- graphing, survey research, research writing and ed States. Emphasis on the constitutional frame- essay, and political science research sources. work, formal and informal political institutions, POL 312 Western Political Theory—3 cr. hrs. the evolving conception of individual freedom An introduction to basic concepts and fundamen- and civil rights, the role of the people in a tal political issues associated with the great works , and an overview of the United of classical and modern political theory. Among States political system. the works examined in this course are those of POL 201 Introduction to International Plato, Aristotle, Augustine, Aquinas, Machiavelli, Relations—3 cr. hrs. Hobbes, Locke, Rousseau, Burke, and Marx. This course introduces the students to the world POL 314 American Political Thought— of international conflict and cooperation. A 3 cr. hrs. broad framework is presented to understand A survey of selected writings representative of how global forces and events influence our lives American political theory from the colonial pe- directly and indirectly. Special attention is given riod to the present. This course focuses on colo- to the major actors in the international system nial and revolutionary political thought; the including nations and non-governmental actors. theories and debates of the era of constitution The basic political traditions of western civiliza- making; Federalist and Jeffersonian political tion are examined and an attempt is made to thought; Jacksonian democratic thought; theo- understand how they influence individual and ries of slavery, abolitionism, and reconstruction; collective roles within the global system. the theory of Social Darwinism; progressive po- POL 202 Modern Foreign Governments— litical thought and the philosophy of pragma- 3 cr. hrs. tism; theories of post World War II realism; This course is an introduction to the various New Left political thought; and the contempo- forms of political life throughout the globe. rary political theories of conservatism, liberal- There is an emphasis on parliamentary govern- ism, and communitarianism. ment, democratic and authoritarian forms of POL 316 Politics and Literature—3 cr. hrs. governance, and the history of these forms. This course focuses on fiction as a vehicle for ex- Countries from Europe, Asia, Africa, Latin ploring themes of morality in political theory. We America, and North America will be examined. will analyze democracy, class, and the market as POL 270 Development of European Politi- institutions with overarching moral and political cal Systems—3 cr. hrs. positions. The voice of morality introduces im- Historical study of political systems from the portant philosophical and political issues of rebel- French Revolution to World War II. (Salzburg only.) lion, suggests boundaries between the private POL 288 Introduction to International and public spheres, and contains visions of Relations—3 cr. hrs. utopia. Students address moral theories and their The major themes of the course are security implications for the individual in society. and power, economics and development, and POL 318 Politics and Film—3 cr. hrs. technology and environment. These three In this course, film is a vehicle for exploring themes will be broken down into smaller units political issues. Representation, mobilization, and examined from different perspectives. Po- and rebellion are the three themes that will be litical power is examined from a national and the focus in films, discussion, and reading. We 214 — Political Science COURSE DESCRIPTIONS examine each theme with the American case Church, and Amnesty International. (Also list- then evaluate the same theme in other coun- ed as SJP 464.) tries. Through this comparative perspective, POL 356 Building World Peace—3 cr. hrs. students gain a richer understanding of the Introduces the student to the systematic study American political system as well as the rele- of world peace, beginning with the causes of war vance of these themes in other country contexts. and war’s effects on communities and the envi- Readings will accompany the films and provide a ronment. Negative peace will be studied, that is, theoretical framework for the discussion of rep- diplomacy, negotiations and conflict resolution, resentation, mobilization and rebellion. disarmament, and international law. Positive peace will also be considered, that is, the study of American Politics human rights, nonviolence, international orga- POL 320 United States Urban Politics— nizations, and the role of the individual in world 3 cr. hrs. peace. (Also listed as SJP 462.) The influence of historical, political, and socio- POL 358 Politics of the European Union— logical forces on the development of urban Amer- 3 cr. hrs. ica. Focus on poverty, race and ethnicity, crime, Examines European integration from a political education, transportation, and urban sprawl. and economic perspective. The course concen- Special emphasis given to the possibilities for trates on patterns of representative institutions and constraints on public policy, and the capaci- with special attention given to parties, elections, ty of city governments to serve their citizens. and governments. Finally, the course examines POL 333 Public Administration—3 cr. hrs. the process and institutions of European integra- A study of public administration and the mod- tion. ern state in the American political system. The focus of this course is on the development and Comparative Politics context of the American administrative state, POL 372 Politics of Modern Europe— bureaucratic structure, politics and processes, 3 cr. hrs. and the role played by administrative organiza- A comparative study of the major countries of tions in policy implementation and governmen- Southern, Central, and Northern Europe. Insti- tal regulation. This course also examines the tutions and parties, participation and represen- relationship of the administrative branch to tation in , France, , Spain, other institutions of government, and it ex- Serbia, Germany, , Hungary, and Roma- plores the question of administrative account- nia will be examined. ability in a democratic society. POL 373 Politics of Latin America—3 cr. hrs. POL 335 American Public Policy—3 cr. hrs. This course approaches the study of Latin A study of the public policy process in the Unit- American politics with a general introduction to ed States. This course analyzes the nature of its historical background and political geogra- public policy making, the process of agenda set- phy. In addition, the general pattern of religion ting, and the dynamics of policy creation, adop- and society, economics, and politics will be ex- tion, implementation, and evaluation. Special amined. Then, special attention will be given to emphasis is given to domestic issues and poli- the patterns of power and politics in modern cies to illustrate the workings of the policy Mexico, Brazil, Argentina, Cuba, Nicaragua, and process. (Also listed as SJP 468.) Chile. (Also listed as SJP 473.) POL 344 Civil Liberties—3 cr. hrs. POL 374 Politics of Asia—3 cr. hrs. Focusing on United States Supreme Court cases This course is a comparative study of the coun- from 1937 to the present covering the 1st tries of Asia. Students will focus on issues of pol- through the 14th amendments. itics, culture, and economics from a national POL 345 Constitutional Law—3 cr. hrs. and regional perspective. Cases include the Covering the history of the United States Constitu- South and Central Asian countries of India, Pak- tion using mainly Supreme Court cases from the istan, and Afghanistan, and the Asian Pacific beginning of the republic into the 20th century. countries of China, Vietnam, Thailand, Cambo- dia, North Korea, South Korea, Indonesia, and International Relations the Philippines. (Also listed as SJP 466.) POL 351 International Law and POL 378 States and the Market—3 cr. hrs. Organizations—3 cr. hrs. This course will examine the relationship be- Course examines the different approaches to tween politics and economics from a cross-na- economic and political cooperation and integra- tional perspective. What are the differences tion, including some select institutional exam- between a market and command economy and ples of global interdependence, such as the what are the consequences in terms of policy? European Community, the United Nations, the How does democracy, authoritarianism, or the Organization of American States, the North At- transition towards democracy affect the types of lantic Treaty Organization, the Roman Catholic COURSE DESCRIPTIONS Political Science — 215 economic policies adopted by particular coun- International Relations tries? Special attention will be given to the inter- Prerequisite: POL 201 or 202 or permission of in- national context within which countries develop structor. economic policies and political relationships. POL 453 Great Powers and Their Foreign Lectures, readings, and class discussion will ad- Policies—3 cr. hrs. dress these themes through theoretical frame- An examination of the basic foreign policy pat- work and comparative cases. terns of Germany, France, Britain, Russia, POL 379 Business in a Political World— Japan, China, and the U.S.A. Different ap- 3 cr. hrs. proaches and theories for understanding the This course explores the relationship between formulation of foreign policy will be analyzed. business and politics across countries. Students Comparisons are made for the formulation of examine the relevance of different political policies and the use of power. Issues of morality regimes, institutions, and policies for business and public policy are also addressed. and industry organizations. Through historical POL 455 Foreign Policies of Latin and contemporary cases, the student will leave America—3 cr. hrs. class with an understanding of the debates as The nations of the Latin American region have well as substantial comparative knowledge about experienced dramatic changes since the 1980s. particular economic policies and the process of Dramatic pressures and heightened political business organization in different countries. risks are causing important shifts in the tradi- POL 391-392 Special Topics—variable credit tional foreign policies of these nations. This These courses involve special topics in different course examines the changing global forces af- areas of political science and are offered period- fecting regional integration and economic de- ically. velopment for Mexico, Brazil, Argentina, and Chile, and the domestic responses to these for- American Politics eign policy changes. (Also listed as SJP 467.) Prerequisite: POL 200 or permission of instructor. POL 405 Law and the American Judiciary— Comparative Politics 3 cr. hrs. Prerequisite: POL 201 or POL 202 or permission of The role of the law in the United States. Focus instructor. on the nature of the court systems at the nation- POL 470 Comparative Immigration— al, state, and local level, on the nature of the 3 cr. hrs. law, on the influence and pressures which This course explores the politics of migration shape legal doctrine, and the philosophical and and immigrant populations. National and inter- socio-economic issues which arise when analyz- national constraints and opportunities structure ing legal doctrines and decisions. the position and status of immigrants. Class will POL 415 Congress and the Legislative compare the economic, political, and social or- Process—3 cr. hrs. ganization of immigrant groups across coun- An analysis of the role, structure, and politics of tries. Through comparative cases students the American Congress. This course focuses on evaluate the effects of national factors such as the creation, evolution, and powers of the immigration policy, housing, education, and Unites States Congress, congressional elections, economic policies, and international factors like the relationship between legislators and con- war and globalization affecting the causes and stituents, the organization and workings of Con- consequences of migration. gress, changes in the legislative process, and POL 472 Culture, Community, and Political congressional interaction with interest groups, Organization—3 cr. hrs. the media, the executive branch, and the This course develops the theoretical and empir- Courts. Special attention is also given to the role ical links between culture, community, and po- of Congress in the policy process. litical organization. Students will study the POL 419 The United States Presidency— debates and country evidence concerning cul- 3 cr. hrs. ture and democracy by addressing questions An examination of the presidency in the Ameri- like whether or not all countries can become can political system. This course examines the democratic. Within , certain com- founding, development, and institutionalization munities are much more influential than oth- of the presidency, the growth of presidential ers. Class will look at cases within the U.S. but power, presidential selection, the role of the also from a cross-national perspective to uncov- president in the executive branch, and the in- er systematically the connections between cul- teractions between the president, the media, ture, organization, and influence. and the other institutions of government. Atten- POL 490 Directed Study—credit arranged. tion is also given to characteristics and strate- Individual study under the direction of a mem- gies of presidential leadership and the role of ber of the political science department, with the the president in the policy process. 216 — Political Science/Psychology COURSE DESCRIPTIONS approval of the chairman. basis of human behavior and cognition. The POL 491-492 Seminars—credit arranged. ways in which natural and sexual selection POL 495-496 Workshop—credit arranged. have shaped human nature will be explored. Se- POL 497 Political Internship—1-6 cr. hrs. lected topics include evolutionary explanations Practical field experience working with legisla- of human mating systems, jealousy, interper- tive, executive, and judicial branches of govern- sonal and sexual attraction, warfare, sexual ori- ment. Internships are individually arranged entation, and cognition. A special emphasis will and may be done at the national, state, or local be placed on exploring the evolutionary basis of levels of government. Students will be required male-female differences. to supplement their field experience with ap- PSY 320 Psychology of Learning—3 cr. hrs. propriate readings arranged with the instructor A systematic study of the learning process em- prior to registration along with a required re- phasizing topical, research, and theoretical ori- search project in the area of the internship. entations. Topics covered include major Credit varies on the amount of time allocated theories of learning and memory, Pavlovian for the internship. conditioning, appetitive and aversive condition- POL 499 Senior Thesis—3-6 cr. hrs. ing, biological influences on learning, stimulus Research, study, or original work under the and cognitive control of behavior, and memory direction of a faculty mentor, leading to a schol- processes: storage, encoding, retrieval, and for- arly thesis document with a public presentation getting. (Prerequisite: PSY 214 or permission of of results. Requires approval of thesis director, instructor.) department chair, dean, and the director of the PSY 330 Cognition—3 cr. hrs. honors program, when appropriate. (Prerequi- Examines the higher mental processes of atten- sites: Senior standing; 3.0 G.P.A. in the thesis tion, learning, memory, language, concept area, or good standing in the honors program.) formation, problem solving, and reasoning. Stu- dents will participate in simulations of classic Psychology experiments in cognitive psychology. (Prerequi- Not all courses are offered annually. Contact psy- site: PSY 214 or permission of instructor.) chology faculty for the current schedule of offer- PSY 340 Sensation and Perception— ings.PSY 101 is a prerequisite for all upper division 3 cr. hrs. psychology courses. Experimental study of sensation and perception PSY 101 General Psychology—3 cr. hrs. emphasizing human visual and auditory Introduction to the principles of human behavior processes and the methods of experimental psy- and the methods used to understand behavior, chology. The student will gain laboratory expe- psychological development, and functioning. rience by participating in experiments and by PSY 214 Research Methods: Design— designing, carrying out, and writing up an origi- 3 cr. hrs. nal study. (Prerequisite: PSY 214 or permission Principles and methods of research on human of instructor.) PSY 350 Social Psychology—3 cr. hrs. behavior. Scientific method as an approach to Psychological behavior of an individual as a problem identification, analysis, and solution. member of a group; the influence of culture and How to evaluate methods and findings. How to society on attitudes, personality, and behavior; design studies relevant to a given problem. the dynamics of group interaction. (Also listed (Prerequisite: MTH 161 or permission of in- as SOC 350.) structor. Also listed as SOC 214 and SW 214). PSY 215 Research Methods: Analysis— PSY 355 Perspectives on the Body and 3 cr. hrs. Human Sexuality—3 cr. hrs. Introduction to psychological and sociological Provides students with varying perspectives research with emphasis on quantitative meth- about human sexuality and how body image, ods. Topics include sampling, hypothesis test- body change (i.e., disability, illness, aging) and ing, statistical analysis, and computer usage. body variations fit within the context of human (Prerequisite or corequisite: PSY 214 or SOC sexuality. Students will explore the social con- 214 or permission of instructor. Also listed as struction of gender, body image, and sexuality SOC 215.) as well as the consequences that differing PSY 310 Behavioral Neuroscience—3 cr. hrs. meanings of “body” and “sex” can have on indi- Structure and function of the nervous system, viduals in our society. Attention will be given to with implications for both normal and abnor- strategies of interventions with individuals who mal development and behavior. How the func- present with sexual or body image/change is- tion of the brain is related to behavior. sues. (Prerequisite: PSY 101 or SOC 101. Also PSY 315 Evolutionary Psychology— listed as SW 355, SOC 355.) 3 cr. hrs. PSY 360 Life Span Development—3 cr. hrs. In this course we will examine the evolutionary Examines psychosocial aspects of human devel- opment from birth through death. Focuses on COURSE DESCRIPTIONS Psychology — 217 major psychological, social, and cognitive topics havior are considered. as relevant to the stages of the life span. PSY 455 Health Psychology—3 cr. hrs. PSY 365 Moral Development—3 cr. hrs. Considers the implications of combined medical, Focuses on issues related to moral develop- psychological, and pastoral care models on health ment. Using the writing of various psycholo- and recovery. Special attention given to influ- gists, novelists, and philosophers, this course ences in health of personality, social context, be- will address such issues as moral reasoning, lief and meaning, and mind-body connection. meaning, and purpose. PSY 460 Adolescent Development—3 cr. hrs. PSY 370 Personality—3 cr. hrs. Explores adolescent development from a vari- Examines diverse perspectives on human per- ety of psychological perspectives. Covers basic sonality. The focus is on asking what we know changes of adolescence, the contexts in which when we know a person. This involves analyz- adolescents develop, and issues of psychosocial ing basic assumptions, postulates, and research development. related to major personality theories including: PSY 461 Introduction to Gerontology— trait, pychoanalytic, humanistic, cultural, bio- 3 cr. hrs. logical, and cognitive. This course introduces the student to the field PSY 375 The Self—3 cr. hrs. of gerontology and the different ways in which This course will examine the social self; com- social workers and other helping professionals peting needs for uniqueness and similarity; the are involved with the growing aging population. meaning of self-identity and self-concept; indi- The course examines the aging process and its vidual coping strategies; attributional analyses; impact upon the individual, the family, and social influence and defining gender. (Also list- society. Students will examine the demograph- ed as SOC 375.) ics of aging, as well as physical and psychologi- PSY 380 Abnormal Psychology—3 cr. hrs. cal changes associated with aging. The course Examination of problem behavior, its causes, its also will cover social, cultural, political, and treatment, and its social and legal ramifications. economical issues for older adults in our soci- Emphasis is given to personal and societal ety. (Prerequisite: introductory course in sociol- understanding of abnormality as well as to psy- ogy or psychology or permission of instructor. chological and medical considerations. Also listed as SOC 461, SW 461.) PSY 391-392 Seminars—credit arranged. PSY 463 Children, Youth, and Society— PSY 400 History of Psychology—3 cr. hrs. 3 cr. hrs. Psychological ideas and theories from their This course is about child and youth develop- philosophical origins to the present. Discussion ment as embedded in social and cultural con- of five main schools of psychology and how texts. The particular emphasis will be on early they influence current thought in psychology. childhood through the transition into adult- PSY 401-402 Internship I & II—1 or 2 hood, and on thinking about childhood and semesters—variable credit youth as social phenomena. The course is read- Practical field experience working within a ing/discussion intensive and involves a com- human service organization. Internships are munity-based learning project. (Also listed as individually arranged and may be done in a SOC 463 and SJP 463.) wide array of settings. Students will be required PSY 464 Cultural Variations in Aging— to supplement their experience with a class- 3 cr. hrs. room seminar. This course may be taken twice. This course considers how culture and life Limited to majors and minors. (Also listed as experience influence and shape the aging SOC 401-402.) process. How do different age cohorts position PSY 430 Psychology of Language—3 cr. hrs. themselves in life and how does that affect the Study of the nature of language, how humans rest of society? Students gain an understanding use language, how humans learn language, the of key issues in cultural variations in aging and psychological factors in language use, and the an ability to demonstrate this knowledge of neural basis of language. Students will study the their own lives as well as aging services. (Also knowledge and processes that underlie a per- listed as SOC 464, SW 464.) PSY 470 Psychology of Aggression—3 cr. hrs. son’s ability to produce and understand lan- Major theories which account for aggressive guage. behavior or violence. Emphasis given to person- PSY 450 Cross Cultural Psychology— ality, social, biological, and environmental 3 cr. hrs. determinants of aggression and violence. (Also Explores relationships between cultural vari- listed as SJP 465.) ables and human behavior. The development of PSY 480 Survey of Psychotherapy—3 cr. hrs. cross cultural psychology and research method- Review of major theories and techniques of psy- ologies used by cross cultural researchers is ex- chotherapy; issues in the contemporary prac- amined. Theories that reflect the cultural, tice of psychotherapy. social, and developmental perspectives on be- 218 — Psychology/Religion COURSE DESCRIPTIONS PSY 482 Group Counseling—3 cr. hrs. RELI 512 Prophets of Israel—3 cr. hrs. Introduction to group dynamics, contemporary Traces the development of prophecy from pre- models of group counseling, and the develop- Israelite to contemporary times. Focusing on ment of group skills. the prophetic writings of the Hebrew and Chris- PSY 490 Directed Study—credit arranged. tian Scriptures specifically, the course affords Guided inquiry for superior students by students the opportunity to explore selected arrangement with the psychology faculty. biblical texts from a historical, social, cultural, PSY 491-492 Seminars—credit arranged. literary and theological perspective. The course PSY 494 Research—1-3 cr. hrs. also invites students to assess critically selected Participate directly in the research process with a prophetic texts from a hermeneutical prospec- faculty member. Before enrolling a student must tive, e.g., the function and appropriateness of consult with a faculty member to define project. metaphorical language, images of God imbed- (Prerequisites: PSY 214 and PSY 215.) ded in the prophetic texts, the use of power, etc. PSY 498 Senior Seminar—3 cr. hrs. Stressing the importance of the prophetic mes- A capstone seminar for psychology majors de- sage for the contemporary life, the course signed to help the student integrate major con- invites reflection on the critique of selected bib- temporary psychological methods, theories, and lical readings, and emphasizes the role that both research findings. Restricted to senior psycholo- the prophetic persona and prophetic imagina- gy majors. (Prerequisites: PSY 214 and PSY 215.) tion play in the process of the systemic change PSY 499 Senior Thesis—1-6 cr. hrs. and personal global transformation. Research, study, or original work under the RELI 515 Synoptic Gospels—3 cr. hrs. direction of a faculty mentor, leading to a schol- It is commonly held that the first three gospels arly thesis document with a public presentation draw on a fund of traditions about Jesus not of results. Requires approval of thesis director, shared by the Gospel of John. For this reason department chair, dean, and the director of the Matthew, Mark, and Luke are also known as the honors program, when appropriate. (Prerequi- “synoptic gospels”—gospels that should be “seen sites: Senior standing; 3.0 G.P.A. in the thesis together.” This course explores their relation- area or good standing in the honors program; ship to one another and examines theories PSY 214 and PSY 215.) about their creation. The course also discusses the individual of these three major Religion gospels, their Jewish and Hellenistic back- RELI 500 Research Methods in Religious grounds, and literary forms, such as the parable. Studies—1 cr. hr. RELI 516 Johannine Literature—3 cr. hrs. Writing and research as ways of exploring and The Gospel of John and the Johannine letters. learning. An orientation to techniques of RELI 517 Letters of Paul—3 cr. hrs. research and writing in religious studies, gener- Paul's life and theology as reflected in his letters. ation of bibliography, library use, mechanics of RELI 518 Book of Revelation and General academic style, research cycle and communica- Epistles—3 cr. hrs. tion tactics. (Taken on a pass/fail basis.) How to interpret the Book of Revelation and the RELI 501 Studies in Old and New Testa- Epistle of James, Hebrew, Jude, and 1 and 2 Peter. ment—3 cr. hrs. RELI 522 Christology—3 cr. hrs. An introduction to scholarly issues concerning An introduction to systematic reflection on the the historical context, history of composition, mystery of Jesus the Christ. The course will be and pastoral application of the Old and New divided into three parts: Biblical Christology, Testament. Classical (Patristic, Doctrinal and Medieval) RELI 502 Studies in Theology—3 cr. hrs. Christology, and Contemporary Christology. A survey of the methods, issues, and patterns of RELI 530 Theological Ethics—3 cr. hrs. questioning typical of theological inquiry. Analysis of several contemporary Catholic ethi- RELI 503 Biblical and Theological Founda- cists, including Curan, O'Connell, Regan and tions—3 cr. hrs. McCormick, who have influenced the develop- Claiming the biblical and theological traditions ment of Catholic ethics. A critical examination in the contemporary world through critical of ethical issues such as natural law, human skills in exegesis and hermeneutics. freedom, conscience, authority and the moral RELI 504 Issues of Religion and Culture— and rational capacity. 3 cr. hrs. RELI 535 Church and Social Justice—3 cr. This colloquium integrates the diverse topics of hrs. our graduate programs by addressing the inter- The issues of justice from a church perspective section of the Church and society. Theology as a as they affect society locally, nationally, and faithful challenge to the Church and the world. internationally. COURSE DESCRIPTIONS Religion/Citizen Science — 219 RELI 540 Contemporary Ecclesiology— RELI 573 Contemporary Christian Spiritu- 3 cr. hrs. ality—3 cr. hrs. Contemporary trends in the post-Vatican II A contemporary exploration of human relation- Church: critical issues assessed in light of ships—self, community, world and God, Church teaching, conciliar directions and con- through the lens of Christian spirituality. temporary life. RELI 545 Human Development in Theolog- Citizen Science ical Perspective—3 cr. hrs. Explores several different approaches to human (Interdisciplinary)* development including faith and moral develop- In an increasingly complex and changing world, ment as well as the process of socialization and all citizens need to develop scientific under- the social roots of knowledge as these influence standings and the habits of mind to thoughtfully the fields of religious education and theology. guide its future. All courses will help students RELI 550 Theology of Ministry—3 cr. hrs. foster and develop scientific curiosity, help Theological foundations for ministry in the them to become aware of and open to new church, including historical roots and contempo- ideas, yet become more informed skeptics rary experience. Attention will be given to both the regarding new and unproven ideas in science as theory and practice of ministry. Skills of theologi- well as pseudoscience. These courses will help cal reflection will provide the method of inquiry students use scientific knowledge and ways of and direction for collaborate pastoral response. thinking for personal and societal purposes. RELI 551 Introduction to Pastoral Counsel- SCI 103 Human Biology—3 cr. hrs. ing—3 cr. hrs An introduction to the structure and function of Foundations of theological models, methodology, the human body. (No prerequisites.) and practice crucial to pastoral counseling. Spe- SCI 106 Chemistry in Context—3 cr. hrs. cial attention given to counseling theory and An introductory science course that applies related pastoral issues with emphasis on theo- chemical principles to society. Relevant issues logical reflections and evaluative methods. are used to introduce the chemistry and the sci- RELI 554 Foundations of Religious Educa- ence is set in its political, economic, social, and tion—3 cr. hrs. international context. Current topics dealing Investigation of the philosophical and theologi- with acid rain, global warming, protecting the cal foundations of Christian religious education. ozone layer, etc. will be studied and discussed. Such issues as anthropology, epistemology, Hands-on experience will be stressed. (No pre- hermeneutics, the political nature of education, requisites.) and the centrality of the Kingdom of God for SCI 109 Powerful Ideas in Physical Sci- Christian religious education will be systemati- ence—3 cr. hrs. cally explored. Special emphasis will be placed Major principles and concepts in physical sci- on contemporary perspectives, especially that ences will include measurement, motion, elec- of Thomas H. Groome and his approach of tricity, magnetics, waves, periodicity, bonding, Shared-Christian Praxis. kinetic theory, concentrations, and equilibrium. RELI 558 Practicum—3 cr. hrs. Emphasis is on useful applications with comput- A field-based experience involving demonstrat- er and laboratory activities. (No prerequisites.) ed competence in ministry. (Prerequisite: per- SCI 110 Earth Systems Science—3 cr. hrs. mission of instructor.) This course develops a holistic view of planet RELI 562 Liturgical and Sacramental Spiri- Earth by considering global interactions tuality—3 cr. hrs. between atmosphere, hydrosphere, biosphere, The iteration of liturgical celebration, personal and geosphere. An Oregon perspective is devel- spirituality, and Christian living. oped by examining how plate tectonics, earth- RELI 569 Liturgical Pastoral Theology— quakes, and volcanoes have shaped the active 3 cr. hrs. continental margin in the Pacific Northwest. An advanced course in liturgical theology (No prerequisites.) designed to study the nature of liturgy and how SCI 111 Natural Hazards in the Pacific it is experienced today in light of historical and Northwest—3 cr. hrs. theological tradition. Special emphasis is given Geological catastrophes (e.g., earthquakes, mete- to the roots of the liturgical movement and ecu- orite impacts, and flooding) are important menism in the 20th century and their impact on processes in shaping the Earth. This course will contemporary worship. acquaint students with the scientific principles governing these catastrophes. (No prerequisites.)

*In addition to the courses listed under this heading, courses in biology, chemistry, and physics can be used to fulfill science core requirements. 220 — Citizen Science/Social Justice COURSE DESCRIPTIONS SCI 160 Nutrition, Heath, and Disease— required. (Also listed as ED 200.) 3 cr. hrs. SJP 400 Social Justice Leadership This course will focus on the science of nutri- Capstone—3 cr. hrs. tion as it relates to healthy living and its role in This course serves as a capstone to the social the disease process. Interactions between diet, justice minor program. The course will address exercise, aging, and human physiological sys- social justice from a local, national, internation- tems will be explored. al, and global perspective. Students will design, SCI 162 Introduction to Marine Science— plan and implement a social justice project that 3 cr. hrs. will engage other students. Through participa- Survey of biological, chemical, physical, and tion, mentoring, reading, and reflection stu- geological principles in the study of oceanogra- dents will develop their leadership capacities. phy. (No prerequisites.) SJP 402 Christian Social Ethics—3 cr. hrs. SCI 163 —3 cr. hrs. Contemporary American Christian thought on Introductory study of observations and the the nature of morality and society. An attempt application of scientific principles in their inter- to reveal the dynamics of faith that call us to do pretation. Deduction of models for the solar sys- justice. Special consideration given to the devel- tem, our local galaxy, and the visible Universe. opment of pacifism in American churches. (No prerequisites.) (Also listed as THE 423.) SCI 182 Environmental Science—3 cr. hrs. SJP 403 Empire, Colonialism and Indepen- Survey of the principles and methods of science dence: Postcolonial Literature and as applied to the problems of maintenance of Culture—3 cr. hrs. environmental quality and preservation of Historically framed survey of representative plant and animal organisms within an eco- authors from former British Colonies in Asia, system. (No prerequisites.) Africa, and the Caribbean. Introduction to key theorists of postcolonialism from Said to Spivak Social Justice and discussion of key concepts such as imperi- SJP 200 Perspectives of Social Justice— alism, racism, hybridity, mimicry, decoloniza- 3 cr. hrs. tion, neo-colonialism, nationalism(s), and This course introduces students to issues of immigration. (Also listed as ENG 380.) social justice. Through a disciplinary frame- SJP 404 International Literature of Peace work, students explore theories and factors that and Justice—3 cr. hrs. underlie social integrity, economic prosperity The impact of language on human life, especial- and human rights. By engaging in a communi- ly its importance in creating and sustaining ty-based learning project, students will explore peace or violence. Works of contemporary writ- the power of participation in affecting change. ers. (Also listed as ENG 430.) SJP 305 Social Work: Service and Social SJP 407 Women, Theology, and Globaliza- Justice—3 cr. hrs. tion—3 cr. hrs. This course provides students with an introduc- What does globalization have to do with theolo- tion to the history and development of profes- gy? What happens when the experience of sional social work, including basic principles women in diverse cultures becomes the starting and values, areas of practice, and work opportu- point for theological reflection? We will explore nities. The course provides an overview of gen- these questions as we study the texts of contem- eralist practice as well as social work programs, porary women theologians in the Christian tra- services, and agencies and their impact on spe- dition from Latin America, Africa, Asia, and cific populations. The theoretical foundations for varied contexts within North America. Through work with groups, organizations, and individuals analysis of theological method, we will learn to will be examined with an emphasis on exploring recognize the principles of Liberation Theology the values and belief systems that affect practice at work in new contexts. Ultimately, we will in the field.(Also listed as SW 305.) develop the skills to critically evaluate the SJP 320 Foundations of Education— effects and challenges of globalization from the 3 cr. hrs. perspective of the Gospel in women’s experi- Examines the relationship between schools and ence. This course invites both men and women the larger society and analyzes the historical to hear the Gospel in new contexts. (Also listed traditions, philosophical perspectives, and as THE 458.) social practices that interact in American educa- SJP 408 Theological Implications of the tion. The course is designed to help students Holocaust—3 cr. hrs. understand the ways in which schools affect the Explores contemporary Christian and Jewish lives of individuals and to help students value theology reflections on the Nazi genocide cam- the diversity of the communities in which they paign to eliminate the Jews of Europe. Special work. This course will also focus on writing and emphasis on the documents of the churches other communication skills. Field experience until now, on the Austrian and German efforts COURSE DESCRIPTIONS Social Justice — 221 to cope with this part of recent history, and on government in the nineteenth and twentieth the illumination of the development of early centuries. (Also listed as HST 312.) anti-Judaism of the Christian cultures to the SJP 421 Disease and Medicine in World His- racist anti-semitism of the Nazis. (Salzburg only. tory—3 cr. hrs. Also listed as THE 434.) This course will examine the role disease, tech- SJP 409 Philosophy of Law—3 cr.hrs. nology, environment and culture have played The basic philosophical principles of justice and in human history from ancient times to the 20th law in the Western legal traditions: morality and century. Areas of particular focus will include law; natural and positive law; Roman law and major epidemics, the rise of the germ theory, common law traditions; logic, language, and and the intersection between economic devel- symbols of law; Marxian concept of law; legal ed- opment and human health. (Also listed as HIS ucation. (Also listed as PHL 412.) 358.) SJP 410 Environmental Ethics—3 cr.hrs. SJP 422 Technology, Resources and Envi- An inquiry into our obligations to the nonhu- ronment In World History—3 cr. hrs. man world and the philosophical basis of that This course will examine the exploitation of obligation. (Also listed as PHL 434.) natural resources in modern global society, SJP 411 Hegel and 19th-Century from the beginnings of the Industrial Revolu- Philosophy—3 cr. hrs. tion to the modern day. Special emphasis is An examination of nineteenth-century philoso- placed on the intersection of technology, cul- phy focusing upon the work of Hegel. The ture, and the environment in modern life. (Also course traces the roots of Hegelianism in Ger- listed as HST 357.) man idealism, the British Economists, and SJP 424 Modern Germany—3 cr. hrs. romanticism and its influences on subsequent Study of the varying political forms of German involvements including Marxism, existential- life over the past two centuries with emphasis ism, and American pragmatism. (Also listed as on the war and the Nazi dictatorship (Also listed PHL 474.) as HST 346.) SJP 412 Poets, Prophets, Divas, and SJP 425 Cold War America—3 cr. hrs. Divines—3 cr. hrs. Study of the causes and effects of the Cold War This course offers students the opportunity to in American domestic and foreign affairs. trace the development of prophecy and the Emphasis will be placed on social, cultural, eco- prophetic tradition as it unfolds in the biblical nomic, and political movements within the text and world and in our world today. Various United States, as well as America’s role in world prophets and their writings are studied in order events after World War II. (Also listed as HST to understand the person and personality of a 318.) prophet, prophetic imagination and creativity, SJP 426 Europe in the Age of Dictator- the role of religious experience, the search for ship—3 cr. hrs. divine justice and compassion. Central to the A broad study of the European continent from course is the study of the prophets’ vision of 1900 to the revolutions of 1989 and their after- hope and transformation for all times. Students math, emphasizing the political, social, and cul- are invited to explore how they can be shakers tural significance of the century’s major events. and movers, history-makers and hearers, and (Also listed as HST 343.) prophetic leader of a new day. (Also listed as SJP 432 Philosophy and Feminism— THE 405.) 3 cr. hrs. SJP 413 Catholic Social Teaching: A Living An investigation of the philosophical underpin- Tradition of Thought and Action—3 cr. hrs. nings of various feminist theories and their im- By examining the relationship between plications for philosophical inquiry from De Catholic social teaching and social action this Beauvoir to Irigaray. (Also listed as PHL 413.) course considers the theological perspectives, SJP 441 Cultural Diversity and Cultural socio-historical contexts, key principles within Competence—3 cr. hrs. this tradition such as the dignity of the human Course addresses the pluralistic nature of person and the common good, approaches to American society and the world through analy- moral argument and methods of social analysis ses of the social psychology of prejudice and that have shaped the Catholic tradition of discrimination. Students learn to apply critical thought and practice. (Also listed as THE 425.) thinking to an understanding of cultural differ- SJP 420 Plains Indians History—3 cr. hrs. ences. The course also covers various theories This course will survey the major aspects of and strategies of culturally competent social Plains Indians culture and history from the ear- intervention. (Also listed as SOC 325, SW 325.) liest archaeological evidence to the present day. SJP 442 Communication Across Barriers— Special emphasis will be given to traditional 3 cr. hrs. Plains Indian cultures and the interaction Exploration of barriers to effective communica- between Plains Indians and the U.S. culture and tion between members of differing sexes, races, 222 — Social Justice COURSE DESCRIPTIONS and generations. Consideration of causes of SJP 463 Children, Youth, and Society— problems and effective strategies for solutions. 3 cr. hrs. (Also listed as CST 411, SOC 411.) This course is about child and youth develop- SJP 443 Socio-Political Philosophy—3 cr. hrs. ment as embedded in social and cultural con- Analysis of some major topics in contemporary texts. The particular emphasis will be on early socio-political thought, e.g., freedom, social jus- childhood through the transition into adult- tice and structural violence, equality, the rela- hood, and on thinking about childhood and tion between rights and obligations, sovereignty, youth as social phenomena. The course is read- authority, legitimacy, and consent. (Also listed ing/discussion intensive and involves a com- as PHL 413.) munity-based learning project. (Also listed as SJP 445 Social Class and Inequality—3 cr. hrs. PSY 463 and SOC 463.) Examination of inequality in the distribution of SJP 464 International Law and Organiza- wealth, power, and prestige. Focus will be on tions—3 cr. hrs. stratification within societies and on the nature, Course examines the different approaches to extent, and significance of inequality of wealth economic and political cooperation and integra- and power between societies. (Also listed as tion, including some select institutional exam- SOC 435.) ples of global interdependence, such as the SJP 447 International Marketing Manage- European Community, the United Nations, the ment—3 cr. hrs. Organization of American States, the North Applies marketing principles to the contexts of Atlantic Treaty Organization, the Roman international and global business. Topics Catholic Church, and Amnesty International. include strategies, risks, and benefits of market- (Also listed as POL 351.) ing across national and cultural boundaries. SJP 465 Psychology of Aggression—3 cr. hrs. Also examines consequences and ethical con- Major theories which account for aggressive siderations of globalization. (Prerequisite: BUS behavior or violence. Emphasis given to person- 200. Also listed as BUS 443.) ality, social, biological, and environmental SJP 448 Income Inequality—3 cr. hrs. determinants of aggression and violence. (Also Examines the determinants of incomes in mar- listed as PSY 470.) ket economies, including education, training, SJP 466 Politics of Asia—3 cr. hrs. experience, hours worked, discrimination, inher- This course is a comparative study of the coun- itance, unions, and government transfers. tries of Asia. Students will focus on issues of pol- Studies causes of change in the extent of inequali- itics, culture, and economics from a national ty and social impacts of inequality. Analyzes gov- and regional perspective. Cases include the ernment policies to reduce inequality, including South and Central Asian countries of India, Pak- anti-poverty policies. (Prerequisite: ECN 121 or istan, and Afghanistan, and the Asian Pacific permission of instructor. Also listed as ECN 425.) countries of China, Vietnam, Thailand, Cambo- SJP 458 Literature and Culture of Contem- dia, North Korea, South Korea, Indonesia, and porary Mexico—3 cr. hrs. the Philippines. (Also listed as POL 374.) This course looks at contemporary Mexican cul- SJP 467 Foreign Policies of Latin ture and society through the study of fictional America—3 cr. hrs. works by contemporary Mexican authors. A The nations of the Latin American region have variety of literary genres will be read, analyzed, experienced dramatic changes since the 1980s. and discussed. Themes to be covered include Dramatic pressures and heightened political the search for a Mexican identity, cultural varia- risks are causing important shifts in the tradi- tions among Mexicans, gender, race, and eth- tional foreign policies of these nations. This nicity in the construction of identity, urban and course examines the changing global forces rural views of the nation, and the impact of affecting regional integration and economic globalization, migration, and transculturation in development for Mexico, Brazil, Argentina, and Mexico. (Prerequisite: SPN 202. Also listed as Chile, and the domestic responses to these for- SPN 316.) eign policy changes. (Also listed as POL 455.) SJP 462 Building World Peace—3 cr. hrs. SJP 468 American Public Policy—3 cr. hrs. Introduces the student to the systematic study A study of the public policy process in the Unit- of world peace, beginning with the causes of ed States. This course analyzes the nature of war and war’s effects on communities and the public policy making, the process of agenda set- environment. Negative peace will be studied, ting, and the dynamics of policy creation, adop- that is, diplomacy, negotiations, and conflict tion, implementation, and evaluation. Special resolution, disarmament, and international law. emphasis is given to domestic issues and poli- Positive peace will also be considered, that is, cies to illustrate the working of the policy the study of human rights, nonviolence, inter- process. (Also listed as POL 335.) national organizations, and the role of the indi- vidual in world peace. (Also listed as POL 356.) COURSE DESCRIPTIONS Social Justice/Social Work — 223 SJP 469 Cultural Geography—3 cr. hrs. change, social equity, and social justice as part A survey of global cultures and interrelation- of this course. (Also listed as SOC 466, SW 466.) ships between environment and culture. Focus SJP 485 Rhetoric of Social Justice —3 cr. hrs. on language, religion, migrations, and cultural This class covers the rhetoric of social justice transformation in an increasingly interdepen- through the lens of U.S. social movements. dent world. (Also listed as GEO 301.) From the founding of the United States, to aboli- SJP 473 Politics of Latin America—3 cr. hrs. tion, suffrage, labor rights, and civil rights This course approaches the study of Latin groups of Americans have joined together to cre- American politics with a general introduction to ate messages in order to change the fabric of our its historical background and political geogra- cultural norms. We will acquaint ourselves with phy. In addition, the general pattern of religion some of the rhetorical theories, research and and society, economics, and politics will be ex- issues that deal with social movement message amined. Then, special attention will be given to making. These issues will include an examina- the patterns of power and politics in modern tion of the available means and limits of rhetori- Mexico, Brazil, Argentina, Cuba, Nicaragua, and cal influence within the context of social move- Chile. (Also listed as POL 373.) ments other topics. (Also listed as CST 485.) SJP 480 Intercultural Communication— SJP 491-492 Seminar—credit arranged. 3 cr. hrs. Course provides an introduction to the dynam- Social Work ics of intercultural communication. Content Not all courses are offered annually. Contact social includes the importance of understanding one's work faculty for the current two-year schedule of own culture, the culture similarities and differ- offerings. ences in communication, relationships, and the SW 214 Research Methods: Design— workplace, and the ability to adapt to various 3 cr. hrs. cultures. (Also listed as CST 430.) Principles and methods of research on human SJP 481 Negotiation and Conflict behavior. Scientific method as an approach to Management—3 cr. hrs. problem identification, analysis, and solution. An intensive study of orientations toward man- How to evaluate methods and findings. How to aging disputes and of specific processes and design studies relevant to a given problem. techniques currently in use. Course includes (Prerequisite: MTH 161 or permission of consideration of both organizational and inter- instructor. Also listed as PSY 214, SOC 214.) personal disputes and also focuses on the role of SW 275 Urban Plunge—1 cr. hr. the mediator. (Also listed as CST 412.) A 48-hour immersion into the inner city in SJP 482 International Welfare: Health Sys- which students observe and/or work with pro- tems in Mexico—3 cr. hrs. grams striving to meet the needs of the urban Students will spend six weeks with a Mexican poor. The plunge takes place on two of the first family while learning advanced Spanish and ten days of January prior to the beginning of participating in health-related social service the spring semester. Three-hour workshop in experiences in Morelia, Mexico and surround- November prior to the Plunge, two follow-up ing villages. The focus will be on issues impact- reflection sessions in January, and a reflection ing the mental, physical, and spiritual well- paper. (Also listed as SOC 275.) being of individuals and communities in Mexico SW 276 Rural Plunge—1 cr. hr. and the service systems designed to address Five days living and working with migrant and these issues. (Prerequisite: Two years of col- seasonal workers. After orientation sessions, lege-level Spanish or equivalent required. Also students will take part in a variety of opportuni- listed as SOC 405, SPN 381, SW 405.) ties including refinishing some of the huts SJP 484 Violence, Poverty and the Environ- where migrant farm workers will live, serving ment—3 cr. hrs. meals, and bringing food to people in the labor This course is designed to engage students in a camps. Each evening there will be a reflection critical analysis of the social phenomenon of session for the participants. Topics include the violence and poverty as they are influenced by role and influence of the Church in this area, the environment. Through classroom and expe- the problems that “undocumented workers” riential learning, students will have an opportu- face, and conflicts between growers and the nity to thoroughly study the topic in a way that workers. (Also listed as SOC 276.) will enable them to assess the societal conse- SW 277 Border Plunge—1 cr. hr. quences of environmental changes and their A five-day service-immersion program in the effect upon violence and poverty as well as to U.S.-Mexico border area. Participants will meet develop a sense of personal values toward the with resource persons on both sides of the bor- implications for equity and social justice. Stu- der to discuss issues of immigration policy, free dents will also consider strategies for social trade and global economic issues, U.S.-Mexican 224 — Social Work COURSE DESCRIPTIONS relations, public health, the environment, and logical perspective to analyze social conditions the role of the church in social change. In addi- and to identify problem areas in society. (Pre- tion, students will provide service to a neighbor- requisite: SW 305, SW 214. Also listed as SOC hood center in Mexico which supplies daily 343.) meals to low-income children and families. SW 355 Perspectives on the Body and Course includes a pre-trip orientation, daily Human Sexuality—3 cr. hrs. reflection sessions during the program, and a Provides students with varying perspectives reflection paper. This program will take place about human sexuality and how body image, during spring break. (Also listed as SOC 277.) body change (i.e., disability, illness, aging) and SW 305 Social Work: Service and Social body variations fit within the context of human Justice—3 cr. hrs. sexuality. Students will explore the social con- This course provides students with an introduc- struction of gender, body image, and sexuality tion to the history and development of profes- as well as the consequences that differing sional social work, including basic principles meanings of “body” and “sex” can have on indi- and values, areas of practice, and work opportu- viduals in our society. Attention will be given to nities. The course provides an overview of gen- strategies of interventions with individuals who eralist practice as well as social work programs, present with sexual or body image/change services, and agencies and their impact on spe- issues. (Prerequisite: PSY 101 or SOC 101. Also cific populations. The theoretical foundations listed as PSY 355, SOC 355.) for work with groups, organizations, and indi- SW 386 Interviewing and Counseling— viduals will be examined with an emphasis on 3 cr. hrs. exploring the values and belief systems that The purpose of this course is to learn interview- affect practice in the field. (Prerequisite: PSY ing and counseling skills that are fundamental 101 and SOC 101 or permission of instructor. to effective social work practice and to other Also listed as SJP 305.) helping professions. Upon completion of this SW 313 Social Welfare Policy—3 cr. hrs. course, students will understand basic theories, Utilizes a focus on the history and process of concepts, and skills behind relationship build- social welfare in the United States and other ing, active listening, and the interviewing countries to help the students learn how social process. Students will understand how issues of welfare policy is organized and developed. Stu- diversity affect the helping relationship and will dents also learn strategies and techniques to be able to apply this knowledge to affect change analyze current policy and influence future pol- with various populations, problems, and set- icy. (Prerequisite: SW 305. Also listed as SOC tings. (Prerequisite: SW 305, SW 214 or permis- 313.) sion of instructor.) Fee: $25. SW 325 Cultural Diversity and Cultural SW 391-392 Seminars—credit arranged. Competence—3 cr. hrs. SW 401-402 Internship 1 & II—3 cr. hrs. Course addresses the pluralistic nature of Practical field experience working within a American society and the world through analy- human service organization. Internships are ses of the social psychology of prejudice and individually arranged and may be done in a discrimination. Students learn to apply critical wide array of settings. Students will be required thinking to an understanding of cultural differ- to supplement their experience with a class- ences. The course also covers various theories room seminar. Social work majors may only and strategies of culturally competent social take one semester of this course. intervention. (Prerequisite: SW 305. Also listed SW 405 International Welfare: Health Sys- as SOC 325, SJP 441.) tems in Mexico—3 cr. hrs. SW 343 Human Behavior and the Social Students will spend six weeks with a Mexican Environment—3 cr. hrs. family while learning advanced Spanish and This course analyzes human behavior in the participating in health-related social service social environment from a life span develop- experiences in Morelia, Mexico and surround- mental approach. The content of this course is ing villages. The focus will be on issues impact- designed to increase the student’s potential for ing the mental, physical, and spiritual well- effective social work interventions with individ- being of individuals and communities in Mexico uals, groups, families, social systems, and com- and the service systems designed to address munities. Students will examine the effects of these issues. (Prerequisite: Two years of col- social structures, social policies, and cultural lege-level Spanish or equivalent required. Also patterns on individuals at all stages of life. Stu- listed as SOC 405, SPN 381, SJP 482.) dents will study the effects of poverty, gender SW 461 Introduction to Gerontology— roles, discrimination, spirituality, and sexual 3 cr. hrs. orientation on the human growth and develop- This course introduces the student to the field ment of individuals from childhood to old age. of gerontology and the different ways in which A systems approach is combined with an eco- social workers and other helping professionals COURSE DESCRIPTIONS Social Work/Sociology — 225 are involved with the growing aging population. ty and CAS requirements. Corequisite: SW 483.) The course examines the aging process and its SW 481 Theory & Methods of Social Work impact upon the individual, the family, and Practice II—3 cr. hrs. society. Students will examine the demograph- This course provides undergraduate students ics of aging, as well as physical and psychologi- with a base for the application of social work cal changes associated with aging. The course theory in macro practice settings. It offers con- also will cover social, cultural, political, and tent on generalist social work practice knowl- economical issues for older adults in our soci- edge, values, and skills as applied to work with ety. (Also listed as SOC 461, PSY 461.) groups, organizations, communities, and soci- SW 464 Cultural Variations in Aging— eties. This practice course focuses on essential 3 cr. hrs. phases of the problem-solving process that can This course considers how culture and life be utilized with diverse populations across vari- experience influence and shape the aging ous practice settings. Course also focuses on process. How do different age cohorts position social work values, ethics, and issues relevant themselves in life and how does that affect the to sensitive social work practice with popula- rest of society? Students gain an understanding tions-at-risk. Social work majors only. (Prereq- of key issues in cultural variations in aging and uisites: All SW courses (except 482 and 483) all an ability to demonstrate this knowledge of lower division University and CAS require- their own lives as well as aging services. (Also ments. Corequisite: SW 483.) listed as SOC 464, PSY 464.) SW 482 Social Work Practicum I—6 cr. hrs. SW 465 Violence and the Individual— Intensive supervised field experience in select- 3 cr.hrs. ed social work agencies. Students spend 16 This course investigates the phenomenon of hours per week in the field. Social work majors violence as it affects individuals. Students will only. (Prerequisite: All SW courses except 480 learn about theories of the motivation and and 481; all lower-division University and CAS impact of violence in America. Individual, requirements. Corequisite: SW 480.) structural, and cultural aspects of violence are SW 483 Social Work Practicum II—6 cr. hrs. presented in an analytic framework. (Also listed Intensive supervised field experience in select- as SOC 465.) ed social work agencies. Students spend 16 SW 466 Violence, Poverty, and the Envi- hours per week in the field. Social work majors ronment—3 cr. hrs. only. (Prerequisites: All SW courses except 480 This course is designed to engage students in a and 481; all lower-division University and CAS critical analysis of the social phenomenon of requirements. Corequisite: SW 481.) violence and poverty as they are influenced by SW 490 Directed Study—credit arranged. the environment. Through classroom and expe- SW 491-492 Seminars—credit arranged. riential learning, students will have an opportu- SW 494 Research—1-3 cr. hrs. nity to thoroughly study the topic in a way that Participate directly in the research process with will enable them to assess the societal conse- a faculty member. Before enrolling a student quences of environmental changes and their must consult with a faculty member to define effect upon violence and poverty as well as to the project. develop a sense of personal values toward the SW 499 Senior Thesis—3-6 cr. hrs. implications for equity and social justice. Stu- Research, study, or original work under the dents will also consider strategies for social direction of a faculty mentor, leading to a schol- change, social equity, and social justice as part arly thesis document with a public presentation of this course. (Also listed as SOC 466, SJP 484.) of results. Requires approval of thesis director, SW 480 Theory & Methods of Social Work department chair, dean, and the director of the Practice I—3 cr. hrs. honors program, when appropriate. (Prerequi- This course provides undergraduate students sites: Senior standing; 3.0 G.P.A. in the thesis with a base for the application of social work area, or good standing in the honors program.) theory in micro practice settings. It offers con- tent on generalist social work practice knowl- Sociology edge, values, and skills as applied to work with Not all courses are offered annually. Contact soci- individuals, families,and groups. This practice ology faculty for the current two-year schedule of course focuses on essential phases of the prob- offerings. SOC 101 is a prerequisite for all upper lem-solving process that can be utilized with division sociology courses. diverse populations across various practice set- SOC 101 Introduction to Sociology—3 cr. hrs. tings. Course also focuses on social work values, An introduction to the theories, scientific meth- ethics, and issues relevant to sensitive social ods, and basic findings of sociology concerning work practice with populations-at-risk. Social group behavior, society, culture, social institu- work majors only. (Prerequisites: All SW courses tions, and social change. (except 482 and 483) all lower division Universi- 226 — Socialogy COURSE DESCRIPTIONS SOC 214 Research Methods: Design— SOC 305 Sociology of Crime and Justice— 3 cr. hrs. 3 cr. hrs. Principles and methods of research on human A systematic and in-depth review of criminal behavior. Scientific method as an approach to justice in America from a sociological perspec- problem identification, analysis, and solution. tive. Course evaluates the historical develop- How to evaluate methods and findings. How to ment of policing, the judiciary, and corrections, design studies relevant to a given problem. and examines the culture and organizations of (Prerequisite: MTH 161 or permission of criminal justice institutions. Significant atten- instructor. Also listed as PSY 214, SW 214.) tion is paid to examining public policy issues in SOC 215 Research Methods: Analysis— criminal justice. 3 cr. hrs. SOC 310 General Anthropology—3 cr. hrs. Introduction to psychological and sociological Views the variety of lifestyles and belief sys- research with emphasis on quantitative meth- tems with which humans live and have lived. ods. Topics include sampling, hypothesis test- SOC 313 Social Welfare Policy—3 cr. hrs. ing, statistical analysis, and computer usage. Utilizes a focus on the history and process of (Prerequisite or corequisite: SOC or PSY 214 or social welfare in the United States and other permission of instructor. Also listed as PSY 215.) countries to help the students learn how social SOC 275 Urban Plunge—1 cr. hr. welfare policy is organized and developed. Stu- A 48-hour immersion into the inner city in dents also learn strategies and techniques to which students observe and/or work with pro- analyze current policy and influence future pol- grams striving to meet the needs of the urban icy. (Also listed as SW 313.) poor. The plunge takes place on two of the first SOC 325 Cultural Diversity and Cultural ten days of January prior to the beginning of Competence—3 cr. hrs. the spring semester. Three-hour workshop in Course addresses the pluralistic nature of November prior to the Plunge, two follow-up American society and the world through analy- reflection sessions in January, and a reflection ses of the social psychology of prejudice and paper. (Also listed as SW 275.) discrimination. Students learn to apply critical SOC 276 Rural Plunge—1 cr. hr. thinking to an understanding of cultural differ- Five days living and working with migrant and ences. The course also covers various theories seasonal workers. After orientation sessions, and strategies of culturally competent social students will take part in a variety of opportuni- intervention. (Also listed as SJP 441, SW 325.) ties including refinishing some of the huts SOC 343 Human Behavior and the Social where migrant farm workers will live, serving Environment—3 cr. hrs. meals, and bringing food to people in the labor This course analyzes human behavior in the camps. Each evening there will be a reflection social environment from a life span develop- session for the participants. Topics include the mental approach. The content of this course is role and influence of the Church in this area, designed to increase the student’s potential for the problems that “undocumented workers” effective social work interventions with individ- face, and conflicts between growers and the uals, groups, families, social systems, and com- workers. (Also listed as SW 276.) munities. Students will examine the effects of SOC 277 Border Plunge—1 cr. hr. social structures, social policies, and cultural A five-day service-immersion program in the patterns on individuals at all stages of life. Stu- U.S.-Mexico border area. Participants will meet dents will study the effects of poverty, gender with resource persons on both sides of the bor- roles, discrimination, spirituality, and sexual der to discuss issues of immigration policy, free orientation on the human growth and develop- trade and global economic issues, U.S.-Mexican ment of individuals from childhood to old age. relations, public health, the environment, and A systems approach is combined with an eco- the role of the church in social change. In addi- logical perspective to analyze social conditions tion, students will provide service to a neighbor- and to identify problem areas in society. (Also hood center in Mexico which supplies daily listed as SW 343.) meals to low-income children and families. SOC 350 Social Psychology—3 cr. hrs. Course includes a pre-trip orientation, daily Psychological behavior of an individual as a reflection sessions during the program, and a member of a group; the influence of culture and reflection paper. This program will take place society on attitudes, personality, and behavior; during spring break.(Also listed as SW 277.) the dynamics of group interaction. (Also listed SOC 301 Social Problems—3 cr. hrs. as PSY 350.) Introduction to the major social problems of SOC 355 Perspectives on the Body and contemporary society, their nature, causes, and Human Sexuality—3 cr. hrs. possible solutions; theories of deviancy. Provides students with varying perspectives about human sexuality and how body image, body change (i.e., disability, illness, aging) and COURSE DESCRIPTIONS Sociology — 227 body variations fit within the context of human Highlights the role and function of law enforce- sexuality. Students will explore the social con- ment, legal services, and the court. Stresses the struction of gender, body image, and sexuality rehabilitation function of correctional institu- as well as the consequences that differing tions and probation and parole. meanings of “body” and “sex” can have on indi- SOC 411 Communication Across Barriers— viduals in our society. Attention will be given to 3 cr. hrs. strategies of interventions with individuals who Exploration of barriers to effective communica- present with sexual or body image/change tion between members of differing sexes, races, issues. (Prerequisite: PSY 101 or SOC 101. Also and generations. Consideration of causes of listed as PSY 355, SW 355.) problems and effective strategies for solutions. SOC 360 Criminology—3 cr. hrs. (Also listed as CST 411, SJP 442.) Criminology is the body of knowledge regarding SOC 422 Sociology of Gender—3 cr. hrs. delinquency and crime as social phenomena. Examination of historical and recent changes Includes the development of a body of general and role expectations for men and women. and verified principles and of other types of Included is an analysis of real vs. perceived dif- knowledge regarding this process of law, crime, ferences and biological vs. socially induced dif- and reaction to crime. Focus is on the adult ferences. Discussion focuses on the conse- offender. quences of gender roles and work and family SOC 375 The Self—3 cr. hrs. including responses to changing gender roles. This course will examine the social self; com- SOC 423 Sociology of Sport—3 cr. hrs. peting needs for uniqueness and similarity; the Examines the significance, from a sociological meaning of self-identity and self-concept; indi- perspective, of the growing interest and partici- vidual coping strategies; attributional analyses; pation in sports activities in the U.S. and around social influence and defining gender. (Also list- the world. The history of the growth of sport, ed as PSY 375.) the influence of sports play in the socialization SOC 380 Sociological Theory—3 cr. hrs. of children, and the tie between the American Comprehensive study of sociological theories education system and sports will all be exam- from the late nineteenth century to the present; ined. Issues regarding sports participation and the relationship between theory and research. race, class, and gender will also be considered. Required of majors in sociology. SOC 434 Urban Society—3 cr. hrs. SOC 391-392 Seminars—credit arranged. Topics include the origin and development of SOC 401-402 Internship I & II—1 or 2 cities; the social-psychological consequences of semesters—variable credit living in the urban environment; the social Practical field experience working within a problems associated with urbanization in both human service organization. Internships are industrial and third world cities; and the future individually arranged and may be done in a of cities. wide array of settings. Students will be required SOC 435 Social Class and Inequality—3 cr. hrs. to supplement their experience with a class- Examination of inequality in the distribution of room seminar. This course may be taken twice. wealth, power, and prestige. Focus will be on Limited to majors and minors. (Also listed as stratification within societies and on the nature, PSY 401-402.) extent, and significance of inequality of wealth SOC 405 International Welfare: Health Sys- and power between societies. (Also listed as SJP tems in Mexico—3 cr. hrs. 445.) Students will spend six weeks with a Mexican SOC 444 Sociology of Deviant Behavior— family while learning advanced Spanish and 3 cr. hrs. participating in health-related social service Study of behavior which differs from cultural experiences in Morelia, Mexico and surround- expectations. This course is concerned with ing villages. The focus will be on issues impact- social deviance and will consider the history of ing the mental, physical, and spiritual well- the concept of deviance, the legal aspects, being of individuals and communities in Mexico social aspects, deviant subcultures, self images, and the service systems designed to address social organization, causes of deviance, and these issues. (Prerequisite: Two years of col- strategies for response. lege-level Spanish or equivalent required. Also SOC 446-447 Criminal Justice Practicum I- listed as SJP 482, SPN 381, SW 405.) II—2 sems., 6 cr. hrs. SOC 408 Juvenile Delinquency—3 cr. hrs. Supervised in-service experience in some Analysis of theories and research concerning aspect of the criminal justice system. This the nature, extent, course, and control of delin- might include work in corrections, police activi- quent behavior. (Prerequisite: SOC 214.) ties, court room procedures, or legislative SOC 410 Sociology of Corrections—3 cr. hrs. internship. Criminal justice track students only. Overview of the correctional process demon- strated through the use of an actual case record. 228 — Sociology/Spanish COURSE DESCRIPTIONS SOC 461 Introduction to Gerontology— SOC 481 Marriage: Social and Ethical 3 cr. hrs. Dimensions—3 cr. hrs. This course introduces the student to the field An inquiry into the theological, philosophical, of gerontology and the different ways in which psychological, and social aspects of marriage, social workers and other helping professionals with specific emphasis on commitment and the are involved with the growing aging population. bond of love. The moral problems of abortion, The course examines the aging process and its divorce, and homosexuality in the modern con- impact upon the individual, the family, and text will be addressed. (Also listed as THEP 481.) society. Students will examine the demograph- SOC 490 Directed Study—credit arranged. ics of aging, as well as physical and psychologi- Guided inquiry for superior students by special cal changes associated with aging. The course arrangement with the sociology faculty. also will cover social, cultural, political, and SOC 491-492 Seminars—credit arranged. economical issues for older adults in our soci- SOC 493-494 Research—1-3 cr. hrs. ety. (Also listed as SW 461, PSY 461.) Participate directly in the research process with SOC 463 Children, Youth, and Society— a faculty member. Before enrolling, a student 3 cr. hrs. must consult with a faculty member to define This course is about child and youth develop- the project. ment as embedded in social and cultural con- SOC 498 Senior Project Seminar—3 cr. hrs. texts. The particular emphasis will be on early Advanced analysis, integration, application, and childhood through the transition into adult- criticism of the field of sociology. Students will hood, and on thinking about childhood and complete a senior project. Sociology majors youth as social phenomena. The course is read- only. (Prerequisites: SOC 214 and SOC 380, or ing/discussion intensive and involves a com- permission of instructor.) munity-based learning project. (Also listed as SOC 499 Senior Thesis—1-6 cr. hrs. PSY 463 and SJP 463.) Research, study, or original work under the SOC 464 Cultural Variations in Aging— direction of a faculty mentor, leading to a schol- 3 cr. hrs. arly thesis document with a public presentation This course considers how culture and life of results. Requires approval of thesis director, experience influence and shape the aging and department chair. (Prerequisites: Senior process. How do different age cohorts position standing; 3.0 G.P.A. in the thesis area, or good themselves in life and how does that affect the standing in the honors program, SOC 214, and rest of society? Students gain an understanding SOC 380.) of key issues in cultural variations in aging and an ability to demonstrate this knowledge of Spanish their own lives as well as aging services. (Also SPN 101-102 Elementary Spanish— listed as SW 464, PSY 464.) 2 sems., 6 cr. hrs. SOC 465 Violence and the Individual— Basic essentials of the language with an empha- 3 cr. hrs. sis upon the audio-lingual skills, reading, and This course investigates the phenomenon of writing. Language laboratory is used in the violence as it affects individuals. Students will acquisition of these fundamental skills. Stu- learn about theories of the motivation and dents with more than 2 years of high school impact of violence in America. Individual, Spanish are not permitted to take SPN 101. structural, and cultural aspects of violence are (Please note: SPN 102 is a continuation of SPN presented in an analytic framework. (Also listed 101. Prerequisite for SPN 102: SPN 101 or equiv- as SW 465.) alent.) SOC 466 Violence, Poverty, and the Envi- SPN 105 Accelerated Beginning Spanish— ronment—3 cr. hrs. 6 cr. hrs. This course is designed to engage students in a This course is designed for students who must critical analysis of the social phenomenon of complete the language requirement and who violence and poverty as they are influenced by have not taken Spanish before or have complet- the environment. Through classroom and expe- ed 2 years of high school Spanish. This course riential learning, students will have an opportu- will provide a comprehensive overview of the nity to thoroughly study the topic in a way that material taught in the first year of Spanish (SPN will enable them to assess the societal conse- 101-102). Students will practice verb conjuga- quences of environmental changes and their tions and usage, gain proficiency skills and effect upon violence and poverty as well as to learn key grammatical concepts. develop a sense of personal values toward the SPN 201-202 Intermediate Spanish— implications for equity and social justice. Stu- 2 sems., 6 cr. hrs. dents will also consider strategies for social The purpose of these courses is to prepare stu- change, social equity, and social justice as part dents to use Spanish at an intermediate to of this course. (Also listed as SW 466, SJP 484.) COURSE DESCRIPTIONS Spanish — 229 advanced level and especially to discuss more SPN 304 Survey of Spanish Literature— intellectual topics. This preparation gives the 3 cr. hrs. student the confidence and skills to use Spanish Introduction to modern literature of Spain in a variety of social contexts, and provides a including poetry, prose, fiction, short stories, bridge experience to upper-division course work and plays. Introductory work in literary analy- in Spanish. Objectives are to increase oral profi- sis and interpretation. Lectures and films on the ciency, improve reading and writing skills, and art, history, politics, and culture of Spain to con- to increase knowledge and awareness of the textualize the readings and trace the major geography and cultures of the Spanish-speaking artistic and social trends that have shaped mod- world through cultural readings, short stories, ern Spanish literature. and class lectures and discussions. (Please note: SPN 305 Spanish For Business Purposes— SPN 202 is a continuation of SPN 201. Prerequi- 3 cr. hrs. site for SPN 202: SPN 201 or equivalent.) Introduction to the vocabulary and business eti- *SPN 205 Accelerated Intermediate Spanish— quette of Spanish-speaking countries. Practice 6 cr. hrs. with writing reports and letters in Spanish, and Course will offer students an opportunity to discussion of social and cultural issues related immerse themselves in the Spanish language to business practices. and strengthen their linguistic skills. Follows SPN 306 Advanced Spanish Grammar— SPN 102 and will build on the concepts covered 3 cr. hrs. at the introductory level. This intensive class Intense review of Spanish grammar which will substitutes for SPN 201-202, thus making it pos- benefit those who have a high proficiency in the sible to complete the language requirement in language and need a thorough review of con- the B.A. core curriculum. For those students cepts in order to enhance writing, reading, oral, who are interested in advancing to literature and speaking skills. Of special benefit to educa- and culture classes, this class will offer a thor- tion majors who seek a Spanish endorsement ough review of grammar concepts, an opportu- and will be teaching the language at the ele- nity to converse in Spanish and an introduction mentary or secondary level. to the literature of Spain and Latin America. SPN 315 Survey of Latin-American SPN 290 Directed Study—credit arranged. Literature and Civilization—3 cr. hrs. SPN 301 Advanced Spanish Conversation An introduction to the literatures and cultures and Composition—3 cr. hrs. of Latin America from pre-Columbian times to Extensive review of Spanish grammar and its the present. Students will read a variety of works application in oral and written activities. from different periods, regions, and genres, and Frequent writing assignments commenting on discuss them in class in the context of the his- articles and other cultural readings. torical moment in which they were produced. SPN 302 Advanced Spanish Conversation SPN 316 Literature and Culture of Contem- and Culture—3 cr. hrs. porary Mexico—3 cr. hrs. Analysis and discussion of issues related to This course looks at contemporary Mexican cul- Spanish and Latin American cultures. Small ture and society through the study of fictional group discussions, class presentations, and writ- works by contemporary Mexican authors. A vari- ing activities that examine cultural issues and ety of literary genres will be read, analyzed, and situations. discussed. Themes to be covered include the SPN 303 Introduction to Literary and Film search for a Mexican identity, cultural variations Analysis—3 cr. hrs. among Mexicans, gender, race, and ethnicity in This course introduces advanced students in the construction of identity, urban and rural Spanish to the terminology, methods, and views of the nation, and the impact of globaliza- approaches to studying literary genres and film tion, migration, and transculturation in Mexico. from Spain and Latin America. Students will (Prerequisite: SPN 202. Also listed as SJP 458.) read literary texts and view films, keeping in SPN 380 Spanish for the Medical and Social mind the creative tools and structures writers Service Professions—3 cr. hrs. and film directors employ to create their liter- Course is designed for students in professional ary and visual works. Class time will be used to programs who need a thorough review of Span- examine and discuss the creative techniques ish language skills complemented with specific used in literary and cinema works assigned for vocabulary, expressions, and cultural issues as homework. Students will come to understand related to their area of study. One semester and appreciate artistic expression in the works may focus on terminology used in the nursing of Spanish-speaking writers and film directors profession, another term on terminology relat- of Spain and Latin America. ed to social work. Course is offered in the More- lia program.

*Course offered Summer Session only. 230 — Spanish COURSE DESCRIPTIONS SPN 381 International Welfare: Health Sys- Narrative” associated with magical realism and tems in Mexico—3 cr. hrs. the “Boom,” the resurgence of the historical Students will spend six weeks with a Mexican novel, and the latest postmodern narratives. family while learning advanced Spanish and SPN 421 Advanced Latin American Culture participating in health-related social service and Civilization—3 cr. hrs. experiences in Morelia, Mexico and surround- Through the study of different representations ing villages. The focus will be on issues impact- such as literature, painting, popular art, film, ing the mental, physical, and spiritual well- and music, the class addresses questions of cul- being of individuals and communities in Mexico tural unity and national identity; ethnic and and the service systems designed to address racial heritage and diversity; social and cultural these issues. (Prerequisite: Two years of col- institutions, struggle for social change and the lege-level Spanish or equivalent required. Also controversial role of the United States in the listed as SJP 482, SOC 405, SW 405.) politics of Latin America. By focusing on differ- SPN 382 Mexican Customs and Traditions— ent regions and historical periods, the course 3 cr. hrs. will aim to show a picture of the complex and History and culture are expressed by Mexican diverse reality of the Latin American world and individuals and perceived by foreigners through its challenges for the future. customs and traditions. The goal of this course SPN 422 Hispanic Women Writers—3 cr. hrs. is to enable students to understand the impor- This course will examine the writings of tance and value that Mexicans place on their women authors from Spain and Latin America, social activities and public festivities. Mexican from the Renaissance to the present day. Differ- customs and traditions with the values behind ent genres will be read, analyzed, and discussed them are contrasted and compared with those during the semester. that are typical of the U.S. society. Guided tours SPN 424 Latin American Short Story— to relevant historical sites supplement the 3 cr. hrs. materials studied in class. (Morelia, Mexico.) This course will examine the contributions of SPN 407 —3 cr. hrs. well-known authors of Latin America to the Literary analysis of Cervantes’s great master- short story. Various works will be read, dis- piece. Primary readings from the text comple- cussed, and analyzed. mented with secondary sources. Small group SPN 480 The Three Cultures of Medieval discussions, class presentations, and written Spain—3 cr. hrs. assignments. This course examines the medieval period in SPN 408 Golden Age of Spanish Litera- Spain when Jews, Muslims, and Christians active- ture—3 cr. hrs. ly participated in the political, economic, and cul- Literary, social, and political study of richest tural affairs of the Iberian Peninsula. Students period of Spanish literature, including Lope, will read literary and historic texts, discuss mater- Tirso, Calderon, and Quevedo. ial in class, and complete essays and exams. SPN 410 Nineteenth- and Twentieth-Century SPN 482 Cultural Perspectives of Modern Spanish Novel—3 cr. hrs. Spain—3 cr. hrs. A broad overview of the development of fiction This course provides a comprehensive view of in Spain from Romanticism to Realism and Mod- Post-Franco Spain. Readings will include liter- ernism to Postmodernism. Literary analysis of ary, social, political, and cultural texts. Class specific narrative devices writers employ to con- discussions and essays will focus on the signifi- vey their ideas. Lectures and films on nine- cant transformation that Spain has experienced teenth and twentieth century Spanish society to since the end of the dictatorship. situate writers in distinct historical periods. SPN 484 Hispanic Issues in Cinema— SPN 412 Present Day Spanish Literature— 3 cr. hrs. 3 cr. hrs. This course introduces students to the major A survey of contemporary authors with special directors of Latin America and Spain and exam- focus on Spain’s literary production during the ines the various cultural and/or national issues last decade to gain insights into Spanish culture that these artists explore in their films. The today. Readings in fiction, poetry, and theatre, course introduces basic tools of analysis neces- as well as nonfiction to examine the social, sary for studying films. Once students acquire political, and historical trends which have rudimentary skills to understand the technical defined Spain since 1975. aspects of film, they will view a number of dif- SPN 416 Contemporary Latin American ferent Spanish language films that present cur- Novel—3 cr. hrs. rent issues that relate to various Spanish-speak- Examines the development of Latin American ing countries. Time will also be spent on view- novel in the twentieth century with emphasis ing films that explore Hispanic issues from the on the process of literary innovation that led to perspective of German, North American, and the emergence of the “New Latin American English directors. COURSE DESCRIPTIONS Spanish/Theology— 231 SPN 490 Directed Study—credit arranged. THE 405 Poets, Prophets, Divas, and SPN 491-492 Seminars—credit arranged. Divines—3 cr. hrs. SPN 497 Spanish Internship—1-3 cr. hrs. This course offers students the opportunity to Academic internships are available for qualified trace the development of prophecy and the students (3.0 G.P.A.; 3.25 G.P.A. in Spanish). prophetic tradition as it unfolds in the biblical Internships provide Spanish majors with job text and world and in our world today. Various experience pertinent to the study of Spanish. prophets and their writings are studied in order to The internship may be taken for one to three understand the person and personality of a credit hours, and the credit can apply to the prophet, prophetic imagination and creativity, the Spanish major. role of religious experience, the search for divine SPN 499 Senior Thesis—3-6 cr. hrs. justice and compassion. Central to the course is Research, study, or original work under the the study of the prophets’ vision of hope and direction of a faculty mentor, leading to a schol- transformation for all times. Students are invited arly thesis document with a public presentation to explore how they can be shakers and movers, of results. Requires approval of thesis director, history-makers and hearers, and prophetic leader department chair, dean, and the director of the of a new day. (Also listed as SJP 412.) honors program, when appropriate. (Prerequi- THE 407 Theology and Controversy in the sites: Senior standing; 3.0 G.P.A. in the thesis Letters of Paul—3 cr. hrs. area, or good standing in the honors program.) Within twenty five years of Jesus’ death, Chris- tianity had spread throughout the Roman Theology Empire. A Jewish convert, Paul of Tarsus (St. THE 101 An Introduction to Religion and Paul), was responsible for founding many of Theology—3 cr. hrs. these new churches. Serving as both missionary Study of the basic characteristics of religion and and theologian, he articulated for the first time theology as exemplified in major religions of the many of Christianity’s basic beliefs and world. The intent is not to compare religions but presided over some of Christianity’s earliest to understand and appreciate religion in the theological controversies. In his wake, Paul left experience of many cultures and civilizations. behind a series of letters to his churches. In this THE 205 Biblical Tradition and Culture— course we will examine his letters as a way of 3 cr. hrs. gaining access to the concerns, the theology, Offers students the opportunity to deepen their and the growing pains of some of the very first knowledge of the sources and applications of Christians on record. the defining documents of the biblical THE 412 Jesus’ Ministry in the Gospels—3 tradition—the Old and New Testaments. cr. hrs. Through theological study of these sources, stu- Christianity, the world’s largest religion, began dents will learn how the sources have con- with the ministry of Jesus of Nazareth. Our tributed to the shaping of our world culturally most important sources of information on and historically. Students will also be given the Jesus’ ministry are the first four writings of the opportunity to learn how to read and interpret New Testament, the Gospels. This course biblical literature in its own and in present-day examines the theology and history contained in contexts, and thus be able to retrieve from the the gospels for the purpose of gaining a better biblical sources what is pertinent to the shaping understanding of who Jesus was and how his of our culture and communal lives today. (Pre- message was received and developed by the requisite: THE 101.) early church. Note: This course will focus pri- marily on Matthew, Mark, and Luke (the “syn- Upper-Division Electives Prerequisite: THE optic gospels”) or on John in alternating semes- 101 and THE 205 must be successfully completed ters. before taking upper-division theology electives. THE 415 Ancient Views on Marriage, Divorce, and Sexuality—3 cr. hrs. Bible During the first century of Christianity, the THE 404 Sages and Singers, Songwriters Roman Empire was a complex marketplace of and Storytellers—3 cr. hrs. ideas on sexual morality. It is out of this bewil- This course offers students the opportunity to dering mixture of Roman, Greek, Jewish, and study the wisdom writings of ancient biblical Christian perspectives that the Church’s first and contemporary gurus to discover how wis- statements on marriage, divorce, and sexuality dom is a gift that can be received from God, cre- arose—statements that would shape western ation, and daily interaction in human life and society for centuries to come. This course affairs. The course invites personal and group explores the roots, the development, and the reflection aimed at the celebration of life and legacy of early Christian theology on sexual the exploration of contemporary situations in practices and gender relations. It covers such need of wise decision-making. matters as polygamy, serial marriage, prostitu- 232 — Theology COURSE DESCRIPTIONS tion, concubines, sexual immorality, the role ical and theological descriptions of the nature of and authority of women in religion, virginity, the good person. and celibacy. THE 422 Modern Catholic Ethics—3 cr. hrs. THE 416 The Second Coming of Christ, in Analysis of several contemporary Catholic ethi- the New Testament and Beyond—3 cr. hrs. cists, including Curran, O’Connell, Regan, and Many of Jesus’ followers expected him to return McCormick, who have influenced the develop- within fifty years after his death. At this “second ment of Catholic ethics. A critical examination coming” Jesus would banish evil, mete out pun- of natural law, human freedom, conscience, ishment and reward, and transform God’s aging authority, and the moral and rational capacity. creation into the glorious Kingdom of Heaven. THE 423 Christian Social Ethics—3 cr. hrs. We find these ideas throughout the New Testa- Contemporary American Christian thought on ment—in the Gospels, in the Epistles, and espe- the nature of morality and society. An attempt cially in the book of Revelation. This course to reveal the dynamics of faith that calls us to do examines the Jewish roots of Christian “apoca- justice. Special consideration given to the devel- lyptic” theology, and discusses the ethical impli- opment of pacifism in American churches. cations of living in an “end time” community, (Also listed as SJP 402.) both then and now. Aside from writings in the THE 425 Catholic Social Teaching: A Living New Testament, attention will be given to the Tradition of Thought and Action—3 cr. hrs. Old Testament book of Daniel, the Dead Sea By examining the relationship between Scrolls, and modern apocalyptic movements. Catholic social teaching and social action this THE 417 Trickery, Gender, Power, and Pol- course considers the theological perspectives, itics in The Bible—3 cr. hrs. socio-historical contexts, key principles within The course offers students the opportunity to this tradition such as the dignity of the human explore questions and issues around gender as person and the common good, approaches to presented in the biblical text. Content focuses on moral argument, and methods of social analysis the historical and cultural background of women that have shaped the Catholic tradition of and men in biblical times, and how those cultur- thought and practice. (Also listed as SJP 413.) al attitudes have influenced culture, decisions, THE 426 Christian Marriage: Tradition and and worldviews down through the ages. Students the Modern Context—3 cr. hrs. are invited to participate in critical theological Inquiry into the theological, philosophical, psy- reflection of selected text to discover how these chological, and social aspects of Christian mar- texts speak to life today and how some texts need riage with specific emphasis on commitment to be re-appropriated in light of ongoing transfor- and the bond of love. The moral problems of mation that leads ultimately to life and liberation abortion, divorce, and homosexuality, special to not only for women but for all people, regardless the modern context, will be discussed. of gender, race, or class. THE 427 Theological Environmental THE 419 Biblical Spirituality: Saints and Ethics—3 cr. hrs. Sinners on a Journey With God—3 cr. hrs. This course will be an in-depth investigation What does it mean to be “holy?” Who are “holy into the field of environmental ethics and will people?” What is meant by the sacredness of all entail three major components: 1) The course creation? Do sinners go to Heaven? Are there will explore the history of environmental ethics any saints among us today? How does God talk with special emphasis given to major historical to people today? These and other questions are contributors such as John Muir and Aldo explored in the context of the Jewish and Chris- Leopold; 2) The course will probe the writings tian scriptures, and in lives of various biblical and positions of major contemporary eco-ethi- characters. Students are invited to walk in the cists such as Callicott, Hargrove, and Rolston; 3) company of saints and sinners as they reflect on The course will explore the impact environ- such themes as revelation, the “spirit,” creation, mental ethics has had on Christian ethical identity and the search for self, the heart, com- reflection and propose a foundation for Christ- passion, sacred spaces and sacred places, the ian environmental responsibility. role of dreams in divine self-communication, THE 428 Ecology in Theological Perspec- prayer, and a contemplative, mystical under- tive—3 cr. hrs. standing toward life. Explores contemporary Christian theology and its response to environmental and ecological Theological Ethics issues. The course will investigate the nature of THE 420 Christian Personal Values— our current ecological crisis and the emerging 3 cr. hrs. theological insights by Christians deeply con- The ethical question, “who is the good person?”, cerned about our global environment. Special is founded on the premise that being a Christian emphasis will be given to the God-world relation- makes one a certain type of person with certain ship, biblical and ethical considerations, as well values. An historical study of various philosoph- as ecological issues germane to the Northwest. COURSE DESCRIPTIONS Theology — 233 THE 434 Theological Implications of the hermeneutical strategies to dialogue with and Holocaust—3 cr. hrs. interpret these texts in light of the following Explores contemporary Christian and Jewish context: Christian spiritual themes; explicit and theology reflections on the Nazi genocide cam- implied images of God and ways of communi- paign to eliminate the Jews of Europe. Special cating with God. Students will also read critical- emphasis on the documents of the churches ly to elicit from the texts and from their own until now, on the Austrian and German efforts experiences suggestions about ways of being in to cope with this part of recent history, and on fruitful relationships with themselves, others the illumination of the development of early and the world in light of the incarnation. This anti-Judaism of the Christian cultures to the course will also require a commitment to self- racist anti-Semitism of the Nazis. (Salzburg only. reflection and to active participation in an ongo- Also listed as SJP 408.) ing conscious engagement with oneself, others, the world, and the texts at hand. Liturgy THE 445 Human Development in Theologi- THE 435 Theology of Christian Worship— cal Perspective—3 cr. hrs. 3 cr. hrs. Explores several different approaches to human Exploration of liturgy as Christian worship, con- development, including faith and moral devel- sidering ritual symbolism as language (word opment as well as the process of socialization and and action) of worship, and worship as Christ- the social roots of knowledge as these influence ian faith in dialogue with God. A critical evalua- the fields of religious education and theology. tion of contemporary liturgical reforms in ecu- THE 448 Theological Dimensions of Suffer- menical perspective. ing and Death—3 cr. hrs. THE 438 The Catholic Mass: Yesterday, This course will survey issues of suffering and Today, and Tomorrow—3 cr. hrs. death from the biblical, systematic, and ethical A historical and theological examination of the perspective of theology as well as from the psy- Catholic Mass (Lord’s Supper) in Church teach- chosocial, legal, and professional ethics of the ing and ecumenical perspective. Special profession of health care, nursing in particular. emphasis to be given to the intrinsic nature of A clear focus will be exploration of the univer- its parts in Word and Eucharist, to devout and sal experience of loss and the many dimensions active participation by the faithful, and to its sig- of grief employed in dealing with loss. nificance as source and summit of Christian THE 449 Theology of Death and spirituality in contemporary time and culture. Bereavement—3 cr. hrs. THE 439 Catholic Worship Today—3 cr. hrs. Judeo-Christian theologies of death and their Biblical and theological study of Catholic liturgy impact on a contemporary religious under- in light of the historical tradition, the liturgical standing of death and bereavement. Particular movement, and the Second Vatican Council. attention given to pastoral liturgical research on Special emphasis given to contemporary the role of religion and religious ritual in the reforms and their impact on Catholic life today. grieving process. Spirituality and Ministry Systematic Theology THE 441 Responding to God: An Introduc- THE 450 Grace, Sin, and the Human Condi- tion to Spiritual Practice—3 cr. hrs. tion—3 cr. hrs. The primary purpose of this course is to facili- What does it mean to be human in light of the tate the development of a set of skills and mystery of Christ? This course will examine understandings drawn from the Christian tradi- how Christian thinkers have sought answers to tion that will aid students in enriching their the deepest questions of human existence awareness of and responses to God’s presence through the ages. As they examine the nature of in their lives. Students will engage in a variety human freedom through the traditional cate- of spiritual practices, such as lectio divina, medi- gories of creation, sin, grace, and eschatology, tation, and contemplation. Students will also students will be challenged creatively to explore key concepts informing these practices, employ the riches of the Roman Catholic tradi- such as discernment, freedom, desire, surren- tion in articulating the meaning and destiny of der, and gratitude. This course will require the their own humanity. learning of factual material, commitment to THE 451 Philosophical Theology—3 cr. hrs. self-reflection, and active participation in spiri- Introduction to the classical and contemporary tual practice. discussion of the interaction between human THE 442 Introduction to Christian Spiritu- reason and religious faith (Christian tradition) ality—3 cr. hrs. including arguments for and against the exis- In this course students will read dialogically and tence of God. Emphasis on the philosophical critically selected texts in the genre of Christian foundations of modern theologies. spirituality. They will construct their own 234 — Theology COURSE DESCRIPTIONS THE 453 Religion and Science—3 cr. hrs. effects and challenges of globalization from the Historical development of conflicts, especially perspective of the Gospel in women’s experi- over the theory of evolution, and the variety of ence. This course invites both men and women positions presented today by theologians, scien- to hear the Gospel in new contexts. (Also listed tists, and philosophers. as SJP 407.) THE 454 God and the Theological Imagination—3 cr. hrs. How the traditional idea of God was developed THE 460 The Emergence of Christianity, and why it no longer seems adequate to either 100-800—3 cr. hrs. religious or cultural experience. How Christian The first great epoch of Christianity after the theology might imaginatively reformulate the apostles witnessed the break with Judaism, the idea of God in order to serve Christian faith and formation of the Christian Bible, antagonism action more adequately. and eventual cooperation of the Roman state. THE 455 Christology—3 cr. hrs. The age of martyrs gave way to an era of bold The study of how the Church has come to self-definition that articulated essential doc- understand what it believes and proclaims trines, matured spiritual practices, and formed about Jesus the Christ. This course is founded the profoundly spiritual theology of the Church on the question that Jesus poses to his disciples Fathers. Eventually it also witnessed the growth in every age: “Who do you say that I am?” Ulti- of monasticism, the rise of the papacy, the con- mately, the naming of Jesus as the Christ is a version of Europe, and the challenge of Islam. confession of faith. Students will come to under- Through historical vignettes, reading of select stand what this means in Catholic history and texts, and profiles of representative figures, we tradition by examining the faith experiences of will track the growth of undivided Christianity communities past and present in relation to in the first millennium. The course will attend their own experience of faith. To this end, stu- to institutional features, theological understand- dents will build upon the skill of critical theolog- ing, ethical works, and mystical teachings. ical reflection developed in their core courses in THE 461 Revelation, Reason, Reform: order now to systematically reflect upon the Movements in Medieval and Reformation doctrine of Christ in it Biblical, classical, and Christianity, 800-1600—3 cr. hrs. contemporary historical perspectives. The second great epoch of Christianity wit- THE 456 Literary Catholicism—3 cr. hrs. nessed its ascent to dominance in the West (our This course will explore the Catholic theological course’s focus) and its impetus to self-renewal. tradition, primarily as it finds expression in six The grandeur of the medieval cathedrals and novels whose writing is influenced by that tradi- the Summa of Thomas Aquinas contrast with tion. the Church’s East-West split, the Crusades, the THE 457 Foundations of Catholic Theolo- Inquisition, the decline of the papacy, and the gy—3 cr. hrs. tumult of the Reformation. But Christian spiri- An examination of elements of theological tual dynamism continued unabated in Roman reflection in the Roman Catholic Tradition, Catholicism, magisterial , and the with emphasis on theological method and the newly emerging free churches. Historical development of doctrine. From the starting vignettes, depth reading of selected important point of an experience of faith that is personal texts, and profiles of representative figures will and communal, historical and eschatological, track the diverse growth of Christianity in the students will explore the interrelationships West into middle of the second millennium. among such theological categories as Revela- The course will note institutional features, theo- tion, Scripture and Tradition, Grace, Christol- logical-intellectual aspects, moral outlook and ogy, and Ecclesiology. expressions, and spiritual practices. THE 458 Women, Theology, and Globaliza- THE 462 The Drama of Modern Christianity, tion—3 cr. hrs. 1600-2000: Crossroads of Faith and Enlight- What does globalization have to do with theolo- enment—3 cr. hrs. gy? What happens when the experience of The third great epoch of Christianity in the women in diverse cultures becomes the starting West was born out of the exhaustion of Europe’s point for theological reflection? We will explore religious wars and the rise of scientific perspec- these questions as we study the texts of contem- tives. The Enlightenment and the rise of porary women theologians in the Christian tra- democracy challenged Christian faith in ways dition from Latin America, Africa, Asia, and that still affect its views of God, Christ, creation, varied contexts within North America. Through and the world. Views of biblical revelation and analysis of theological method, we will learn to the role of the Church have especially been in recognize the principles of Liberation Theology ferment. Christianity has become a world at work in new contexts. Ultimately, we will movement inhabiting a vast diversity of cul- develop the skills to critically evaluate the tures, while America particularly has offered a COURSE DESCRIPTIONS Theology — 235 diverse marketplace of traditional churches, THE 490 Directed Study—credit arranged. evangelical groups, and experimental commu- Guided inquiry for superior juniors and seniors nities. Historical vignettes, depth reading of who wish to pursue a particular subject area in selected important texts, and profiles of impor- theology more intensely than course offerings tant or representative figures will track the fur- permit. By special arrangement with members ther diverse growth of Christianity up to the of the theology faculty. present. The course will note institutional fea- THE 491 Special Offerings tures, theological-intellectual aspects, moral THE 492 Seminar—credit arranged. outlook and expressions, and spiritual practices. THE 495-496 Workshops—credit arranged. THE 463 Mystic, Thinker, Teacher: The Life THE 499 Senior Thesis—3-6 cr. hrs. and Work of Augustine of Hippo—3 cr. hrs. Research, study, or original work under the Besides being the most provocative teacher in direction of a faculty mentor, leading to a schol- the history of Western Christianity, only Saint arly thesis document with a public presentation Augustine of Hippo (354-430) remains a force in of results. Requires approval of thesis director, contemporary thought. Besides his ranking department chair, dean, and the director of the importance in Christian theology for more than honors program, when appropriate. (Prerequi- fifteen hundred years, his thinking still informs sites: Senior standing; 3.0 G.P.A. in the thesis fields as diverse as psychology, political sci- area, or good standing in the honors program.) ence, and philosophy. This course will track the life and thought while situating it in the context Theological Perspectives of late Roman antiquity and Christianity’s grow- (THEP) ing domination. Alongside our focus on Augus- THE 101 and 205 must be successfully complet- tine as a person, philosopher, theologian, and ed before taking THEP courses. mystic, particularly in his classic Confessions, Theological perspectives courses integrate the- special attention will be paid to his interpreta- ology with another University core discipline. tion of the Bible. We will also note Augustine’s They may be used to fulfill: influence in medieval, Reformation (Protestant a.) the upper-division theology requirement of and Catholic), and modern periods. the University core, or THE 465 Christianity, A Concise History b.) the University core distribution require- Through Twenty Centuries—3 cr. hrs. ments of both upper-division theology and the Christianity is a spiritual movement of faith companion subject, or centered on the crucified and raised Jesus of c.) a CAS upper-division elective, after comple- Nazareth. We will trace its history from origins tion of all University core theology requirements. as an obscure Jewish sect, a brash but fledgling THEP 468 (HST) The Religious Heritage of group challenging the Roman Empire, through America—3 cr. hrs. mature self-definition in the Middle Ages, to the Examination in historical perspective of the challenges of Islam’s rise, the Reformation, and beliefs, laws, and rituals found in America’s the Enlightenment. After 1000 C.E., our course main religious groups: Protestants, Catholics, will narrow its focus to the West, and conclude and Jews. In addition, historical survey of reli- by studying Christianity in America. Select pro- gious movements indigenous or unique to files and primary reading of representative fig- America: Shakers, Mormonism, Christian Sci- ures will complement the survey of major ence, Pentecostalism, and the Black Church, plus epochs, person, themes, and events. The course American civil religion. (Also listed as HST 321.) will attend to the development of historical THEP 481 (SOC) Marriage: Social and Ethi- institutional features, theological-intellectual cal Dimensions—3 cr. hrs. themes, moral outlook and expression, and An inquiry into the theological, philosophical, spiritual practices. psychological, and social aspects of marriage, THE 469 History of the Catholic Church in with specific emphasis on commitment and the America—3 cr. hrs. bond of love. The moral problems of abortion, Study of the development of the Catholic divorce, and homosexuality in the modern con- Church in America with emphasis on signifi- text will be addressed. (Also listed as SOC 481.) cant social, political, and cultural ideas and THEP 482 (SCI) Theology in Ecological Per- issues. (Also listed as HST 322.) spective—3 cr. hrs. THE 488 Sexual Ethics—3 cr. hrs. Explores contemporary Christian theology and The course will examine how sexual issues its response to environmental and ecological have changed since the turn of the century. A issues. The course will investigate the nature of discussion of how one’s religious values shape our current ecological crisis and the emerging one’s views on sexual issues, such as premarital theological insights by Christians deeply con- sex, abortion, and reproductive technology. An cerned about our global environment. Special evaluation of opposing positions on sexual ethi- emphasis will be given to the God-world relation- cal issues. (Restricted to honors students.) 236 — Theology COURSE DESCRIPTIONS ship, biblical and ethical considerations, as well course is the study of the prophets’ vision of as ecological issues germane to the Northwest. hope and transformation for all times. Students THEP 483 (CST) Grace in the Wilderness: are invited to explore how they can be shakers Conflict in the Bible—3 cr. hrs. and movers, history-makers and hearers, and Offers students the opportunity to explore the prophetic leader of a new day. topic of conflict through a biblical, theological, THE 507 Theology and Controversy in the and social scientific lens. Using biblical text, Letters of St. Paul—3 cr. hrs. related topical readings, and conflict theory, the Within twenty-five years of Jesus’ death, Chris- course examines intrapersonal conflict, inter- tianity had spread throughout the Roman personal conflict, and conflict between humans Empire. A Jewish convert, Paul of Tarsus (St. and God. The course also provides students the Paul) was responsible for founding many of opportunity to explore a variety of conflict these new churches. Serving as both missionary mediation and negotiation skills aimed at devel- and theologian, he articulated for the first time oping just and transformative relationships for many of Christianity’s basic beliefs and life in a complex world. (Also listed as CST 483.) presided over some of Christianity’s earliest THEP 484 Early Christians and the Art of theological controversies. In his wake, Paul left Persuasion—3 cr. hrs. behind a series of letters to his churches. In this This course explores the ways in which ancient course we will examine his letters as a way of Greeks and Romans envisioned the field of gaining access to the concerns, the theology, rhetoric—the art of persuasion—and used it in and the growing pains of some of the very first public life. It then applies this knowledge to the Christians on record. interpretation of the New Testament. The THE 512 Jesus’ Ministry in the Gospels— course covers the rhetorical theory of Plato and 3 cr. hrs. Aristotle, Cicero, and Quitilian, and the New Christianity, the world’s largest religion, began Testament writings of Paul, the Gospels, and with the ministry of Jesus of Nazareth. Our Revelation. most important sources of information on THEP 485 Historical and Theological Per- Jesus’ ministry are the first four writings of the spectives on the Holocaust—3 cr. hrs. New Testament, the Gospels. This course exam- This course will examine the origins and imple- ines the theology and history contained in the mentations of the holocaust, as well as the larg- gospels for the purpose of gaining a better under- er context of European and German history standing of who Jesus was and how his message using both an historical and theological perspec- was received and developed in the early church. tive. Note: This course will focus primarily on THEP 491 Special Offerings Matthew, Mark, and Luke (the “synoptic THEP 492 Seminar—credit arranged gospels”) or on John in alternating semesters. THE 515 Ancient Views on Marriage, Graduate Courses Divorce, and Sexuality—3 cr. hrs. During the first century of Christianity, the Bible Roman Empire was a complex marketplace of THE 504 Sages and Singers, Songwriters ideas on sexual morality. It is out of this bewil- and Storytellers—3 cr. hrs. dering mixture of Roman, Greek, Jewish, and This course offers students the opportunity to Christian perspectives that the Church’s first study the wisdom writings of ancient biblical statements on marriage, divorce, and sexuality and contemporary gurus to discover how wis- arose—statements that would shape western dom is a gift that can be received from God, cre- society for centuries to come. This course ation, and daily interaction in human life and explores the roots, the development, and the affairs. The course invites personal and group legacy of early Christian theology on sexual reflection aimed at the celebration of life and practices and gender relations. It covers such the exploration of contemporary situations in matters as polygamy, serial marriage, prostitu- need of wise decision-making. tion, concubines, sexual immorality, the role THE 505 Poets, Prophets, Divas, and and authority of women in religion, virginity, Divines—3 cr. hrs. and celibacy. This course offers students the opportunity to THE 516 The Second Coming of Christ, in trace the development of prophecy and the the New Testament and Beyond—3 cr. hrs. prophetic tradition as it unfolds in the biblical Many of Jesus’ followers expected him to return text and world, and in our world today. Various within fifty years after his death. At this “second prophets and their writings are studied in order coming” Jesus would banish evil, mete out pun- to understand the person and personality of a ishment and reward, and transform God’s aging prophet, prophetic imagination and creativity, creation into the glorious Kingdom of Heaven. the role of religious experience, the search for We find these ideas throughout the New Testa- divine justice and compassion. Central to the ment—in the Gospels, in the Epistles, and espe- COURSE DESCRIPTIONS Theology — 237 cially in the book of Revelation. This course the nature of morality and society. An attempt examines the Jewish roots of Christian “apoca- to reveal the dynamics of faith that calls us to do lyptic” theology, and discusses the ethical impli- justice. Special consideration given to the devel- cations of living in an “end time” community, opment of pacifism in American churches. both then and now. Aside from writings in the THE 525 Catholic Social Teaching: A Living New Testament, attention will be given to the Tradition of Thought and Action—3 cr. hrs. Old Testament book of Daniel, the Dead Sea By examining the relationship between Scrolls, and modern apocalyptic movements. Catholic social teaching and social action this THE 517 Trickery, Gender, Power, and Pol- course considers the theological perspectives, itics in The Bible—3 cr. hrs. socio-historical contexts, key principles within The course offers students the opportunity to this tradition such as the dignity of the human explore questions and issues around gender as person and the common good, approaches to presented in the biblical text. Content focuses moral argument, and methods of social analysis on the historical and cultural background of that have shaped the Catholic tradition of women and men in biblical times, and how thought and practice. those cultural attitudes have influenced culture, THE 526 Christian Marriage: Tradition and decisions, and worldviews down through the the Modern Context—3 cr. hrs. ages. Students are invited to participate in criti- Inquiry into the theological, philosophical, psy- cal theological reflection of selected text to dis- chological, and social aspects of Christian mar- cover how these texts speak to life today and riage with specific emphasis on commitment how some texts need to be reappropriated in and the bond of love. The moral problems of light of ongoing transformation that leads ulti- abortion, divorce, and homosexuality, special to mately to life and liberation not only for women the modern context, will be discussed. but for all people, regardless of gender, race, or THE 527 Theological Environmental class. Ethics—3 cr. hrs. THE 519 Biblical Spirituality: Saints and This course will be an in-depth investigation Sinners on a Journey With God—3 cr. hrs. into the field of environmental ethics and will What does it mean to be “holy?” Who are “holy entail three major components: 1) The course people?” What is meant by the sacredness of all will explore the history of environmental ethics creation? Do sinners go to Heaven? Are there with special emphasis given to major historical any saints among us today? How does God talk contributors such as John Muir and Aldo to people today? These and other questions are Leopold; 2) The course will probe the writings explored in the context of the Jewish and Chris- and positions of major contemporary eco- tian scriptures, an in lives of various biblical ethicists such as Callicott, Hargrove, and Rol- characters. Students are invited to walk in the ston; 3) The course will explore the impact company of saints and sinners as they reflect on environmental ethics has had on Christian ethi- such themes as revelation, the “spirit,” creation, cal reflection and propose a foundation for identity and the search for self, the heart, com- Christian environmental responsibility. passion, sacred spaces and sacred places, the THE 528 Ecology in Theological role of dreams in divine self-communication, Perspective—3 cr. hrs. prayer, and a contemplative, mystical under- Explores contemporary Christian theology and standing toward life. its response to environmental and ecological issues. The course will investigate the nature of Theological Ethics our current ecological crisis and the emerging THE 520 Christian Personal Values— theological insights by Christians deeply con- 3 cr. hrs. cerned about our global environment. Special The ethical question, “who is the good person?,” emphasis will be given to the God-world rela- is founded on the premise that being a Christian tionship, biblical, and ethical considerations as makes one a certain type of person with certain well as ecological issues germane to the North- values. An historical study of various philosoph- west. ical and theological descriptions of the nature of the good person. Liturgy THE 522 Modern Catholic Ethics—3 cr. hrs. THE 535 Theology of Christian Worship— Analysis of several contemporary Catholic ethi- 3 cr. hrs. cists, including Curran, O’Connell, Regan, and Exploration of liturgy as Christian worship, con- McCormick who have influenced the develop- sidering ritual symbolism as language (word ment of Catholic ethics. A critical examination and action) of worship and worship as Christian of natural law, human freedom, conscience, faith in dialogue with God. A critical evaluation authority, and the moral and rational capacity. of contemporary liturgical reforms in ecumeni- THE 523 Christian Social Ethics—3 cr. hrs. cal perspective. Contemporary American Christian thought on 238 — Theology COURSE DESCRIPTIONS THE 538 The Catholic Mass: Yesterday, THE 548 Theological Dimensions of Suffer- Today, and Tomorrow—3 cr. hrs. ing and Death—3 cr. hrs. A historical and theological examination of the This course will survey the issues of suffering Catholic Mass (Lord’s Supper) in Church teach- and death from the biblical, systematic, and eth- ing and ecumenical perspective. Special ical perspective of theology as well as from the emphasis to be given to the intrinsic nature of psychosocial, legal, and professional ethics of its parts in Word and Eucharist, to devout and the profession of health care, nursing in particu- active participation by the faithful, and to its sig- lar. A clear focus will be exploration of the uni- nificance as source and summit of Christian versal experience of loss and the many dimen- spirituality in contemporary time and culture. sions of grief employed in dealing with loss. THE 539 Catholic Worship Today—3 cr. hrs. THE 549 Theology of Death and Biblical and theological study of Catholic liturgy Bereavement—3 cr. hrs. in light of the historical tradition, the liturgical Judeo-Christian theologies of death and their movement, and the Second Vatican Council. impact on a contemporary religious under- Special emphasis given to contemporary standing of death and bereavement. Particular reforms and their impact on Catholic life today. attention given to pastoral liturgical research on the role of religion and religious ritual in the Spirituality and Ministry grieving process. THE 541 Responding to God: An Introduc- tion to Spiritual Practice—3 cr. hrs. Systematic Theology The primary purpose of this course is to facili- THE 550 Grace, Sin, and the Human Condi- tate the development of a set of skills and tion—3 cr. hrs. understandings drawn from the Christian tradi- What does it mean to be human in light of the tion that will aid students in enriching their mystery of Christ? This course will examine how awareness of and responses to God’s presence Christian thinkers have sought answers to the in their lives. Students will engage in a variety deepest questions of human existence through of spiritual practices, such as lectio divina, medi- the ages. As they examine the nature of human tation, and contemplation. Students will also freedom through the traditional categories of explore key concepts informing these practices, creation, sin, grace, and eschatology, students such as discernment, freedom, desire, surren- will be challenged creatively to employ the rich- der, and gratitude. This course will require the es of the Roman Catholic tradition in articulat- learning of factual material, commitment to ing the meaning and destiny of their own self-reflection, and active participation in spiri- humanity. tual practice. THE 551 Philosophical Theology—3 cr. hrs. THE 542 Introduction to Christian Spiritu- Introduction to the classical and contemporary ality—3 cr. hrs. discussion of the interaction between human In this course students will read dialogically and reason and religious faith (Christian tradition) critically selected texts in the genre of Christian including arguments for and against the exis- spirituality. They will construct their own tence of God. Emphasis on the philosophical hermeneutical strategies to dialogue with and foundations of modern theologies. interpret these texts in light of the following THE 553 Religion and Science—3 cr. hrs. context: Christian spiritual themes; explicit and Historical development of conflicts, especially implied images of God and ways of communi- over the theory of evolution, and the variety of cating with God. Students will also read critical- positions presented today by theologians, scien- ly to elicit from the texts and from their own tists, and philosophers. experiences suggestions about ways of being in THE 554 God and the Theological fruitful relationships with themselves, others Imagination—3 cr. hrs. and the world in light of the incarnation. This How the traditional idea of God was developed course will also require a commitment to self- and why it no longer seems adequate to either reflection and to active participation in an ongo- religious or cultural experience. How Christian ing conscious engagement with oneself, others, theology might imaginatively reformulate the the world, and the texts at hand. idea of God in order to serve Christian faith and THE 545 Human Development in action more adequately. Theological Perspective—3 cr. hrs. THE 555 Christology—3 cr. hrs. Explores several different approaches to human The study of how the Church has come to development, including faith and moral develop- understand what it believes and proclaims ment as well as the process of socialization and about Jesus the Christ. This course is founded the social roots of knowledge as these influence on the question that Jesus poses to his disciples the fields of religious education and theology. in every age: “Who do you say that I am?” Ulti- mately, the naming of Jesus as the Christ is a confession of faith. Students will come to under- COURSE DESCRIPTIONS Theology — 239 stand what this means in Catholic history and will track the growth of undivided Christianity tradition by examining the faith experiences of in the first millennium. The course will attend communities past and present in relation to to institutional features, theological understand- their own experience of faith. To this end, stu- ing, ethical works, and mystical teachings. dents will build upon the skill of critical theolog- THE 561 Revelation, Reason, Reform: ical reflection developed in their core courses in Movements in Medieval and Reformation order now to systematically reflect upon the Christianity, 800-1600—3 cr. hrs. doctrine of Christ in it Biblical, classical, and The second great epoch of Christianity wit- contemporary historical perspectives. nessed its ascent to dominance in the West (our THE 556 Literary Catholicism—3 cr. hrs. course’s focus) and its impetus to self-renewal. This course will explore the Catholic theological The grandeur of the medieval cathedrals and tradition, primarily as it finds expression in six the Summa of Thomas Aquinas contrast with novels whose writing is influenced by that tradi- the Church’s East-West split, the Crusades, the tion. Inquisition, the decline of the papacy, and the THE 557 Foundations of Catholic Theolo- tumult of the Reformation. But Christian spiri- gy—3 cr. hrs. tual dynamism continued unabated in Roman An examination of elements of theological Catholicism, magisterial Protestantism, and the reflection in the Roman Catholic Tradition, newly emerging free churches. Historical with emphasis on theological method and the vignettes, depth reading of selected important development of doctrine. From the starting texts, and profiles of representative figures will point of an experience of faith that is personal track the diverse growth of Christianity in the and communal, historical and eschatological, West into middle of the second millennium. students will explore the interrelationships The course will note institutional features, theo- among such theological categories as Revela- logical-intellectual aspects, moral outlook and tion, Scripture and Tradition, Grace, Christol- expressions, and spiritual practices. ogy, and Ecclesiology. THE 562 The Drama of Modern Christiani- THE 558 Women, Theology, and Globaliza- ty, 1600-2000: Crossroads of Faith and tion—3 cr. hrs. Enlightenment—3 cr. hrs. What does globalization have to do with theology? The third great epoch of Christianity in the What happens when the experience of women West was born out of the exhaustion of Europe’s in diverse cultures becomes the starting point religious wars and the rise of scientific perspec- for theological reflection? We will explore these tives. The Enlightenment and the rise of questions as we study the texts of contempo- democracy challenged Christian faith in ways rary women theologians in the Christian tradi- that still affect its views of God, Christ, creation, tion from Latin America, Africa, Asia, and var- and the world. Views of biblical revelation and ied contexts within North America. Through the role of the Church have especially been in analysis of theological method, we will learn to ferment. Christianity has become a world recognize the principles of Liberation Theology movement inhabiting a vast diversity of cul- at work in new contexts. Ultimately, we will tures, while America particularly has offered a develop the skills to critically evaluate the diverse marketplace of traditional churches, effects and challenges of globalization from the evangelical groups, and experimental commu- perspective of the Gospel in women’s experi- nities. Historical vignettes, depth reading of ence. This course invites both men and women selected important texts, and profiles of impor- to hear the Gospel in new contexts. tant or representative figures will track the fur- ther diverse growth of Christianity up to the History of Christianity present. The course will note institutional fea- THE 560 The Emergence of Christianity, tures, theological-intellectual aspects, moral 100-800—3 cr. hrs. outlook and expressions, and spiritual practices. The first great epoch of Christianity after the THE 563 Mystic, Thinker, Teacher: The apostles witnessed the break with Judaism, the Life and Work of Augustine of Hippo— formation of the Christian Bible, antagonism 3 cr. hrs. and eventual cooperation of the Roman state. Besides being the most provocative teacher in The age of martyrs gave way to an era of bold self- the history of Western Christianity, only Saint definition that articulated essential doctrines, Augustine of Hippo (354-430) remains a force in matured spiritual practices, and formed the contemporary thought. Besides his ranking profoundly spiritual theology of the Church importance in Christian theology for more than Fathers. Eventually it witnessed the growth of fifteen hundred years, his thinking still informs monasticism, the rise of the papacy, the conver- fields as diverse as psychology, political sci- sion of Europe, and the challenge of Islam. ence, and philosophy. This course will track the Through historical vignettes, reading of select life and thought while situating it in the context texts, and profiles of representative figures, we of late Roman antiquity and Christianity’s grow- 240 — Theology COURSE DESCRIPTIONS ing domination. Alongside our focus on Augus- THE 582 Applied Pastoral Ministry— tine as a person, philosopher, theologian, and 3 cr. hrs. mystic, particularly in his classic Confessions, Students enrolled in this course will spend two- special attention will be paid to his interpreta- thirds of their time working at their supervised tion of the Bible. We will also note Augustine’s pastoral ministry assignment and becoming influence in medieval, Reformation (Protestant skilled in the various modes of doing theological and Catholic), and modern periods. reflection on their work via written verbatims, THE 565 Christianity, A Concise History journaling, case studies, and/or critical inci- Through Twenty Centuries—3 cr. hrs. dents under the guidance of their supervisor. Christianity is a spiritual movement of faith The remaining third will be a weekly seminar centered on the crucified and raised Jesus of devoted to analyzing the present and future of Nazareth. We will trace its history from origins pastoral ministry in the Church. The course will as an obscure Jewish sect, a brash but fledgling include a day of reflection and be flexible group challenging the Roman Empire, through enough to accommodate a one-credit pastoral mature self-definition in the Middle Ages, to the ministry module should one be offered. (Pre- challenges of Islam’s rise, the Reformation, and requisite: THE 581.) the Enlightenment. After 1000 C.E., our course THE 590 Directed Study—credit arranged. will narrow its focus to the West, and conclude THE 591-592 Seminar—credit arranged. by studying Christianity in America. Select pro- THE 595-596 Workshops—credit arranged. files and primary reading of representative fig- ures will complement the survey of major epochs, person, themes, and events. The course will attend to the development of historical institutional features, theological-intellectual themes, moral outlook and expression, and spiritual practices. THE 569 History of the Catholic Church in America—3 cr. hrs. Study of the development of the Catholic Church in America with emphasis on signifi- cant social, political, and cultural ideas and issues. Applied Pastoral Ministry THE 580 Theology and Practice of Ministry—3 cr. hrs. An examination of the theology, history, spiritu- ality, and practice of ministry in the Church. Two-thirds of the course will be experiential learning of local ministries via guest speakers, on-site visits, and interviews of pastoral minis- ters. One-third will be analysis of the historical, theological, and spiritual roots of ministry drawn into reflection on the dimensions of min- istry today and in the future. The course will be flexible enough to accommodate a one-credit pastoral ministry module, should one be offered. THE 581 Theology and Ministry in the Church—3 cr. hrs. A continuation of the academic work begun in THE 580, which will comprise two-thirds of the course. The final third will be a supervised field education placement in a local ministry. The written work of this course will synthesize the academic content and the ministerial experi- ence in a research/reflection paper. The course will be flexible enough to accommodate a one- credit pastoral ministry module should one be offered. (Prerequisite: THE 580.) ADMINISTRATION 241 Administration Board of Regents Ted R. Winnowski, Chair Rev. James R. Lackenmier, Sharon D. VanSickle-Robbins Joseph B. Allegretti C.S.C. Eugene J. Wizer Thomas D. Arndorfer Keith R. Larson Darryl P. Wong Keith L. Barnes John P. Lee Carolyn Y. Woo Ralph G. Bliquez D. Allen Lund Randall L. Yoakum John G. Block Luis Machuca President, National Alumni Mary R. Boyle Rev. Edward A. Malloy, C.S.C. Board: Brenda K. Braxton Rev. James E. McDonald, Timothy J. Morgan Nancy K. Bryant C.S.C. (Ex-officio, non-voting) Annie T. Buell Ralph Miller Life Regents: Matthew W. Chapman G. Kelly O’Dea John C. Beckman Earle M. Chiles Bradford L. Parberry Albert D. Corrado Richard M. Clark Jerry A. Parsons Philip J. Faccenda Russell E. Danielson Rev. Claude Pomerleau, Stephen A. Farley Frank D. Dulcich C.S.C. Elsie Franz Finley Rev. Carl F. Ebey, C.S.C. Rev. Mark L. Poorman, Edward N. Murphy John R. Emrick C.S.C. Lawrence R. Rockwood Suzanne S. Fields James T. Price Fred A. Stickel Robert W. Franz Don V. Romanaggi, M.D. Regents Emeriti: Mark B. Ganz Stephen L. Shepard Roger L. Conkling David C. Grove Karl A. Smith H. Joseph Ferguson Peggy Haggerty Edwin A. Sweo Walter E. Jameson Rev. Peter A. Jarret, C.S.C. William R. Tagmyer Robert E. Ludeman Patricia K. Johnson Thomas J. Tomjack Robert B. Pamplin, Jr. Patrick H. Kessi Kay Dean Toran Jesse C. Perry Rev. David T. Tyson, C.S.C. Joaquin F. Reis Philip J. Robinson George E. Swindells 242 ADMINISTRATION University Administration Officers of the Office of the President Carmen C. Gaston, J.D. University John A. Soisson Director, Alumni Relations Rev. E. William Beauchamp, Executive Assistant to the Laurie C. Kelley, M.B.A. C.S.C., J.D. President Director, Marketing and President Rev. William D. Dorwart, Communications Br. Donald J. Stabrowski, C.S.C. William O. Reed C.S.C., Ph.D. Director, Campus Ministry Director, University Events Provost Lawrence R. Williams II, J.D. Office of Enrollment Man- Roy F. Heynderickx, Ph.D. Director, Athletics agement and Student Life Vice President for Financial Office of the Provost Rev. John J. Donato, C.S.C. Affairs Thomas G. Greene, Ed.D. Associate Vice President for John T. Goldrick, J.D. Associate Provost Student Life Vice President for Enroll- Col. Terry Kono Jason S. McDonald, Ed.M. ment Management and Professor, Aerospace Studies Dean, Admissions Student Life Lt. Col. Peter Rooks Paul L. Krull, M.B.A. Rev. Thomas P. Doyle, Professor, Military Science Director, Financial Aid C.S.C., M.B.A. Rev. Robert C. Antonelli, Amy E. Cavanaugh, M.S. Vice President for University C.S.C., Ph.D. Director, Career Services Relations Archivist Michael J. Pelley TBA Roberta D. Lindahl, M.B.A. Director, International Student Vice President for Informa- Registrar Services and Adult Programs tion Services Karen K. Nelson, Ph.D. Kirk Mustain Deans Director, Institutional Director, Food Services Thomas G. Greene, Ed.D. Research Michael E. Walsh, M.Ed. Associate Provost, Dean of Rev. Arthur F. Wheeler, Director, Residence Life the Graduate School C.S.C., Ph.D. Jeromy Koffler, M.A. Rev. Stephen C. Rowan, Director, Studies Abroad Director, Student Activities Ph.D. Daniel M. McGinty Harold Burke-Sivers, M.T.S. Dean, College of Arts and Academic Advisor to Student Director, Safety and Security Sciences Athletes Paul R. Myers, Ph.D. Robin D. Anderson, Ed.D. Office of the Financial Director, University Health Dean, Dr. Robert B. Vice President Center Pamplin, Jr. School of George Battistel, Ph.D. Thomas J. Frieberg, M.P.S. Business Administration Controller Director, Moreau Center for Sr. Maria J. Ciriello, O.P., James J. Kuffner, M.B.A. Service and Leadership Ph.D. Assistant Vice President for Brenda C. Greiner Dean, School of Education Human Resources and Director, Shepard Freshman Zia A. Yamayee, Ph.D. Administrative Services Resource Center Dean, School of Engineering Paul J. Luty Information Services Joanne R. Warner, D.N.S. Director, Physical Plant Paul A. Erdmann Interim Dean, School of Office of University Director, Technical Support Nursing Relations TBA Wilson W. Clark James C. Lyons, M.P.A. Director, Administrative Memorial Library Senior Associate Vice Presi- Systems Drew Harrington, M.L.S. dent for University Relations Jenny B. Walsh, M.S. University Librarian, J. Bryce Strang Director, Web Services Director Associate Vice President for Development FACULTY 243 Faculty

As of June 1, 2007 Robin D. Anderson, Ed.D. The final date in a listing indicates the year of first Franz Chair in Entrepreneurship3 appointment to the University of Portland faculty. Professor, Business Administration More than one date indicates a break in service. B.A. University of Nebraska at Kearney, 1970; Blaine C. Ackley, Ed.D. M.A.T., University of Nebraska-Lincoln, 1972; , Education Ed.D., ibid, 1984. At Portland, 1998— B.A., University of Montana, Missoula, 1965; Ann Marie Anderssohn, Ph.D. M.A.T., , 1973; Ed.D., ibid, , Chemistry 1991. At Portland, 1994— B.S., Portland State University, 1982; M.S., Brian J. Adams, Ph.D. Arizona State University, 1988; Ph.D., ibid, Assistant Professor, Business 1995. At Portland, 1999— B.A., University of Oregon, 1990; M.B.A., Uni- Rev. Robert C. Antonelli, C.S.C., Ph.D. versity of Portland, 1996; Ph.D., Arizona State University Archivist University, 2003. At Portland, 2003— B.A., University of Notre Dame, 1962; S.T.B., Bahram Adrangi, Ph.D. Pontificia Universitas Gregoriana, 1964; S.T.L., Professor, Business Administration ibid, 1966; M.A., The Johns Hopkins University, B.A., University of Tehran, 1973; M.B.A., West- 1968; Ph.D., University of Strasbourg, 1970. At ern Illinois University, 1975; Ph.D., University Portland, 1999— of Oregon, 1982. At Portland, 1982— Ellyn Arwood, Ed.D. Amelia J. Ahern-Rindell, Ph.D. Professor, Education Associate Professor, Biology B.A., University of Oregon, 1971; M.A., Wash- B.S., University of Illinois, 1979; M.S., Washing- ington State University, 1973; Ed.D., University ton State University, 1985; Ph.D., ibid, 1988. At of Georgia, 1977. At Portland, 1986— Portland, 1997— Herman L. Asarnow, Ph.D. Michael W. Akerman, Ph.D. Professor, English Associate Professor, Mathematics B.A., Trinity College, 1972; M.A., University of B.A., Portland State University, 1964; M.A., Uni- Denver, 1974; Ph.D., ibid, 1981. At Portland, versity of Arizona, 1966; Ph.D., Oregon State 1979— University, 1973. At Portland, 1979— Richard R. Askay, Ph.D. Robert J. Albright, Ph.D. Professor, Philosophy Tyson Distinguished Professor, Engineering B.A., Portland State University, 1975; M.A., B.S., , 1963; M.S., ibid, Purdue University, 1977; Ph.D., ibid, 1980. At 1965; Ph.D., University of Washington, 1971. At Portland, 1982— Portland, 1970— Eva K. Aussermair, M.A. David B. Alexander, Ph.D. Adjunct Instructor, Theology Associate Professor, Biology M.A., University of Salzburg, 1979 B.S., University of Texas at El Paso, 1979; M.S., At Portland (Salzburg), 2001— ibid, 1983; Ph.D., Texas A&M University, 1987. Josef Aussermair, Ph.D. At Portland, 1995— Adjunct Professor, Theology Mary E. Allender, Ph.D. Ph.D., University of Salzburg, 1976 Associate Professor, Business Administration At Portland (Salzburg), 2002— B.A. Reed College, 1979; M.A., University of Matthew J. Baasten, Ph.D. Michigan; Ph.D., University of Oregon, 1990. At Associate Professor, Theology Portland, 1987— B.A., University of Notre Dame, 1972; M.A., ibid, 1978; Ph.D., ibid, 1983. At Portland, 1981—

1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status 244 FACULTY Susan D. Baillet, Ph.D. Rev. Thomas L. Bill, C.S.C., Ph.D. Associate Professor, Psychology Associate Professor Emeritus, Philosophy4 B.S., Trinity College, 1974; M.S., University of A.B., University of Notre Dame, 1951; M.A., Denver, 1976; Ph.D., ibid, 1981. At Portland, ibid, 1957; Ph.D., St. Louis University, 1963. At 1983— Portland, 1962— James Baillie, Ph.D. Osiel Bonfim, Ph.D. Professor, Philosophy Associate Professor, Physics M.A., , 1979; Ph.D., ibid, B.S., Federal University of Pernambuco, 1973; 1989. At Portland, 1990— M.S., ibid, 1976; Ph.D., , Raymond R. Bard, Ph.D. 1981. At Portland, 2001— Associate Professor, Chemistry Trudie M. Booth, M.A. B.A., Hamline University, 1970; Ph.D., Univer- Lecturer, French sity of Vermont, 1977. At Portland, 1986— M.A., University of Freiburg, 1971. At Portland, William F. Barnes, Ph.D. 1977— Associate Professor, Business Edward K. Bowen, Ph.D. B.A., University of New Hampshire, 1989; Professor, Performing & Fine Arts Ph.D., University of Notre Dame, 2000. At Port- B.T., Willamette University, 1976; M.A., West- land, 2000— ern Oregon State College, 1982; Ph.D., Universi- Rev. E. William Beauchamp, C.S.C. ty of Stirling, 1985. At Portland, 1991— Professor, Business3 Eva Brandauer, Ph.D. B.B.A., University of Detroit, 1964; M.B.A., ibid, Adjunct Instructor, German 1966; J.D., University of Notre Dame, 1975. At M.A., University of Salzburg, 1996; Ph.D., ibid, Portland, 2002— 2004. At Portland, 1997— Helmut Becker, D.B.A. Genevieve Brassard, Ph.D. Professor Emeritus, Business Administration4 Assistant Professor, English B.B.A., University of Portland, 1962; M.B.A., B.A., San Francisco State University, 1995; M.A., University of Oregon, 1967; D.B.A., Indiana University of Connecticut, 1997; Ph.D., Univer- University, 1971; C.P.A., Oregon State Certifi- sity of Connecticut, 2004. At Portland, 2005— cate, 1983. At Portland, 1973— Barbara J. Breen, Ph.D. Kathleen J. Bell, M.S.N. Assitant Professor, Physics Instructor, Nursing B.S., Georgia , 1997; B.S.N., Boston College, 1974; M.S.N., University Ph.D., ibid, 2003. At Portland, 2006— of Utah, 1993. At Portland, 2005— Arthur C. Brown, Ph.D. Patrick R. Berg, J.D. Visiting Assistant Professor, Biology Adjunct Assistant Professor, Political Science1 B.A., University of , 1949; M.S., ibid, B.A., University of Portland, 1966; J.D., Univer- 1954; Ph.D., University of Washington, 1960. At sity of Notre Dame, 1969. At Portland, 1991— Portland, 2006— Rev. Richard F. Berg, C.S.C., Ph.D. Rev. Joseph P. Browne, C.S.C., S.T.D. Professor Emeritus, Psychology4 Professor Emeritus, Clark Memorial Library4 A.B., University of Notre Dame, 1959; S.T.B., A.B., University of Notre Dame, 1951; S.T.L., Gregorian University, 1963; M.A., University of Angelicum (Rome), 1957; S.T.D., ibid, 1960; Portland, 1967; Ph.D., ibid, 1969. At Portland, M.S.L.S., Catholic University of America, 1965. 1974— At Portland, 1964— Elena K. Bernard, Ph.D. Cheri Buck-Perry, M.A. Assistant Professor, Business Administration Visiting Instructor, English B.S., William Carey College, 1997; M.B.A., Hen- B.A., Walla Walla College; M.A., Portland State derson State University, 1998; Ph.D., Louisiana University. At Portland, 2000— State University, 2006. At Portland, 2007— Deborah Burton, Ph.D. Rev. George C. Bernard, C.S.C., S.T.D. Adjunct Associate Professor, Nursing1 Associate Professor Emeritus, Theology4 B.S.N., University of Portland, 1977; M.N., Ore- A.B., University of Notre Dame, 1945; S.T.L., gon Health Sciences University, 1982; Ph.D., Catholic University of America, 1950; S.T.D., ibid, 1993. At Portland, 1993— ibid, 1952. At Portland, 1969— Russell A. Butkus, Ph.D. Associate Professor, Theology B.A., St. Lawrence University, 1974; M.Th., Boston College, 1978; Ph.D., ibid, 1985. At Port- land, 1985—

1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status FACULTY 245 Robert F. Butler, Ph.D. Richard S. Christen, Ph.D. Professor, Science Associate Professor, Education B.S., Oregon State University, 1968; M.S., Stan- B.S., Minot State University, 1975; M.A., Univer- ford University, 1970; Ph.D., ibid, 1972. At Port- sity of Montana, 1980; Ph.D., University of Min- land, 2004— nesota, 1994. At Portland, 1998— Karen Cameron, M.S.N. Sr. Maria J. Ciriello, O.P., Ph.D. Instructor, Nursing Professor, Education3 B.S.N., University of Portland, 1996; M.S.N., B.S.E., St. John College, 1966; M.S.E., University Oregon Health Sciences University, 2000. At of Dayton, 1971; Ph.D., Catholic University of Portland, 2002— America, 1987. At Portland, 1996— Michael Cameron, Ph.D. Sally H. Hood Cisar, Ph.D. Assitant Professor, Theology Associate Professor, Education B.A., Central Bible College, 1977; Bethany Theo- B.A., Indiana University, 1982; Ph.D., ibid, 2002. logical Seminary, 1981; Ph.D., University of At Portland, 2005— Chicago Divinity School, 1996. At Portland, Kent J. Collings, Ph.D. 2002— Professor Emeritus, Business Administration4 Philip Cansler, D.M.A. B.S., University of California, 1939; M.B.A., Uni- Associate Professor, Music versity of Washington, 1963; Ph.D., ibid, 1969. B.M., Washburn University, Kansas, 1976, At Portland, 1969— M.M., University of Oregon, 1977; D.M.A., ibid, Roger L. Conkling, L.L.D. 1984. At Portland, 1980— Adjunct Professor, Business Administration Kevin Cantrell, Ph.D. B.B.A., Northwestern University, 1941; M.A., Uni- Associate Professor, Chemistry versity of Oregon, 1948; L.L.D. (honoris causa), B.S., Furman State University, 1992; M.S., Ore- University of Portland, 1972. At Portland, 1988— gon State University, 1998; Ph.D., ibid, 2001. At Rev. James T. Connelly, C.S.C., Ph.D. Portland, 2001— Associate Professor, History3 James B. Carroll, Ph.D. B.A., University of Notre Dame, 1960; S.T.B., Pon- Associate Professor, Education tifical Gregorian University, 1963; M.A., Universi- B.A., University of California, Davis, 1976; ty of Notre Dame, 1968; Ph.D., University of M.F.A., Washington State University, 1978; Chicago, 1977. At Portland, 1993— Ph.D., ibid, 1990. At Portland, 1997— Carolyn R. Connolly, M.S.L.S. Peter B. Chamberlain, Ph.D. Associate Archivist/Curator, Clark Memorial Assistant Professor, Engineering Library B.S., Oregon State University, 1996; M.S., Uni- B.A., University of Portland, 1988; M.A., ibid, versity of Utah, 2000; Ph.D., ibid, 2003. At Port- 1990; M.S.L.S., Clarion University, 1991. At Port- land, 2004— land 1995— H. Beng Chang, M.S.T. Michael Connolly, D.M.A. Instructor, Mathematics Professor, Music B.S., The American University, 1992; M.S.T., B.A., B.M., University of Washington, 1977; M.M., Portland State University, 2003. At Portland, University of Southern California, 1983; D.M.A., 2004— ibid, 1986. At Portland, 1988— Arjun Chatrath, D.B.A. Darcy Copeland, Ph.D. Professor, Business Administration Assistant Professor, Nursing B.A., University of Delhi, 1985; M.B.A., Univer- B.S., University of Northern California, 1998; sity of Notre Dame, 1989; D.B.A., Cleveland M.A., Fitchburg State College, 2002; Ph.D., Uni- State University, 1994. At Portland, 1997— versity of California, 2007. At Portland, 2007— Lori Chorpenning, M.S.N. James T. Covert, Ph.D. Instructor, Nursing Professor Emeritus, History4 B.S.N., Metropolitan State College, 1989; M.S.N., B.A., University of Portland, 1959; M.A., Universi- University of Portland, 2003. At Portland, 2003— ty of Oregon, 1961; Ph.D., ibid, 1967. At Portland, George T. Chou, Ph.D. 1961— Professor Emeritus, Business Administration4 Jackie Culver, M.F.A. B.A., University of Washington, 1967; M.A., Adjunct Instructor, Dance ibid, 1968; Ph.D., ibid, 1973. At Portland, 1971— B.A., University of Portland, 1974; M.F.A., ibid, 1981. At Portland, 1991—

1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status 246 FACULTY William M. Curtis, Ph.D. Bruce H. Drake, Ph.D. Assistant Professor, Political Science Professor, Business Administration A.B., Dartmouth College, 1992; J.D., University B.A., Dartmouth College, 1966; M.B.A., Stanford of California, 1995; M.A., Stanford University, University, 1968; Ph.D., University of Washing- 1997; Ph.D., Duke University, 2006. At Port- ton, 1976. At Portland, 1988— land, 2007— Yan Duan, M.N. Dan G. Danner, Ph.D. Visiting Instructor, Nursing Professor Emeritus, Theology4 M.N., University of Manitoba, 1993. At Portland, B.A., Abilene Christian College, 1961; M.A., ibid, 2006— 1963; Ph.D., University of Iowa, 1969. At Port- Robert W. Duff, Ph.D. land, 1969— Tyson Distinguished Professor, Sociology Susan D. Decker, Ph.D. B.A., University of Notre Dame, 1966; M.A., Associate Professor, Nursing ibid, 1970; Ph.D., ibid, 1971. At Portland, 1972— B.A., Miami University, Ohio, 1970, M.S.N., Uni- Verne A. Duncan, Ph.D. versity of Cincinnati, 1973; Ph.D., Portland State Professor Emeritus, Education4 University, 1982. At Portland, 1973— B.A., Idaho State University, 1960; M.Ed., Uni- Nicole DeHoratius, D.B.A. versity of Idaho, 1964; M.B.A., University of Assistant Professor, Business Administration Portland, 1976; Ph.D., University of Oregon, A.B., Harvard University, 1990; M.S., University 1968. At Portland, 1989— of Sussex, 1994; D.B.A., Harvard Business Ardys Dunn, Ph.D. School, 2002. At Portland, 2007— Associate Professor Emerita, Nursing4 Philippe R. DeLaMare, Ph.D. B.S.N., University of Illinois at Chicago, 1969; Professor Emeritus, Music4 M.S., University of Oregon, 1974; M.N., Oregon B.A., University of Oregon, 1938; M.A., ibid, 1941; Health Sciences University, 1983; Ph.D., Uni- Diploma, Fontainebleau, France, 1961; Ph.D., versity of Oregon, 1984. At Portland, 1985— University of Portland, 1969. At Portland, 1947— Todd Easton, Ph.D. Sr. Carol J. Dempsey, O.P., Ph.D. Associate Professor, Business Administration Associate Professor, Theology B.A., University of California, Santa Cruz, 1975; B.A., Caldwell College, 1978; M.A., St. Louis Uni- M.A., University of California, Berkeley, 1980; versity, 1986; Ph.D., Catholic University of Amer- Ph.D., ibid, 1984. At Portland, 1981— ica, 1994. At Portland, 1994— Maria Elva Echenique, M.A. Will H. Deming, Ph.D. Assistant Professor, Spanish Professor, Theology L.L., Universidad Mayor de San Andres, 1991; B.A., College of William and Mary, 1978; Ph.D., M.A., University of Oregon, 1998. At Portland, University of Chicago, 1991. At Portland, 1992— 2002— Thomas J. Donovan, M.A. Karen E. Eifler, Ph.D. Adjunct Instructor, Latin Associate Professor, Education A.B., St. Edward's College, 1939; M.A., Universi- B.A., University of California at Los Angeles, ty of Southern California, 1948. At Portland, 1982; Ph.D., University of Nebraska at Lincoln, 1991— 1997. At Portland, 1998— Timothy A. Doughty, Ph.D. Mark A. Eifler, Ph.D. Assistant Professor, Engineering Associate Professor, History B.S., Washington State University, 1991; M.S., B.A., University of California, Berkeley, 1984; ibid, 1993; Ph.D., Purdue University, 2002. At M.A., ibid, 1987; Ph.D., ibid, 1992. At Portland, Portland, 2006— 2000— Roger O. Doyle, D.M.A. Brian J. Els, Ph.D. Professor, Music Assistant Professor, History B.M.Ed., University of Wichita, 1962; M.M.Ed., B.A., Whitman College, 1990; M.A., Indiana Wichita State University, 1967; D.M.A., Univer- University, 1994. Ph.D., ibid, 2004. At Portland, sity of Colorado, 1973. At Portland, 1973— 2002— Tae-In (Mike) Eom, Ph.D. Assistant Professor, Business Administration B.S., Iowa State University, 1991; M.A., State University of New York at Albany, 1992; M.B.A., State University of New York at Binghamton, 1999; Ph.D., ibid. At Portland, 2004—

1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status FACULTY 247 Caery Ann Evangelist, Ph.D. Rev. Charles B. Gordon, C.S.C., Ph.D. Assistant Professor, Philosophy Assistant Professor, Theology B.A., University of Pennsylvania, 1993; M.A., B.A., University of Notre Dame, 1978; M.Div., ibid, 1994; Ph.D., Duke University, 2004. At ibid, 1986; Ph.D., , Portland, 2005— 1999. At Portland, 2006— Thompson M. Faller, Ph.D. Thomas G. Greene, Ed.D. Professor, Philosophy Associate Professor, Education3 B.A., St. Mary’s, 1962; M.A., Xavier University, B.S., Portland State University, 1970; M.A., Ohio, 1964; Ph.D., University of Salzburg, Aus- Lewis & Clark College, 1975; Ed.D., Portland tria, 1969. At Portland, 1964— State University/University of Oregon, 1984. At Terence G. Favero, Ph.D. Portland, 1983— Professor, Biology Richard D. Gritta, D.B.A. B.S., Illinois State University, 1984; M.S., Uni- Professor, Business Administration versity of Oregon, 1988; Ph.D., ibid, 1990. At B.B.A., University of Notre Dame, 1965; M.B.A., Portland, 1993— Indiana University, 1967; D.B.A., University of Howard D. Feldman, Ph.D. Maryland, 1972. At Portland, 1976— Associate Professor, Business Administration Andrew M. Guest, Ph.D. B.B.A., University of Cincinnati, 1971; M.B.A., Visiting Assistant Professor, Psychology Georgia State University, 1978; Ph.D., ibid, B.A., Kenyon College, 1994; M.S., Miami Uni- 1983. At Portland, 1991— versity, 1996; M.A., University of Chicago, 2001; Josef Feldner, Ph.D. Ph.D., ibid, 2004. At Portland, 2004— Adjunct Instructor, German Nancy Haller, M.N. Ph.D., University of Innsbruck, 1990. At Port- Adjunct Instructor, Nursing1 land, 1996— B.S., Oregon Health Sciences University, 1972; Lauretta Conklin Frederking, Ph.D. M.S., University of Washington, 1974. At Port- Assitant Professor, Political Science land, 1991— B.A., University of Toronto, 1992; M.A., Colum- Christopher C. Hallstrom, Ph.D. bia University, 1994; Ph.D., Washington Univer- Assistant Professor, Mathematics sity in St. Louis, 2001. At Portland, 2002— B.A., Reed College, 1992; M.S., University of Edward J. Freed, D.B.A. Chicago, 1994; Ph.D., ibid, 2000. At Portland, Professor, Business Administration 2003— B.S., Boston College, 1966; M.B.A., University of Christin Lee Hancock, Ph.D. Pennsylvania, 1968; D.B.A., University of Col- Visiting Assistant Professor, History orado, 1978. At Portland, 1979— B.A., University of Notre Dame, 1996; A.M., Joseph Gallegos, Ph.D. Brown University, 1999; Ph.D., ibid, 2006. At Associate Professor, Social Work Portland, 2007— B.S., Portland State University, 1972; M.S.W., Drew Harrington, M.L.S. ibid, 1973; Ph.D., University of Denver, 1978. At Senior Librarian, Clark Memorial Library Portland, 1988— B.A., Fort Lewis College, 1973; M.L.S., Universi- Patricia K. Gatlin, M.S. ty of Oregon, 1976. At Portland, 2006— Instructor, Nursing Renee G. Heath, Ph.D. B.S.N., University of Memphis, 1999; M.S., Uni- Assistant Instructor, Communication Studies versit of Portland, 2003. At Portland, 2002— B.S., Oregon State University, 1990; M.A., Wash- Jeffrey A. Gauthier, Ph.D. ington State University, 1997; Ph.D., University Associate Professor, Philosophy of Colorado, 2005. At Portland, 2005— B.A., Wadhams Hall College, 1980; M.A., Bowl- Kristine Henderer, Ed.D. ing Green State University, 1985; Ph.D., Univer- Adjunct Assistant Professor, Nursing sity of Michigan, 1992. At Portland, 1992— B.S.N., Boston College, 1972; M.Ed., Columbia Ralf Genske, M.A. University Teachers College, 1975; Ed.D., ibid, Adjunct Assistant Professor, German 1986. At Portland, 1972— B.A., Portland State University, 1989; M.A., ibid, Christopher M. Hess, Ph.D. 1993. At Portland, 1998— Visiting Assistant Professor, Biology Rev. Mark Ghyselinck, C.S.C., M.F.A. B.S., University of Florida, 1997; Ph.D., ibid, Assistant Professor, Fine Arts 2005. At Portland, 2006— B.A., University of Notre Dame, 1980; M.Div., ibid, 1987; M.F.A., Western Michigan Universi- ty, 2001. At Portland, 2005—

1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status 248 FACULTY Cara Hersh, Ph.D. Heidi Horning Assistant Professor, English Adjunct Instructor, Performing and Fine Arts1 B.A., Haverford College, 1997; Ph.D., Duke Uni- Portland Ballet School, American Ballet The- versity, 2006. At Portland, 2006— atre, Metropolitan Opera Ballet. At Portland, Frances M. Hicks, Ph.D. 1979— Professor Emerita, Nursing4 Rev. Thomas E. Hosinski, C.S.C., Ph.D. R.N., Oklahoma Baptist Hospital, 1957; B.S., Professor, Theology Northwestern State University of Louisiana, A.B., University of Notre Dame, 1969; M.Th., 1960; M.S.N., Case Western Reserve University, ibid, 1972; M.A., University of Chicago, 1976; 1964; Ph.D., North Texas State University, 1977; Ph.D., ibid, 1983. At Portland, 1978— Fellow, American of Nursing, 1997. Becky Ann Houck, Ph.D. At Portland, 1978— Professor, Biology Gregory Hill, Ph.D. B.S., University of Utah, 1972; Ph.D., University Associate Professor, Mathematics of Hawaii, 1977. At Portland, 1978— B.S., University of Arizona, 1981; M.S., University Rev. William B. Hund, C.S.C., Ph.D. of Oregon, 1984; Ph.D., ibid, 1987. At Portland, Associate Professor Emeritus, Philosophy4 2000— A.B., University of Notre Dame, 1954; M.A., Richard W. Hines, M.S. ibid, 1960; Ph.D., , 1964. Senior Librarian Emeritus, Clark Memorial Li- At Portland, 1972— 4 brary Kathleen E. Hunt, Ph.D. B.S., University of Pennsylvania, 1969; M.S., Visiting Assistant Professor, Biology Simmons College, 1984. At Portland, 1997— B.A., Oberlin College, 1988; Ph.D., University of Susan E. Hinken, M.Libr. Washington, 1997. At Portland, 2007— Senior Librarian/Assistant Professor, Clark Rev. Bernard Kuo-Wei Hwang, S.T.D. Memorial Library Assistant Professor Emeritus, Theology4 B.A., University of Washington, 1976; M.Libr., B.S., St. John’s University, 1949; S.T.D., Sant ibid, 1977; M.A., University of Portland, 1987. Anselmo, 1953; M.A., University of Portland, At Portland, 1980— 1968. At Portland, 1964-65; 1976— Molly H. Hiro, Ph.D. Aziz S. Inan, Ph.D. Assistant Professor, English Professor, Engineering B.A., Georgetown University, 1994; M.A., Uni- B.S., San Jose State University, 1979; M.S., Stan- versity of California, Los Angeles, 1999; Ph.D., ford University, 1980; Ph.D., ibid, 1983. At Port- ibid, 2005. At Portland, 2005— land, 1989— Jill Peterson Hoddick, M.A., M.F.A. Mehmet I. Inan, D.C.E. Professor, Performing and Fine Arts Associate Professor, Engineering B.A., University of the Pacific, 1972; M.A., Cali- B.S.C.E., Middle East Technical University, fornia State University (Fresno), 1974; M.F.A., Ankara, 1971; M.S.C.E., ibid, 1973; D.C.E., Uni- University of Southern California, 1977. At Port- versity of Miami, 1977. At Portland, 1977— land, 1977— Deana L. Julka, Ph.D. Joseph P. Hoffbeck, Ph.D. Associate Professor, Psychology Associate Professor, Engineering B.A., Carrol College, 1992; M.A., University of B.S.E.E., Purdue University, 1989; M.S.E.E., Notre Dame, 1995; Ph.D., ibid, 1998. At Port- ibid, 1990; Ph.D., ibid, 1995. At Portland, 1997— land, 1997— Sr. Angela Hoffman, O.S.B., Ph.D. James J. Jurinski, J.D. Associate Professor, Chemistry Associate Professor, Business Administration B.A., St. Martin’s College, 1972; M.A., Pacific A.B., Hamilton College, 1972; M.L.S., University Lutheran University, 1979; Ph.D., Oregon Grad- of British Columbia, Canada, 1976; M.T., Port- uate Institute, 1989. At Portland, 1989— land State University, 1980; J.D., Lewis & Clark Margaret M. Hogan, Ph.D. Law School, 1980; C.P.A., 1981. At Portland, McNerney-Hansen Chair in Ethics 1987— Professor, Philosophy John E. Julsonnet, M.S. A.B., Immaculata College, 1963; M.A., Fordham Professor, Aerospace Studies University, 1968; Ph.D., Marquette University, B.S., Texas Tech University, 1976; M.S., ibid, 1991. At Portland, 2003— 1977. At Portland, 2004—

1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status FACULTY 249 Joanna M. Kaakinen, Ph.D. Matthew R. Kuhn, Ph.D. Professor, Nursing Professor, Engineering B.S.N., Indiana University, 1973; M.S.N., Indi- B.S., University of Missouri, 1975; M.S., Univer- ana University, 1977; Ph.D., University of Den- sity of California, Berkeley, 1984; Ph.D., ibid, ver, 1988. At Portland, 1989— 1987. At Portland, 1987— Mark S. Kennedy, Ph.D. Mary C. LaBarre, Ed.D. Associate Professor, Engineering Lecturer, Theology B.S., University of Nebraska, 1977; M.S., Univer- B.A., Trinity College, 1967; M.A., University of sity of Wisconsin, 1979; Ph.D., Purdue Univer- Portland, 1987; Ed.D., University of Seattle, sity, 1984. At Portland, 1996— 1999. At Portland, 1990— Jeff Kerssen-Griep, Ph.D. Andrew J. Lafrenz, M.S. Associate Professor, Communication Studies Instructor, Biology B.A., Concordia College, 1983; M.A., University B.S., University of Portland, 2002; M.S., Univer- of Washington, 1986; Ph.D., ibid, 1997. At Port- sity of Georgia, 2004. At Portland, 2004— land, 1998— Lawrence S. Larsen, M.F.A. Khalid H. Khan, Ph.D. Associate Professor, Drama Professor, Engineering B.A., Trinity University, 1983; M.F.A., Universi- B.S., West Pakistan University of Engineering ty of Washington, 1986. At Portland, 1994— and Technology, 1967; M.S., North Carolina Lars Erik Larson, Ph.D. State University at Raleigh, 1972; Ph.D., ibid, Assistant Professor, English 1975. At Portland, 1979— B.A., University of Pennsylvania, 1993; M.A., Kenneth A. Kleszynski, Ph.D. University of California, Los Angeles, 1998; Professor, Music Ph.D., ibid. At Portland, 2005— B.M.Ed., Benedictine College, 1972; B.A., ibid, Bohn D. Lattin, Ph.D. 1972; M.A., Arizona State University, 1976; Associate Professor, Communication Studies Ph.D., Michigan State University, 1984. At Port- B.A., Moorhead State University, 1979; M.A., land, 1987— Idaho State University, 1984; Ph.D., University Christopher R. Kodadek, Ph.D. of Oregon, 1992. At Portland, 1992— Lecturer, Biology Kenneth H. Laundra, Ph.D. B.A., St. Mary’s College, 1969; M.A., University Visiting Assistant Professor, Sociology of Colorado, 1973; Ph.D., University of Col- B.S., Michigan State University, 1990; M.A., orado, 1978. At Portland, 1982— Central Michigan University, 1995; Ph.D., Utah Steven A. Kolmes, Ph.D. State University, 1999. At Portland, 2007— Molter Chair in Science Lawrence D. Lewis, Ph.D. Professor, Biology Professor, Business B.S., Ohio University, 1976; M.S., University of B.B.A., University of Missouri, 1967; M.A., ibid, Wisconsin-Madison, 1978; Ph.D., ibid, 1984. At 1972; Ph.D., University of Nebraska, 1984. At Portland, 1995— Portland, 2001— Jack N. Kondrasuk, Ph.D. Lei Li, Ph.D. Associate Professor, Business Administration Assistant Professor, Business B.S., University of Wisconsin, 1964; M.A., Uni- B.Sc., Beijing University, 1988; M.B.A., Interna- versity of Minnesota, 1966; Ph.D., ibid, 1972. At tional University of Japan, 1995; Ph.D., Univer- Portland, 1974— sity of Texas at Dallas, 2003. At Portland, 2003— Terry Kono, A.M. Henshiu (Cecelia) Lin, Ph.D. Professor, Aerospace Studies Assistant Professor, Business Administration A.B., University of California, 1978; A.M., Uni- B.S., San Jose State University, 1990; M.S., ibid, versity of Michigan, 1979. At Portland, 2007— 1994; Ph.D., University of Texas, 2000. At Port- Lorretta C. Krautscheid, M.S. land, 2006— Instructor, Nursing Sr. Sandra E. Lincoln, S.H.C.J., Ph.D. B.S.N., Montana State University, 1994; M.S., Professor, Chemistry Oregon Health Sciences University, 2003. At B.A., Smith College, 1960; M.S., Marquette Uni- Portland, 2003— versity, 1970; Ph.D., State University of New York, Stony Brook, 1982. At Portland, 1982— J. David Kroon, Ph.D. Roberta D. Lindahl, M.B.A. Assistant Professor, Mathematics 4 B.S.N., University of Washington, 1960; M.A., Uni- Assistant Professor, Business Administration versity of California, Berkeley, 1962; Ph.D., Uni- B.S., University of Portland, 1997; M.B.A., ibid, versity of Washington, 1979. At Portland, 1981— 2000. At Portland, 2000—

1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status 250 FACULTY Ellen Lippman, Ph.D. Diane M. Martin, Ph.D. Associate Professor, Business Administration Assistant Professor, Business Administration B.A., Colorado College, 1975; M.S., University of B.S., Portland State University, 1984; M.S., Uni- Wisconsin, 1978; Ph.D., University of Oregon, versity of Portland, 1998; Ph.D., University of 1991. At Portland, 1983-85; 1988— Utah, 2001. At Portland, 2001— Mindi L. Logan, M.F.A. Jane M. Martin, M.S. Associate Professor, Drama Adjunct Assistant Professor, Nursing3 B.A., University of Idaho, 1986; M.F.A., Rutgers B.S.N., University of Portland, 1966; M.S., University, 1989. At Portland, 1999— Boston University, 1970. At Portland, 1972— Lora L. Looney, Ph.D. Norah Martin, Ph.D. Associate Professor, Spanish Associate Professor, Philosophy B.A., Colorado College, 1987; M.A., University B.A., Connecticut College, 1984; M.Litt., Univer- of Chicago, 1990; Ph.D., ibid, 1997. At Portland, sity of Edinburgh, 1989; Ph.D., State University 1998— of New York at Stony Brook, 1994. At Portland, Sigrun Loos, Ph.D. 1994— Adjunct Instructor, Fine Arts1 Louis J. Masson, Ph.D. Ph.D. University of Salzburg, 1970. At Portland (Salzburg), 1976— Tyson Distinguished Professor, English B.A., LeMoyne College, 1964; M.A., Syracuse Yuin-Hwa Lu, Ph.D. University, 1967; Ph.D., ibid, 1971. At Portland, Associate Professor, Engineering 1970— B.S., Chung-Chen Institute of Technology, Tai- wan, 1973; M.S., University of Oklahoma, 1981; Shannon Kathleen Mayer, Ph.D. Ph.D., ibid, 1988. At Portland, 1988— Associate Professor, Physics B.S., Pacific Lutheran University, 1987; M.S., Kenneth E. Lulay, Ph.D. Associate Professor, Engineering Oregon State University, 1989; Ph.D., ibid, 1997. B.S., University of Portland, 1984; M.S., ibid, At Portland, 2002— 1987; Ph.D., University of Washington, 1990. At Steven G. Mayer, Ph.D. Portland, 1998— Associate Professor, Chemistry Lewis Lum, Ph.D. B.S., Pacific Lutheran University, 1987; M.S., Professor, Mathematics Montana State University, 1997. At Portland, B.S., Oregon State University, 1968; Ph.D., Uni- 2002— versity of Oregon, 1973. At Portland, 1989— Franz Karl Mayr, Ph.D. Manuel J. Macias, Ph.D. Professor Emeritus, Philosophy4 Professor Emeritus, Spanish4 Ph.D., University of Innsbruck, 1957. At Port- B.A., University of Portland, 1951; M.A., ibid, land, 1964-65; 1968— 1952; Diploma, University de Coimbra, Portu- John McDonald, M.A. gal, 1952, 1970; Diploma de Doctor en Filosofia Lecturer, English y Letras, University of Madrid, Spain, 1956; B.A., SUNY College at Buffalo, 1990; M.A., Port- Ph.D., Northwestern University, 1963. At Port- land State University, 1994. At Portland 2000— land, 1958— Laura Ann McLary, Ph.D. James W. Male, Ph.D. Associate Professor, German Sweo Chair in Engineering B.A., Bowling Green State University, 1986; Professor, Engineering M.A. University of Massachusetts Amherst, B.S., Union College, 1968; Ph.D., Johns Hopkins 1989; Ph.D., ibid, 1996. At Portland, 1999— University, 1973. At Portland, 1997— Sr. Kathleen McManus, O.P., Ph.D. Gary L. Malecha, Ph.D. Associate Professor, Theology Associate Professor, Political Science B.A., College of Mount Saint Vincent, 1980; B.A., College of St. Thomas, 1976; M.A., Univer- M.A., Aquinas Institute of Theology, 1989; sity of Notre Dame, 1978; Ph.D., ibid, 1987. At Ph.D., University of St. Michael’s College. At Portland, 1992— Portland, 2000— Caroline E. Mann, M.S.L.S. Sr. Ray Marie McNamara, RSM, Ph.D. Senior Librarian, Clark Memorial Library Assistant Professor, Theology B.A., University of North Carolina at Chapel B.S., Clemson University, 1970; M.A., Universi- Hill, 1975; M.S.L.S., ibid, 1982. At Portland, ty of St. Thomas, 1988; M.A., Jesuit School of 1998— Theology, 1998; Ph.D., Graduate Theological Union, 2006. At Portland, 2005—

1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status FACULTY 251 Joseph Nick McRee, Ph.D. Michael P. Mulcrone, Ph.D. Associate Professor, Sociology Associate Professor, Communication Studies B.A., , 1992; M.A., The Uni- B.A., Ohio University, 1971; M.S., University of versity of Texas, 1996; Ph.D., ibid, 1999. At Port- Oregon, 1988; Ph.D., University of Washington, land, 1999— 1993. At Portland, 1993— Mark R. Meckler, Ph.D. V. Dakshina Murty, Ph.D. Associate Professor, Business Administration Professor, Engineering B.A., Brandeis University, 1985; M.B.A., Michi- B.Tech., IIT Kanpur, India, 1974; M.S.Nuc.E., gan State University, 1991; Ph.D., Florida At- University of Oklahoma, 1977; M.S.M.E., ibid, lantic University, 2000. At Portland, 1999— 1977; Ph.D., University of Texas at Austin, 1982. Stephanie Michel, M.L.S. At Portland, 1981— Senior Librarian, Clark Memorial Library Debra Nagy-Nero, M.S. B.A., Linfield College, 1996; M.L.S., Indiana Adjunct Instructor, Nursing University, 1997. At Portland, 2002— B.A., San Diego State University, 1975; M.S., Gary Mitchell, Ph.D. ibid, 1979. At Portland, 1994— Assistant Professor, Business Administration Marie E. Napolitano, Ph.D. B.A., University of California, 1984; M.B.A., Associate Professor, Nursing ibid, 1988; Ph.D., University of Washington, B.S., Louisiana State University, 1973; B.S., Bay- 2005. At Portland, 2005— lor University, 1975; M.A., University of Wash- Elise Marie Moentmann, Ph.D. ington, 1979; Ph.D., Oregon Health & Sciences, Associate Professor, History 1992. At Portland, 2007— B.A., Louisiana Tech University, 1985; M.A., Meike Niederhausen, Ph.D. ibid, 1988; Ph.D., University of Illinois, 1998. At Assistant Professor, Mathematics Portland, 1998— B.A., New College of Florida, 1998; M.S., Purdue Judith Montgomery, M.M. University, 2004; Ph.D., ibid, 2005. At Portland, Lecturer, Music 2005— B.M.Ed., University of Portland, 1968; M.M., Thomas J. Nelson, Ph.D. ibid, 1984. At Portland, 1984— Professor Emeritus, Engineering4 Martin A. Monto, Ph.D. B.S. & M.S., Massachusetts Institute of Technol- Professor, Sociology ogy, 1957; Ph.D., Princeton University, 1968. At B.A., Kansas State University, 1987; M.A., Uni- Portland, 1974— versity of California, Los Angeles, 1988; Ph.D., Hans Nordstrom, Ph.D. ibid, 1992. At Portland, 1992— Assistant Professor, Mathematics Juanita E. Moore, M.Ed. B.A., Lewis & Clark College, 1996; M.S., Univer- Visiting Associate Professor, Education1 sity of Oregon, 2001; Ph.D., ibid, 2005. At Port- A.B., Indiana University, 1967; M.Ed., Universi- land, 2005— ty of Portland, 1978. At Portland, 1978— Andrew M. Nuxoll, Ph.D. Marlene Moore, Ph.D. B.S., Rose-Hulman Institute of Technology, Powers Distinguished Professor in Biology2 1995; Ph.D., University of Michigan, 2007. At B.A., University of St. Thomas, 1969; Ph.D., Portland, 2007— Baylor College of Medicine, 1975. At Portland, Steve O’Halloran, Ph.D. 1976— Assistant Professor, Engineering Tamar More, Ph.D. B.S., Kansas State University, 2000; M.S., ibid, Associate Professor, Physics 2002; Ph.D., ibid, 2006. At Portland, 2007— B.S., M.I.T., 1987; M.S., Brown University, 1990; Chad E. O’Lynn, Ph.D. Ph.D., ibid, 1996. At Portland, 2000— Assistant Professor, Nursing Patricia D. Morrell, Ph.D. B.S., Portland State University, 1984; M.S., Ore- Associate Professor, Education gon Health and Science University, 1992; Ph.D., B.S., SUNY College of Environmental Science & Kennedy-Western University, 2003. At Port- Forestry, 1978; M.S., Oregon State University, land, 2005— 1988; Ph.D., ibid, 1992. At Portland, 1996— Kathleen O’Reilly, Ph.D. Susan Randles Moscato, Ed.D. Associate Professor, Biology Professor, Nursing B.A., University of California, Berkeley, 1988; B.S.N., University of Portland, 1968; M.N., Uni- Ph.D., University of Washington, 1995. At Port- versity of California, L.A., 1973; Ed.D., Portland land, 1997— State University, 1987. At Portland, 1996—

1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status 252 FACULTY John Clarke Orr, Ph.D. Pamela J. Potter, D.N.S. Associate Professor, English Visiting Assistant Professor, Nursing B.A., Hardin-Simmons University, 1980; M.A., B.S., Northern Illinois University, 1974; M.A., University of Oklahoma, 1983; Ph.D., Duke Uni- University of New Mexico, 1988; D.N.S., Yale versity, 1992. At Portland, 1993— University, 2004. At Portland, 2007— Valorie Orton, M.S. Michael K. Rabby, Ph.D. Instructor, Nursing Assistant Professor, Communication Studies B.S.N., Seattle Pacific University, 1975; M.S., B.S., University of Texas, 1993; M.A., Pennsyl- University of Portland, 2007. At Portland, 2007— vania State University, 1996; Ph.D., Arizona Peter M. Osterberg, Ph.D. State University, 2001. At Portland, 2005— Associate Professor, Engineering John R. Reed, M.S.N. S.B. & S.M., Massachusetts Institute of Technol- Instructor, Nursing ogy, 1980; Ph.D., ibid, 1995. At Portland, 1996— B.S., University of New Mexico, 1997; M.S.N./ Linda C. Owens, Ph.D. M.B.A., University of Phoenix, 2003. At Port- Visiting Assistant Professor, Education land, 2005— B.S., Oregon State University, 1970; M.S., Port- Lisa J. Reed, J.D. land State University, 1974; Ph.D., Boston Col- Associate Professor, Business Administration lege, 1986. At Portland, 2003— B.A., University of Oklahoma, 1984; J.D., Duke Robert B. Pamplin, Jr., Ph.D. University of School of Law, 1988. At Portland Professor, Business Administration 1997— B.S., Lewis & Clark College, 1964, 1965, 1966; Kathleen Regan, Ph.D. M.B.A., University of Portland, 1968; M.Ed., ibid, Associate Professor, Spanish 1975; Ph.D., California Coast University, 1976; B.A., University of Illinois, Urbana, 1981; M.A., D.Min., Western Conservative Baptist Seminary, ibid, 1983; Ph.D., University of Chicago, 1995. 1982. At Portland, 1999— At Portland 1995— Joseph T. Pascarelli, Ed.D. Sr. Marian Dolores Robinson, Ph.D., Associate Professor, Education Professor Emerita, Psychology4 B.A., Fairleigh Dickinson University, 1962; M.A., B.A., Marylhurst College, 1940; M.A., Loyola ibid, 1967; Ed.D., Rutgers University, 1981. At University (Chicago), 1944; Ph.D., ibid, 1947. At Portland, 1990— Portland, 1975— Lillian A. Pereyra, Ph.D. 4 Anissa Taun Rogers, Ph.D. Professor Emerita, History Associate Professor, Social Work B.A., Mt. St. Mary’s College, 1953; M.A., Ford- B.A., University of Utah, 1990; M.A., Ball State ham University, 1955; Ph.D., University of Cali- University, 1993; M.S.W., University of Utah, fornia, Los Angeles, 1962. At Portland, 1963— 1997; Ph.D., ibid, 1997. At Portland, 1999— Mariana D. Petrea, Ph.D. Miroslav C. Rokos, ING. Adjunct Assistant Professor, Spanish Associate Professor Emeritus, Engineering4 Diploma de Licenta-Filologie, University of Bucharest, 1967; Ph.D., University of Oregon, B.S.M.E., Technology University, Brno, Czecho- 1982. At Portland, 1986— slovakia, 1952; M.S.M.E., Technical University Prague, Czechoslovakia, 1964. At Portland, 1965— Dann L. Pierce, Ph.D. Associate Professor, Communication Studies Lt. Col. Peter L. Rooks, M.S. B.A., University of Portland, 1976; M.A., ibid, Professor, Military Science 1979; Ph.D., University of Iowa, 1985. At Port- B.S., University of Maine, 1988; M.S., Central land, 1987— Michigan University, 2000. At Portland, 2005- Helga A. Piringer, M.Econ. Mary Beth Rosenstiel, M.S. Adjunct Instructor, Business Administration1 Instructor, Nursing Master of Economics (Diplomkaufmann), Uni- B.S.N., University of Portland, 2002; M.S., ibid, versity of Vienna, 1958. At Portland (Salzburg), 2004. At Portland, 2004— 1977— Rev. Stephen C. Rowan, Ph.D. 3 Rev. Claude Pomerleau, C.S.C., Ph.D. Professor, English Associate Professor, Political Science3 B.A., Fairfield University, 1966; S.T.B., St. B.A., University of Notre Dame, 1962; Mary’s Seminary & University, 1968; M.A., the in Theology, Gregorian University, 1966; M.A., University of British Columbia, 1975; Ph.D., University of Notre Dame, 1968; Ph.D., Univer- ibid, 1985. At Portland, 2007— sity of Denver, 1975. At Portland, 1991—

1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status FACULTY 253 W. Stephen Royce, Ph.D. Heidi E. K. Senior, M.L.I.S. Associate Professor, Psychology Senior Librarian, Clark Memorial Library A.B., Stanford University, 1971; M.S., University B.A., University of Oregon, 1991; M.L.I.S., ibid, of Oregon, 1974; Ph.D., ibid, 1976. At Portland, 1997. At Portland, 1997— 1977— James D. Shand, Ph.D., J.D. Rev. H. Richard Rutherford, C.S.C., Drs. Adjunct Assistant Professor, History Theol. B.A., San Luis Rey College, 1956; M.A., University Professor, Theology of California, Los Angeles, 1962; Ph.D., Loyola B.A., University of Notre Dame, 1961; S.T.L., University, 1967; J.D., Northwestern School of Gregorian University, 1965; Drs. Theol., Law at Lewis and Clark, 1980. At Portland, 1985— Catholic University of Nijmegen, , Elayne J. Shapiro, Ph.D. 1970. At Portland, 1976— Associate Professor, Communication Studies Bart I. Rylander, Ph.D. B.A., University of Illinois, 1967; M.A., Universi- Assistant Professor, Engineering ty of Minnesota, 1973; Ph.D., University of Min- B.S., Washington State University, 1982; B.A., nesota, 1993. At Portland, 1987— ibid, 1983; M.S., University of Massachusetts, Rev. Charles D. Sherrer, C.S.C., Ph.D. 1987; Ph.D., University of Idaho, 2001. At Port- Professor Emeritus, English4 land, 2000— A.B., University of Notre Dame, 1958; S.T.B., Sr. Joan Saalfeld, S.N.J.M., Ph.D. Gregorian University, 1960; S.T.L., ibid, 1962; Associate Professor Emerita, English4 M.A., University of Notre Dame, 1965; Ph.D., University of North Carolina at Chapel Hill, B.A., Marylhurst College, 1964; M.A., Portland 1969. At Portland, 1963-64; 1969-74; 1982— State University, 1971; Ph.D., University of Denver, 1976. At Portland, 1977— Casey Shillam, M.S.N. Instructor, Nursing Stephanie A. Salomone, M.A. B.S.N., Oregon Health Sciences University, Visiting Assistant Professor, Mathematics 2002. M.S.N., ibid, 2004. At Portland, 2006— B.A., University of Michigan, 1997; M.A., Boston College, 1999. At Portland 2005— Frances J. Simmons, M.S. Instructor, Nursing Alejandro Santana, Ph.D. B.S.N., University of California, Chico, 1970; M.S., Assistant Professor, Philosophy University of Colorado, 1973. At Portland, 1989— B.A., California State University, Fresno, 1990; Jeffrey S. Smith, Ph.D. B.A., ibid, 1992; M.A., University of California, Irivine, 2001. Ph.D., ibid. At Portland, 2003— Assistant Professor, Psychology B.S., Georgia College, 1993; M.S., ibid, 1995; Ruby F. Schendel, Ph.D. 4 Ph.D., Emory University, 2003. At Portland, Assistant Professor Emerita, Education 2006— B.A., San Francisco State University, 1956; M.A., University of Toledo, 1976; Ph.D., ibid, 1989. At Michael D. Snow, Ph.D. Portland, 1980— Tyson Distinguished Professor, Biology B.A., Sacramento State College, 1967; Ph.D., John W. Schouten, Ph.D. Washington State University, 1974. At Portland, Associate Professor, Business Administration 1970— B.A., University of Utah, 1981; Ph.D., ibid, 1990. At Portland, 1991— James W. Sollars, Ph.D., Adjunct Assistant Professor, History Bernhard R. Schratzberger, Ph.D. B.A., Seattle Pacific College, 1964; M.A., Col- Adjunct Instructor, Mathematics orado State University, 1968; Ph.D., University Ph.D., University of Salzburg, 1998 of Washington, 1972. At Portland, 1986— At Portland, (Salzburg), 1997— Diane L. Sotak, M.L.S. Arthur A. Schulte, Jr., Ph.D., L.L.D. Senior Librarian, Clark Memorial Library Pamplin Professor Emeritus, Business Adminis- B.S., University of Michigan, 1988; M.L.S., Syra- 4 tration cuse University, 1996. At Portland, 2001— Ph.B., Comm., University of Notre Dame, 1952; Br. Donald J. Stabrowski, C.S.C., Ph.D. M.B.A., University of Denver, 1959; Ph.D., Uni- Professor, History and Political Science3 versity of Oregon, 1964; LL.D. (honoris causa), B.A., St. Edward’s University, 1963; M.A., Indi- University of Portland, 1990. At Portland, 1958— ana University, 1967; M.S., ibid, 1969; M.A., James W. Seal, Ph.D. University of Notre Dame, 1979; Ph.D., ibid, Associate Professor, Business Administration 1985. At Portland, 1988— B.S., University of Southern Mississippi, 1969; M.S., ibid, 1970; Ph.D., University of Illinois, 1977. At Portland, 1977—

1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status 254 FACULTY Harold M. Stauffer, Ed.D. Margaret A. Vance, Ed.D. Professor Emeritus, Education4 Professor Emerita, Music4 B.S., State Teachers College, 1937; M.A., Univer- B.M. in Education, University of Nebraska, sity of Nebraska, 1951; Ed.D., Teachers College, 1947; M.M., ibid, 1951; Ed.D., Teachers College, Columbia University, 1956. At Portland, 1962— Columbia University, 1956. At Portland, 1966— James G. Stemler, Ph.D. Tammy VanDeGrift, Ph.D. Adjunct Assistant Professor, Sociology3 Assistant Professor, Engineering B.S., Indiana University, 1969; M.A., West Vir- B.A., Gustavus Adophus College, 1999; M.S., ginia University, 1972; Ph.D., University of University of Washington, 2001; Ph.D., ibid, Cincinnati, 1980. At Portland, 1975— 2005. At Portland, 2005— Debra L. Stephens, Ph.D. Jacqueline Van Hoomissen, Ph.D. Associate Professor, Business Administration Assistant Professor, Biology B.A., University of Texas at Austin, 1975; M.A., B.S., University of Portland, 1997; Ph.D., Uni- University of Chicago, 1981; Ph.D., ibid, 1983. versity of Georgia, 2002. At Portland, 2002— At Portland, 1997— Steven R. Vegdahl, Ph.D. Nora G. Stevens, Ed.D. Associate Professor, Engineering Lecturer, Biology B.S., Stanford University, 1976; Ph.D., Carnegie- B.A., Walla Walla, 1994; M.S., California Poly- Mellon University, 1982. At Portland 1996— technic State, 2001; Ed.D., Auburn University, 2006. At Portland, 2007— Linda Veltri, M.S.N. Instructor, Nursing Suzie Stragnell, M.S. B.A., Whitworth College, 1978; B.S.N., ibid, Instructor, Nursing 1996; M.S.N., Gonzaga University, 2002. At Port- B.S.N., University of Utah, 1976. M.S., Oregon land, 2003— Health Sciences University, 2005. At Portland, Becky A. Vernelson, M.N. 2006— Adjunct Instructor, Nursing1 Mojtaba B. Takallou, Ph.D. B.S., South Dakota State University, 1970; M.N., Associate Professor, Engineering University of California, Los Angeles, 1972. At B.S., California State University, Fresno; 1977; Portland, 1978— M.S., Oregon State University, 1980; Ph.D., ibid, Diane Vines, Ph.D. 1986. At Portland, 1985— Associate Professor, Nursing Agnes Tenney, Ph.D. B.S., Vanderbilt University, 1967; M.A., New 4 Associate Professor Emerita, Chemistry , 1973; Ph.D., Boston Universi- A.B., Regis College, Mass., 1968; Ph.D., Indiana ty, 1986. At Portland, 2006— University, 1975. At Portland, 1977— Paul E. Wack, Ph.D. Peter R. Thacker, Ed.D. Professor Emeritus, Physics4 Assistant Professor, Education A.B., Creighton University, 1941; M.S., Univer- B.A., Antioch College, 1971; M.A.T., Lewis and sity of Notre Dame, 1942; Ph.D., ibid, 1947. At Clark College, 1981; Ed.D., Harvard University, Portland, 1949— 1990. At Portland, 2004— Jacqueline M. Waggoner, Ed.D. Bret W. Tobalske, Ph.D. Assistant Professor, Education Associate Professor, Biology B.S., Portland State University, 1973; M.S., ibid, B.S., Southern Illinois University Carbondale, 1975; Ed.D., ibid and University of Oregon, 1988; M.A., University of Montana, 1991; Ph.D., 1983. At Portland, 2004— ibid, 1994. At Portland, 1999— Patricia J. Wall, Ed.D. Lara Trout, Ph.D. Visiting Associate Professor, Education Assistant Professor, Philosophy B.S., Oregon State University, Ed.M., ibid, 1981; B.A., Rockhurst College, 1991; M.A., Marquette Ed.D., ibid 1986. At Portland, 2003— University, 1995; Ph.D., Pennsylvania State Hildgund Walterskirchen, M.A. University, 2005. At Portland, 2005— Adjunct Instructor, Music1 Mark W. Utlaut, Ph.D. B.M., Mozarteum, Salzburg, 1968. M.A., Universi- Professor, Physics ty of Salzburg, 1977. At Portland (Salzburg), 1975— B.S., University of Colorado, 1974; Ph.D., Uni- Karen Ward, Ph.D. versity of Chicago, 1980. At Portland, 1988— Assistant Professor, Engineering B.S., University of Oregon, 1978; M.S., Oregon Graduate Institute of Science and Technology, 1992; Ph.D., ibid, 2001. At Portland, 2005—

1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status FACULTY 255 Joanne Rains Warner, D.N.S. Warren J. L. Wood, Ph.D. Professor, Nursing3 Assistant Professor, Chemistry B.A., Augustana College, 1972; M.A., University B.S., Willamette University, 2000; Ph.D., Uni- of Iowa, 1976; D.N.S., Indiana University, 1990. versity of California, 2005. At Portland, 2007— At Portland, 2005— Aaron Wooton, Ph.D. Matthew D. Warshawsky, M.A. Assistant Professor, Mathematics Assistant Professor, Spanish BSc., University of Southampton, England, B.A., Swarthmore College, 1992; M.A., Ohio 1998; Ph.D., University of Arizona, 2004. At State University, 1998. At Portland, 2002— Portland 2005— Rev. Ronald J. Wasowski, C.S.C., Ph.D. Anita Lee Malen Wynne, Ph.D. Associate Professor, Chemistry Professor Emerita, Nursing4 B.S., University of Notre Dame, 1970; M.Th., ibid, B.S., San Diego State University, 1972; M.S., 1973; M.A., University of California at Los Ange- University of Colorado, 1974; Ph.D., University les, 1978; Ph.D., ibid, 1983. At Portland 1998— of Oklahoma, 1982; F.N.P., Gonzaga University, Bruce N. Weitzel, Ph.D. 1996. At Portland, 1981— Visiting Assitant Professor, Education Zia A. Yamayee, Ph.D. B.S., Portland State University, 1969; M.S., ibid, Professor, Engineering3 1971; Ph.D., Michigan State University, 1980. At B.S.E.E., Kabul University 1972; M.S.E.E., Portland, 2004— Purdue University, 1976; Ph.D., ibid, 1978. At Karl Wetzel, Ph.D. Portland, 1996— Professor Emeritus, Physics4 Gerhard Zecha, Ph.D. B.S., Georgetown University, 1959; M.S., Yale Adjunct Professor, Philosophy1 University, 1960; Ph.D., ibid, 1965. At Portland, Ph.D., University of Salzburg, 1968. At Portland, 1969— (Salzburg), 1968-75, 1976— Rev. Arthur F. Wheeler, C.S.C., Ph.D., Loretta E. Zimmerman, Ph.D. Associate Professor, History3 Professor Emerita, History4 B.S.F.S., Georgetown University, 1973; M.A., B.A., Newcomb College, 1957; M.A., Tulane University of Notre Dame, 1976; Ph.D., ibid, University, 1961; Ph.D., ibid, 1964. At Portland, 1979; M.Div., ibid, 1983. At Portland, 1987— 1967— Lawrence Wheeler, M.A. Adjunct Instructor, Performing & Fine Arts1 B.A., Portland State University, 1976; M.A., ibid, 1978. At Portland, 1983— Beverly Wilson, D.N.S. Associate Professor, Nursing B.S.N., Delta State University, 1981; M.S.N., University of Mississippi, 1985; D.N.S., Louisiana State University, 2003. At Portland, 2007— Kaye Wilson-Anderson, D.N.S. Associate Professor, Nursing B.S.N., Delta State University, 1981. D.N.S., Louisiana State University Health Sciences Cen- ter, 2003. At Portland, 2007— Anne Marie Wolf, Ph.D. Assistant Professor, History B.A., University of Notre Dame, 1989; M.A., New York University in Madrid, 1992; Ph.D., Universi- ty of Minnesota, 2003. At Portland, 2003— Teri Moser Woo, M.S. Instructor, School of Nursing B.S.N., Oregon Health Sciences University, 1984; M.S., ibid, 1993. At Portland, 2004—

1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status DEGREES CONFERRED 257 Degrees Conferred

August 4, 2006 Master of Science Kelly McKenna Doane GRADUATE SCHOOL Program: Nursing: Family Nurse Practitioner Suzanne Murphy Frieberg Master of Arts Program: Nursing: Family Nurse Practitioner Mark L. Arnett Emily Louise Hatten Program: Music Program: Nursing: Family Nurse Practitioner Carre Lynn Joyce Lisa Rene Hodgers Program: Education Program: Nursing: Family Nurse Practitioner Caitlin Marie Luccio Braden Jesse Konschuh Program: Education Program: Management Communication Annette Louise Mosey Elizabeth Ann Martin-Calder Program: Communication Program: Management Communication Eva Elizabeth Wolff Cheryl Elizabeth Taylor-Mosley Program: Music Program: Nursing: Family Nurse Practitioner Master of Education Claudia Stevens Peterson Pretzel Ann Hecita Baleto Program: Nursing: Family Nurse Practitioner Conor Thomas Boyle Master of Business Administration William Edward Burns Edward Bryan Abel Steven Allen Colkitt Eric David Kaleihiwa Carter Tracie Lynn Crowley Jason Matthew Dhanens Jaclyn Marie Duenas Emmalyn Marie Johnson Stephanie Faye Englert Howard Edward Jones Eric Daniel Freeman Joseph George O’Leary Tal Joselyn Grinfas-David Mark E O’Neill Russell Jeremy Hobson Benjamin David Olson Aaron Charles Howard Lisa Kay Phelps Thomas E. Kuntz Reen Matthew Presnell Michael David Leone Andrew Edinger Rohr Archie C. Lillico Michele Andrea Snead Jo-Ellen Lyslo Benjamin Lawrence Waibel William Joe Martin Justin Douglas Ward Matthew Michael Matz Aminta Yindepit Sherilyn Sue Mooney Sheryl Lyn Nash COLLEGE OF ARTS AND SCIENCES Caitlin Rebecca O’Connor Christian Ramos Ong Bachelor of Arts Norma Artida Quinene Macon Louis Benoit Silvino Jesse Ungacta Quinene Major: History Garland Dean Rodgers Second Major: Political Science Leo William Bryan Schlacht Laura Catherine Casey Lynn Susan Schlacht Major: Spanish Vijay K. Sharma Stacy Renée Driscoll Melissa Ann Hernandez Terlaje Major: Drama Catherine Leong Tumanda Timothy Holland Hulseman Major: English Master of Arts in Teaching Megan Anne Lafrenz Katherine M. Cahill Major: Social Work Andrea Catherine Casey Ingrid H. McVanner Mary Phyllis Gallagher Major: English David Peter Heineck Minor: Sociology LaShell Rena Holton Vickilee Gayle Powell Todd Christian Lowe Major: Social Work Quinn S. Martin Sarah Danielle Reese* Sarah Lynn Tobin Major: English Leah Kathleen Welton 258 DEGREES CONFERRED Minor: Education Craig Ryan Gillespie Pamela Michelle Singleton‡ Megan Maria Gorman Major: Communication Amanda Maye Gran Donald L. Wilson II Melissa Ann Gutierrez Major: General Studies David James Harrington* Robert Samuel Dale Hein Bachelor of Science Rachel J. Herron* Brett William Arnold Staci Raelene Holtby‡ Major: Organizational Communication Erica Ann Hood† Anna Marie Conley Joanna Kristine McCabe Major: General Studies Melissa Michelle Johnson Jessica Inez Esparza Sarah Jane Kaser Major: Life Science Elizabeth Erin Kelley* David James Harrington Lyubov Paula Kravets Major: Life Science Jenni Kuker Charles H. McCoy III Keven Q. Kulju* Major: Environmental Science Trisha Lynn Looney‡ Minor: Biology Julie Young Mac Laughlin Megan Christine Murphy Shannon Elizabeth Mack* Major: Life Science Erin Patricia McLaughlin* Jill Suzanne Ownbey Rachel Christina McLaughlin Major: Life Science Jessica Anne McNamara Reyan Patrick Ellasar Pulido Erika Marie-Rojo Meyer* Major: General Studies Aven Christine Middlesworth† Tamara Lee Schaffner Erin Elizabeth Miller‡ Major: Organizational Communication Katharine Theresa Mitchell Manasi Sharma Sally C. Moyce Smithers‡ Major: Biology Megan Ann Mullen* Minor: Political Science Martha Christina Narasimhan-Narayan‡ John David Staeheli Danielle Rae Parmantier Major: Biology Emma Kealaonapua Perry Alexandra Kristine Stiles Janelle Amber Pomeroy* Major: Biology Lindsay Alexandra Pond Minor: Spanish Holly Joy Prinslow Micaela Kristine Wanner Katherine Marie Raleigh Major: Organizational Communication Natalie Anne Ranallo Susan Elisabeth Reese SCHOOL OF NURSING Bethany Hope Reyman Bachelor of Science in Nursing Rachel Elizabeth Roberts* Jessica E. Agate Dominique Nichole Rodriguez‡ Sarah Jane Anderson David Edward Schultze Heather Leigh Aspelund Katie Lorraine Sinnott William Kent Baldwin Jamie Lynn Smith* Maria Ann Bartholomaus LeAnn Renee Stanley Haylie Lynn Braaten Sarah Valgean Strom Alexandra Marie Caley Amber Renee Stuckart Allyson Claire Coleman Leanna Jo Sturges Tabitha Dawn Compher Kristin Elise Sullivan Susan Elizabeth Cook* Samantha Summerhays Christina Marie Cournia Lori Lee Tewksbury Kathryn Jane Crabtree Gordon Anthony VanDomelen Tim Daily Katie Ann Waldriff† Kristin Johanna Daniels* McKenzie Jan Weiler Dara Jennifer Davey Pauline Elizabeth Weintraub* Jennifer Ann Downey Sacha Nichol Wiken Nova Elfa-Espinosa Patrick Charles Wood Thomas Granville Fine Second Major: Biology Michelle L. Foster Kimberly Marie Frey Kimberly Paige Gardner* DEGREES CONFERRED 259 DR. ROBERT B. PAMPLIN, JR. Master of Business Administration SCHOOL OF BUSINESS ADMINISTRATION Jennifer Christy Anderson Timothy Craig Anderson Bachelor of Business Administration Chanchanit Bandhumasuta John-Paul Bachmeier Pakorn Boonphoapichart Major: Finance Beau J. Burggraff Joseph Micah Buck Chien-Hui Chen Major: Accounting Christopher Brian Hewett Katie Suzanne Conner Elizabeth Myhre Ipsen Major: Global Business Kannika Itthisathidkulchai Tyler J. Godfrey Andy Zhi Jie Li Major: Marketing and Management Chosaya Mahaparn Karen Hunt Vithan Ngamsirikul Major: Finance Kevin M. Sherry Minor: Economics Nicholas Christopher Dawes Stevenson Tolgonay Mambetkarimova Supara Udompetcharaporn Major: Marketing and Management Spencer Thomas Velott James Francis Redpath Major: Finance COLLEGE OF ARTS AND SCIENCES Cristin Mackenzie Sammis Major: Marketing and Management Bachelor of Arts Ashley Elena Schmitz Anna Kathleen Capacci Major: Finance Major: Psychology Minor: English SCHOOL OF ENGINEERING Robert James Cervantes Major: Political Science Bachelor of Science in Minor: Spanish Mechanical Engineering Elizabeth McElmeel Clare Corbin John Stuart Bender Major: English Tyler Broderick Fife Rebekkah Lynne Crim Norbert Mihaly Reman Major: Drama Brandon Michael Schneider Second Major: English Bachelor of Science in Civil Engineering McKenzie Marie Cullen* Jessica Jenna Nalomeli Mc Kinnon Major: History Major: Civil Track Minor: German Richard James Olson Jocela mae Cunningham Major: Civil Track Major: Psychology Alexander Lee Darbut Bachelor of Science in Computer Science Major: History Jeffrey Kyle Gibbs Minor: Political Science Tobias Uwe Scherf† Michael Josiah Doyle Major: General Studies December 15, 2006 Sarah B. Freelander Major: Political Science GRADUATE SCHOOL Minor: Spanish Master of Arts Miguel A. Guante Phuc Dinh Nguyen Major: Spanish Program: Music Jessica Leigh Hallwyler Major: Psychology Master of Education Minor: Communication Afshin Navarro Camacho Amoui Jeremiah Ronald Hartley Victor Perez Balajadia Major: Political Science Emmanuel Alvarez Balmeo Karl Martin Henwood Marissa Joy Concepcion Castro Major: History Geraldine Flores Diaz Brian Mathias O’Donnell Joy Lucille Hunt Major: English Vivian Quiel Killingbeck Second Major: Political Science Lanee Aguon Lim Jordan Janelle Sehestedt Ann Marie Sablan Trusso Major: History Second Major: German Studies Kristin Jean Somerville 260 DEGREES CONFERRED Major: English SCHOOL OF ENGINEERING Second Major: German Studies Bachelor of Science in Bachelor of Science Mechanical Engineering Justin Scott Ackley Ryan Robert McFadyen Major: Organizational Communication Christopher Adam Villeneuve Allison Livia Buti Major: Biology Bachelor of Science in Minor: Chemistry Electrical Engineering Yekaterina N Gidenko Julie G. Barton-Smith Major: Environmental Science Major: Electrical Track John Louis Hoeck III Abdullah Abdul Rahman BinSaeed Major: Organizational Communication Major: Electrical Track Marissa Anne Lee Dustin Donald Buscho Major: General Studies Major: Electrical Track Kristen Marie Nicklawsky Jessica Lynn Rice Major: Life Science Major: Electrical Track Karen Elizabeth O’Neil Bachelor of Science in Civil Engineering Major: Life Science John Christopher Feider* Michelle L. Ploof Major: Civil Track Major: Organizational Communication Kate Elizabeth Snow# Bachelor of Science in Computer Science Major: Life Science Dustin James Digman Minor: Sociology Minor: Business Administration Lara Kathryn Street† Philip Dean Johnston II Major: Physics Minor: Mathematics SCHOOL OF EDUCATION Krystle Lynn Sumner Major: Biology Bachelor of Science in Thao Thanh Vo Secondary Education Major: Chemistry: Biochemistry Joseph Dominic Cioeta May 6, 2007 SCHOOL OF NURSING Bachelor of Science in Nursing GRADUATE SCHOOL Bonaventure Semi Chienku Master of Arts Breanne Maria Green Georgeann Boras Deborah Irene Joyaux Program: Pastoral Ministry Jean Marie Rossetto Michael Robert Caldwell Zdravka Valentina Zivko Program: Pastoral Ministry Dennis Allan Desmarais DR. ROBERT B. PAMPLIN, JR. Program: Pastoral Ministry SCHOOL OF BUSINESS ADMINISTRATION Kathleen May DeWilde Bachelor of Business Administration Program: Education Gary Alan Bernet Timothy Shawn Dooley Major: Marketing and Management Program: Pastoral Ministry Vance Hikaru Johnson Steven P. Gallagher Major: Finance Program: Pastoral Ministry Molly Catharine Keenan Allan Richard Halbert Major: Finance Program: Music Second Major: Political Science Pauline Ann Schulze Meaghan Kathleen Keough Program: Pastoral Ministry Major: Marketing and Management Master of Fine Arts Cheryl Ann Krahn Jason Allen England Major: Finance Program: Drama Denise Hoang Thi Nguyen Scott Allen Walker Major: Accounting Program: Drama Sarah Christine Sweeney Major: Accounting Master of Education Lizette Marie Belisle-Lynch Constance Marie Birkbeck DEGREES CONFERRED 261 Paul Orion Blastic Mark Edward Louie Janice G. Bogner Todd Lenox McIlraith Karen Ann Brown Scott Christopher Merrin Anne Murphy Burlison Diana Marie Mitchell Jonalyn Purugganan Ceria Kate Percin Moffenbeier Catherine Steiwer-Whitehouse Contreras Ashley Elizabeth Anne Moschetti Sarah Nicole Cresswell Nicholas Daniel Murchison Kirsten Lea Crumpacker Kaitlin Kristine Nelson Sven Conway Gerhard Danzinger Jessica Elizabeth Newton Sara Dyan Deboy Konrad Thomas Reinhardt Dylan Joseph Andre Dellezay Megan Kathleen Riegler Serena Lawson Dinsmore Dawn Chapman Schlegel Gurdeep Singh Dulai Eric Louis Schwindt Arief Ebrahim Lindsey Marie Shaw Karen Kay Hill Lisa Marie Simmonds Lyle Wayne Kadatz Marian Jean Smith Zenovia Iris Lazaruik Susan Joy Stein Michelle Elizabeth Lenius Maram Amin Sweis Lezley Ann Lischynski Christina L. Wallace Nadia Marie Love Zachary S. Zahm Sarah Michele Marsden Sharilyn Jeanne McCoy Master of Science Robbie Lee McGinty Terry L. Beach Leanne Daune McMillan Program: Clinical Nurse Leader Mi Joung Nam Sharon Lee Cochran Kimball Andrew Jerome Nichols Program: Clinical Nurse Leader Trudy Oatway Kimberly Eve Kirkpatrick Barbara Katherine Petryshen Program: Clinical Nurse Leader Kenneth John Pyra Valorie Jeanne Orton Kara Elise Rohrer Program: Clinical Nurse Leader David Andrew Sloan Laural Elaine Ritchey Kimberly Renée St. André-Brady Program: Clinical Nurse Leader Melissa Marjorie Stalnaker Collette C. Sajko Sara Christina Tackett Program: Clinical Nurse Leader Robert James Tait Judy Ann Stenstrom Julie Guillergan Tejano Program: Clinical Nurse Leader Janet (Nan) Trump Master of Arts in Teaching Program: Clinical Nurse Leader Katie Ilene Agalzoff Bryan Shane Alford Master of Business Administration Jill D. Altman Sami Ali AlRashed Daniel Larry Bailey Laila M. Al-Ahmad Nathaniel Lucas Buck Yazid Abdullah Almobty Samuel Raymond Busick Scott Douglas Barnett Daniel Michael Caccavano Caryn Nichole Binder Amy C. Cakebread Susan Boen Cassandra Marie Chavez Kerry Dean Cakebread Elizabeth Akiko Murrell Louisa Dawson Cassandra Mae Eisele Carolyn Anne Dishman Linsey Elizabeth Forni Adrean Monique Edwards Kevin James Kakalow Selma Ferhatbegovic Craft Lindsey Brooke Kimble Jessica M. Freese Shu-Wei (Frank) Lin Jason Michael Galbraith Janis Locenieks Christopher Thomas George You Lu Heather Elizabeth Gergen Ryoichi Matsushita Ellen Lucille Harris JoLee Ann Sturgell Erik Christian Hegg Natthawut Wacharuk Sara Elaine Jaeger Rong ‘Sarah’ Wang Robert Maxwell Kalchthaler Alisa Wangvorawudhi Emily L. Kearns Donald Jay Kinney 262 DEGREES CONFERRED Master of Engineering Michael John Coogan Berhanu Kebede Tesema Major: Political Science Meredith Lauren Cook COLLEGE OF ARTS AND SCIENCES Major: Political Science Andrea Michelle Cooper Bachelor of Arts Major: Political Science Garrett Jeffrey Apland Minor: Sociology Major: History Darren Lee Cooper Second Major: German Studies Major: General Studies Minor: Education Megan Elizabeth Craine Drew Robert Arenth Major: Psychology Major: Philosophy Minor: Sociology Minor: Sociology Second Minor: Theology Anne Marie Ashburn Third Minor: Philosophy Major: Political Science Eileen Margaret Crosby Minor: Communication Major: Psychology David Mark Auxier# Minor: Sociology Major: German Studies Daniel Thomas Curtin Nicole Elaine Auxier Major: Political Science Major: Music Minor: Philosophy Jessica L. Baldassin† Vanessa Ann Curwen Major: Sociology Major: Communication Second Major: Psychology Minor: German Natalia Camille Barbie-Cantrell†# Kyle Harris Dachsel Major: Music Major: History Second Major: Sociology Second Major: Philosophy Renee St. Marie Barbour Allison Rae Dale† Major: Mathematics Major: Social Work Amy May Barker Lindsay Ann Davis Major: Spanish Major: History Minor: Psychology Kerry Frances Dunn Second Minor: English Major: Psychology Walker Lee Bassett Minor: Sociology Major: Philosophy Mark D. Ebner Emma Benzar‡# Major: Political Science Major: Spanish Minor: Social Justice Trevor James Brandt‡ Second Minor: History Major: Psychology Louis David Edelman# Second Major: German Studies Major: Political Science Minor: Theology Second Major: History Daniel Joseph Brasch*# Ashley Elizabeth Edwards Major: Spanish Major: Communication Second Major: Life Science Chelsea Kristine Egbert§ Courtney Shea Breslauer Major: Philosophy Major: Environmental Ethics & Policy Minor: Spanish Minor: Philosophy Second Minor: Social Justice Anthony Edward Brownen Whitney Jacqueline Egbert# Major: Sociology Major: Political Science Caitlin Elizabeth Busch Second Major: Drama Major: English David Linman Exley Brent William Kamakoa Carter Major: History Major: Philosophy Minor: Education Minor: Communication Kevin Michael Field Emily Nicole Christiansen* Major: Philosophy Major: Political Science Jason Frederick Flamiatos* Second Major: German Studies Major: Spanish Darcy Marie Cinq-Mars Nicole L. Forbes Major: Political Science Major: Political Science Second Major: German Studies Minor: Environmental Ethics & Policy Emily Anne Conrad Garret Mitchell Forshee Major: Political Science Major: Social Work DEGREES CONFERRED 263 Matthew Douglas Gabica Given Joshua Kutz Major: Political Science Major: Sociology Danielle L. Gende Minor: Spanish Major: History Sabrina Lore Landworth Ruth Leslie Gilliam Major: Spanish Major: Spanish Second Major: Communication Second Major: Social Work Julie Ann Lane Erin Marie Glueckert Major: Communication Major: Psychology Minor: Fine Arts Minor: Philosophy Caitlyn Marin Larimore Lara Michele Grenko Major: Drama Major: German Studies Minor: Spanish Second Major: Political Science Second Minor: English Timothy Andrew Haines Sun Ok Lee Major: Political Science Major: General Studies Minor: Economics Emily Jo Magnuson Katherine Sumi Hamaoka Major: Environmental Ethics & Policy Major: General Studies Second Major: Drama Daniel Patrick Hannon Lesa R. Marcuson Major: History Major: Social Work Luke Andrew Harkness Allison Kathleen McGillivray Major: Political Science Major: History Minor: History Minor: Social Justice Danielle Renee Harrington Second Minor: Spanish Major: Spanish Jamie Lynne McGinnity Minor: History Major: Spanish Kenneth Robert Hatcher Danielle May McGruer Major: History Major: Political Science Christy Henry* Second Major: French Studies Major: Philosophy Jessica Katherine McGuire Eric Jon Hohmeister Major: Paychology Major: History Minor: Sociology Patrick Ian Holahan Elizabeth F.O. McKee† Major: Drama Major: Social Work Patricia Jeanne Howard Erin Patricia McNeilly Major: Psychology Major: Social Work Second Major: Theology Teresa Jean Mealy Minor: Business Administration Major: Environmental Ethics & Policy Second Minor: Social Justice Minor: Environmental Science Margo Helen Hubers-Drake* Daniel Bayard Mero Major: Drama Major: Communication Second Major: Spanish Minor: Philosophy Minor: Philosophy Jared Royce Miller Linsey Ann Hull* Major: Political Science Major: Social Work Minor: Philosophy Shannon Caithleann Hunt Anthony Enrico Miroglio Major: English Major: Philosophy Second Major: Spanish Second Major: History Christina Maria Jamros Stephanie Frances Mitchell Major: Philosophy Major: History Jessica Ashland Johnson Rachel Lynn Munyon Major: English Major: English Minor: Philosophy Stephanie Ann Nellor Second Minor: French Major: Psychology Regina Marie Joshi Second Major: French Studies Major: Social Work Jennifer Eve Nordstrom† Lauren Ellen Kanikeberg Major: Social Work Major: Spanish Megan Ann Olmstead Minor: Political Science Major: Political Science Jacob Michael Kellogg* Jennifer Robyn Ortez Major: Philosophy Major: Psychology 264 DEGREES CONFERRED Second Major: German Studies Tabitha Ann Marie Snow Karina Maria Pacheco Major: Sociology Major: Social Work Minor: Theology Emilyanne Marie Palm Ashley Nicole Sogge Major: Social Work Major: Political Science Rebecca Leslie Palmer Second Major: Spanish Major: Communication William Ernest Stabler Minor: Fine Arts Major: Sociology Lisa Michelle Penor Minor: Political Science Major: Philosophy Alex Israel Strom Second Major: French Studies Major: Philosophy Hannah M. Peoples Cassedy Marie Sullivan Major: French Studies Major: Environmental Ethics & Policy Second Major: Political Science Minor: Biology Kyle Raymond René Carolyn Yumiko Taira Major: Drama Major: Drama Second Major: English Lena Alexandria Teplitsky†# Cole Warren Revell Major: English Major: English Second Major: German Studies Kristina Louise Rodgers Minor: Education Major: Psychology Meghan Elizabeth Thivierge Minor: Sociology Major: Social Work Taren Elizabeth Rokstad* Second Major: Spanish Major: Communication Jennifer Anne Tierney Minor: Psychology Major: Drama Second Minor: Fine Arts Second Major: English John Theodore Rosinbum# Alejandra Torres Major: History Major: Environmental Ethics & Policy Minor: Spanish Second Major: Spanish Derek Paul Rubino* Minor: Philosophy Major: Political Science Laura Ciot Trolese Jennifer Dugan Rupp Major: Mathematics Major: Social Work Blair Theresa Tyler Lance Everett Russell Major: Psychology Major: Political Science Blythe Alexandra Van Gordon*# Michelle Cristina Samson Major: English Major: Spanish Minor: French Emily Eileen Scheuer Marcelino Mauro Vera Ramirez Major: Social Work Major: Spanish Minor: Spanish Ian Daniel Wanner Jill Kathleen Schommer Major: General Studies Major: History Kate Talbott Warren Minor: French Major: French Studies Christopher Dumont Scott Minor: History Major: Philosophy David Benjamin Weiss† Minor: Business Administration Major: History Krista Lynn Scott† Benjamin Charles Welch Major: Political Science Major: Social Work Kendall Rose Shepherd Valerie R Wen Major: History Major: Sociology Minor: Theology Second Major: Psychology Lisa Sin Minor: Social Justice Major: Social Work Timothy George Wigington† Christine Rose Siri Major: Spanish Major: English Second Major: Political Science Megan McDonough Skiles Ashly Dalene Will Major: Psychology Major: Drama Minor: Sociology Melissa Ann Williams Nikola Kathryn Skinner Major: Psychology Major: Political Science Minor: Spanish Minor: Economics Lindsey Crittenden Wilson† DEGREES CONFERRED 265 Major: Psychology Charmaine Yvonne Brown Second Major: Sociology Major: Biology Ariel Christine Woodruff† Minor: Chemistry Major: English Michael Barry Caparoso* Emily Michelle Yeager*# Major: Mathematics Major: German Studies Amy Lynne Card† Megan Marie Zabala Major: Biology Major: Psychology Lauren Mae Cartier Second Major: Spanish Major: Organizational Communication Patrick Garnette Zerr Minor: French Major: Psychology Monica Hoi Wun Choy Minor: Sociology Major: Theatre Management Jeanette Nicole Zimmel‡# Amity King Yee Chu* Major: English Major: Chemistry: Biochemistry Second Major: Spanish Minor: Spanish Minor: Mathematics Second Minor: Biology Jinah Euphrasia Chung Bachelor of Science Major: Chemistry: Biochemistry Tyler Hayden Afflixio Erin Eileen Crotty Major: Organizational Communication Major: Life Science Michael Anthony Salvatore Agosta Minor: Spanish Major: Chemistry: Biochemistry Eric James Davis Second Major: Biology Major: Chemistry: Biochemistry Corinne Renae Alexander Minor: Biology Major: Organizational Communication Jennifer Rose DiMartino* Minor: Education Major: Organizational Communication Kenneth Courtney Anderson† Second Major: Spanish Major: Mathematics Kristen Noelle Dutra Megan Marie Armand Major: Organizational Communication Major: Organizational Communication Minor: Spanish Steven Anthony Ault* Kari Lynn Evans† Major: Biology Major: Biology Minor: Chemistry Mary Anne Faber§ Afaf Sharen Azar* Major: Life Science Major: Biology Sarah Marie Fassnidge Second Major: Psychology Major: General Studies Minor: Chemistry Jason Frederick Flamiatos* Ashley Cristine Ballard Major: Biology Major: Biology Minor: Chemistry Minor: Chemistry Wendy J. Gallagher Second Minor: Psychology Major: Biology Kelly Anne Barton# Anna Joy Gayvert* Major: Life Science Major: Life Science Second Major: Psychology Minor: Psychology Jill Erin Becker Patrick Michael Geraghty* Major: Chemistry: ACS Major: Life Science Rachel Rose Beebe* Andrea Catherine Ghena†# Major: Environmental Science Major: Biology Minor: Biology Minor: Chemistry Kerry Kathleen Bell Leanne Camille Goolsby Major: General Studies Major: General Studies Eric Eugene Benedetti Minor: English Major: Biology Kyrion George Gray Robert Wayne Benim*# Major: Life Science Major: Mathematics Minor: Theology Emma Benzar‡# Second Minor: Environmental Science Major: Biology Rachael Leigh Gray Minor: Chemistry Major: Chemistry: Biochemistry Isaac Allen Brauner Khanh Nguyen-Van Ha‡ Major: Biology Major: Biology Minor: Chemistry Minor: Fine Arts 266 DEGREES CONFERRED Second Minor: Chemistry Major: Life Science Merle David Hamilton* Huy Minh Nguyen Major: Physics Major: Biology Daniel Heath Hoffman Minor: Chemistry Major: General Studies Abraham John Olson‡# Minor: Computer Science Major: Physics Christopher Simon Jackson Minor: Mathematics Major: Organizational Communication Christina Angela Palmer Danielle Elizabeth Johnson Major: Organizational Communication Major: Life Science Eillen Rose Peralta Minor: German Major: Organizational Communication Corey Ray Kaleshnik Minor: Philosophy Major: Biology Patricia Anne Persons Minor: Chemistry Major: Biology Deena Wai San Kam Justen W. Pettigrew Major: Environmental Science Major: Life Science Donna Danbee Kang Dominic Charles Porcelli Major: Biology Major: Organizational Communication Minor: Chemistry Jessica Lynn Rasmussen Scott David Kennel Major: Biology Major: Biology Minor: French Christina Ann Kujat Katherine Elizabeth Rexroat# Major: Life Science Major: Life Science Minor: HPE: Sport Exercise & Fitness Minor: Psychology Second Minor: Psychology Thomas Charles Riley Andie Rebecca Lesowske† Major: Physics Major: Biology Stephanie Amanda Ritter Minor: Chemistry Major: Physics Matthew McAllister Lindmark Joshua Ryan Roberts Major: Mathematics Major: Organizational Communication Minor: Physics Adele Michiko Rockett Matthew Ray Loucks Major: Biology Major: Organizational Communication Minor: Chemistry Minor: Entrepreneurship Kristen Leann Rohde William Brendan Madden Major: Life Science Major: Biology Minor: HPE: Sport Exercise & Fitness Minor: Psychology Megan Anne Ross Brittany Louise Marshall Major: Biology Major: Organizational Communication Minor: Chemistry Stephanie Anne Martin Daniel Joseph Rust Major: Organizational Communication Major: Life Science Minor: English Second Major: Philosophy Ryan Greg Massoud Daniel Christian Sackman* Major: Biology Major: Life Science Minor: Chemistry Michelle Cristina Samson Erin Marie McClellan Major: Organizational Communication Major: Organizational Communication Sidonie Clarissa Schnabler Second Major: Spanish Major: Organizational Communication Jamie Lynne McGinnity Michelle Lee-ann Siderius Major: Biology Major: Organizational Communication Rebecca Elizabeth Meierbachtol Second Major: Spanish Major: Life Science Jacqueline Marie Siegel Jennifer Suzanne Mitchell Major: Chemistry Major: Biology Sarguni Singh Minor: Theology Major: Biology Nicole R. Murray# Minor: English Major: Chemistry: Biochemistry Megan Etta Sprang Second Major: Biology Major: Organizational Communication Timothy Andrew Newby Minor: Spanish Major: Chemistry: Biochemistry Lindsay Marie Toyo Suda Melissa Anne Newcombe‡ Major: Biology DEGREES CONFERRED 267 Minor: Spanish Tori Beth Carrigan Caitlin Nicole Sullivan Kimberly Grace Carter Major: Organizational Communication Meredith Margaret Davis Rosanne Therese Sziebert Sheena Marie Davis Major: Mathematics Jessica Ann Marie Faustino Dizon Minor: History Minor: Sociology Jordan Kieffer Tabayoyon Jennifer K. Do Major: Biology Jenna Marie Dullanty Anne Catherine Toledo† Second Major: Spanish Major: Biology Christine Marie Duncan Piper Lee Trawick Chrysta Nicole Fields* Major: Biology Rachel Joy Francetich Alexander William Trethewy Marti Marlene Franke Major: Biology Kathryn Margaret Gannon Jennifer Helen Tuttle Carly Tucker Gerson Major: Biology Joshua Brandon Goldstein‡ Lauren Anne VanDomelen Tiffany Rose Griffin Major: Organizational Communication Molly Kathleen Hackenbruck Minor: Education Kathryn Rose Hamreus Erin Elizabeth Waid Minor: Spanish Major: Biology Jennifer Nicole Herr Ryan Matthew Warren Jennifer Sue Hickman Major: Organizational Communication Whitney Reneé Horn Sarah Nicole Webber*# Heather Anne Huff Major: Biology Elsa Lynne Hume Minor: Chemistry Kerry Alison Irvin Robert Eugene White III Minor: Biology Major: Biology Jessica Nicole Jensen* Minor: Chemistry Reuntaé Hokuokalani Roller Juliano Allison Marie Winkler Allison Dawn Kahle‡ Major: Biology Minor: Spanish Piper Elise Woodruff Stephanie Jo Karr Major: Life Science Laurie Kathleen Kremers* Emily Michelle Yeager*# Mary Elizabeth Kuebrich‡ Major: Biology Minor: Spanish John Anton Zimmer Alison Marie Lajoie Major: Life Science Amy Kathryn Lewis* Minor: Business Administration Kristin Lee McKay Jordan Taaffe McMullen SCHOOL OF NURSING Lisa Marie Miller Madisen Leinani Minkel Bachelor of Science in Nursing Katherine Elizabeth Montler Kimberly Jane Agren Mercedes Mary Moyes Minor: Biology Carolyn Marie Murdoch Misbah Akhtar Andrea Renee Murillo William Linskey Anderson Minor: Spanish Janelle Akemi Ando Elena Teresa Murillo Minor: History Katherine Mary Murphy Nicole Elaine Auxier Katherine Elizabeth Murray Jennifer Wood Black Theresa Estrella Nera Danielle Erin Bowie Danielle Lynn Nordquist Emilie Elizabeth Brooks Svetlana V. Perepechaeva* Minor: Biology Corrine Christine Pilcher Ashley Marie Brown Rebecca Ellen Risinger Analisa Carina Brox David K. Rupp Minor: Biology Rebecca Ann Sameck† Carmelita Romana Hunt Caloza Karena Dorothy Schneider* Cori Lynn Campbell Kyoung Youn Suya Seo Evan David Campbell Kathryn Marie Shine Loretta Crozier Campbell Second Major: English Naomi Jean Caneff Deborah Ruth-Sylvia Shwalb 268 DEGREES CONFERRED Angela Christine Smith Kendall Rose Cartier† Minor: Biology Major: Global Business Michelle Ann Smith Second Major: Spanish Nathaniel William Smith I-Jui (Ray) Chang Allison Marie Sparrow Major: Marketing and Management Amanda Lee Steele† Adam Ian Coates Agnes Tam Major: Marketing and Management Douglas Alexander Taylor Julia Lynn Coleman Anne Elizabeth Cho Urquhart* Major: Accounting Andrea Noelle Valicoff* Jacquelyn Sue Collins Katrina Marie VanSooy† Major: Accounting Noelle Christine Weidner† Second Major: Finance Minor: Spanish Maureen Anne Coughlin Sarah Elizabeth Wiklund Major: Finance Eric David Williams Brian Whitfield Cox Jessica Anne Williams* Major: Finance Kandis Susan Wirtz† Colin Geoffrey Davis† Paige Jacqueline Worden† Major: Accounting Leila Jane Surri Yarnell Second Major: Finance Nicole Eiko Mew Kien Young Minor: Economics Julian O’neill Davis DR. ROBERT B. PAMPLIN, JR. Major: Marketing and Management SCHOOL OF BUSINESS ADMINISTRATION Andrew William Davison Major: Marketing and Management Bachelor of Business Administration Anthony Joseph DeBlauw* Nathan Andrew Appel Major: Global Business Major: Finance Second Major: Spanish Andrey Arbuzov Jacob Kyle Easterly Major: Finance Major: Finance Brittany E. Ashworth Justin Gregory Ehlers Major: Global Business Major: Marketing and Management KayLynne Thrasilla Bauman* Rebecca Emmick Major: Global Business Major: Marketing and Management Ashley Marie Bernard* Nicholas Alexander Finke Major: Marketing and Management Major: Finance Mercy Tin-Ngoi Berning Minor: Entrepreneurship Major: Global Business Erin Michelle Forbes Minor: Economics Major: Accounting George William Bevis II Trisha Renae Faunce Frame Major: Finance Major: Marketing and Management Stefan Andre Bisciglia† Kirk Farrell Gallagher Major: Finance Major: Finance Minor: Philosophy Jessica Katelyn Gockel Second Minor: Entrepreneurship Major: Marketing and Management Meghan Ashley Booth Whitney Paige Grant* Major: Marketing and Management Major: Marketing and Management Minor: Fine Arts Jennifer Greene James Phillip Bridge Major: Accounting Major: Marketing and Management Minor: Spanish Erik Eldon Brown* Jacqueline Marie Gualco† Major: Accounting Major: Finance Trevor Ellis Brownd Kelly Marie Hamlyn Major: Finance Major: Finance Second Major: Accounting Second Major: Marketing and Management Kelli Renae Burgers‡ Christopher Donald Iverson Major: Accounting Major: Finance Second Major: Finance Luke Gerard Jaeger Kayce Lee Campbell* Major: Global Business Major: Marketing and Management Alexander Lewis Jansen* Sarah Nicole Carroll† Major: Finance Major: Accounting Minor: Economics DEGREES CONFERRED 269 Jacob Jonas Kathan Nicole LeeAnne Rowe Major: Global Business Major: Marketing and Management Minor: Spanish Minor: Education Amanda Kaur Cody Pierce Sandell Major: Accounting Major: Finance Luke Jonathan Kautzer‡ Christopher Ryan Sanders Major: Finance Major: Accounting Second Major: Marketing and Management Lisa Anne Sari Minor: Economics Major: Marketing and Management Joseph Charles Klobes Minor: English Major: Marketing and Management Michael Paul Schroeder Matthew Russell Knister Major: Marketing and Management Major: Accounting Scott William Schubel William Christopher Martin Kohler Major: Accounting Major: Accounting Chase Alan Schwatka Rebecca Kelly Kreger Major: Finance Major: Global Business Lauren Elizabeth Seidelman† Minor: German Major: Finance Timothy James Leybold Minor: Economics Major: Finance Brady Stewart Sherburne Cameron T. Luiz Major: Accounting Major: Finance Chamrong Sieng John T. Marty Major: Marketing and Management Major: Finance Minor: Economics Murphy Anne McClenahan‡ Suruchi Singh Major: Finance Major: Accounting Minor: Entrepreneurship Stephen David South# Kristen Irene Millios Major: Marketing and Management Major: Marketing and Management Minor: German Jacquelyn Marie Berrissoul Morales William Lane Stansberry Major: Global Business Major: Finance Minor: Spanish Benjamin Zachary Sullivan Joshua A. Morin Major: Finance Major: Accounting Second Major: Accounting Second Major: Finance Mary Celeste Sweigert Nicholas Kazuo Muranaka Major: Marketing and Management Major: Finance Madelyn Marie Sykes Melissa Ann Mygrant Major: Global Business Major: Finance Second Major: Spanish Tara Colleen O’Boyle* Patrick Tak Major: Finance Major: Accounting Minor: Spanish Adam Daniel Teuscher Miranda Jane Pearce* Major: Accounting Major: Global Business Nicholas Benjamin Thom Minor: French Major: Finance Eillen Rose Peralta Kevin Martin Thornton Major: Marketing and Management Major: Accounting Shane Allan Pfaff Jason Michael Velotta Major: Accounting Major: Finance Ana Michele Plantenberg Adam Hansen Walls Major: Accounting Major: Marketing and Management Danielle René Price Ashley Nichole Williams Major: Accounting Major: Marketing and Management Second Major: Finance Kristina Ann Wilson Kelsey LeAnn Rhodes Major: Marketing and Management Major: Finance Ashley Micheale Winters Minor: Entrepreneurship Major: Marketing and Management Nickolas Ryan Roberts Jacquelyn Ann Zabell Major: Finance Major: Accounting Second Major: Marketing and Management Minor: Entrepreneurship 270 DEGREES CONFERRED Nicholas Paul Zubach Grant Fitzgerald Hay Major: Finance Major: Environmental Track Minor: Economics Minor: Mathematics Jeffrey Dean Hayes SCHOOL OF ENGINEERING Major: Electrical Track Minor: Mathematics Bachelor of Science in Graham Johnson Linn† Mechanical Engineering Major: Electrical Track Eben David Allen* Marc Kenji Miyaki Minor: Mathematics Major: Electrical Track David Mark Auxier*# Brandon Lee Pearsall Kevin Daniel Beavers Major: Electrical Track Christopher Michael Campbell Srija Pidaparthy Dany Salim Chaaya Major: Electrical Track Adam Michael Craig Ethan Edward Prevost* Kelsi Lynn Craig Major: Electrical Track Brendan Michael Curran Minor: French Richard Monk Faber‡ Benjamin Josiah Quint Minor: Physics Major: Computer Track Michael Knapp Haugen* Minor: Entrepreneurship Jay Howard Hedberg Lucas Daniel Raynor John Michael Herboth Major: Electrical Track Mariah Knight Minor: Mathematics John Thomas Lehman II Cole Tyler Russell Aaron Clee Lloyd Major: Electrical Track James Raymond Morris Ian Joseph Tagge* Ryan Luis Orozco Major: Electrical Track Tyler Oliver Pierce Aaron David Taylor* Micah Jared Rolfe Major: Electrical Track Minor: Business Administration Eric Robert Yost† William Dana Rossi* Major: Computer Track Raymond Theodore Schlanser III† Minor: Mathematics Minor: Physics Luke Aaron Stager Bachelor of Science in Civil Engineering Minor: Music Michael Paul Caretti* Michael William Sweeney Major: Civil Track Dana Shubin Troy Jessica Maureen Carroll Andrew Robert Vanasche Major: Civil Track Brice Dwain Erik Virell Shane Christopher Deckert Todd Nisaku Yoshioka Major: Civil Track Minor: Business Administration Minor: Spanish Jennifer Marie Flakus Bachelor of Science in Major: Environmental Track Electrical Engineering Eric Charles Joachim* Steven Orla Arlint Major: Civil Track Major: Electrical Track Luisa Marie Martini Kevin Masayuki Atebara* Major: Environmental Track Major: Electrical Track Margaret Quinn McCord Joseph Reid Baird† Major: Environmental Track Major: Electrical Track Minor: Chemistry Michael Jeffry Braun Brandon James McGoldrick Major: Electrical Track Major: Civil Track Kirk Chen Nicollette Rose Pullen Major: Electrical Track Major: Civil Track Minor: Mathematics Minor: Business Administration Joshua David Eby Cynthia Janine Sundborg Major: Electrical Track Major: Civil Track Geoffrey Eugene Friason Major: Computer Track Kristin Ashley Glanville† Major: Electrical Track DEGREES CONFERRED 271 Bachelor of Science in Nicole Michelle Zipp† Engineering Management Daniel Ray Nitahara Bachelor of Science in Minor: Entrepreneurship Secondary Education Caitlin Fournier Adelman Bachelor of Science in Computer Science Second Major: English Andrew Ladd Elliott Gregory James Arte* Minor: Mathematics Minor: History William Vincent French Allison Ann Brown Minor: Mathematics Second Major: English Matthew Owen Heye Steven Andrew Ho’onani Cup Choy Robert Louis Insley‡# Lee Daniel Durbetaki Minor: Mathematics Second Major: German Studies Adam Michael Russell Stephen Sheppard DuVal Minor: Mathematics Courtney Ann Giddings Brian David Toole Minor: Mathematics Peter Joseph Wolf Andrew Dylan Gorder Brendan Paul Robinson SCHOOL OF EDUCATION Second Major: History John Theodore Rosinbum# Bachelor of Arts in Education Kevin Leon Schiedler‡ Francisca Alvarez† Minor: Mathematics Lori Marie Baalman Blythe Alexandra Van Gordon*# Molly Brooke Brumfield* Jeremy Scott Welburn Second Major: Spanish Minor: Mathematics Laura Marie Buckels Kristine Kathleen Danielson Bachelor of Music Education Keegan Blake Davis Elizabeth Ann Laskowski Monika Clare Dempsey Minor: Spanish Minor: Spanish Keely Lauren Wright* Leslie Yukiko Fukuyama Katherine Rose Hairston Amanda Marie Hans Kristen Mariko Higo† Mary Margaret Jacoby Second Major: Spanish Kathleen Johanna Keegan-Boes Kathryn Suzanne Klena* Jennifer Emma Kuk Meredith Claire Larson Maria Nicole Marcotte Minor: English Ryan Christopher Moore Desirée Catherine Murdoch Lindsay Michelle Owens Kristin Whalen Pomada# Second Major: Spanish Meghan Anne Reed Lucia Frances Ries Kelly A Roundtree Nikole Widmark Spencer Megan Ann Stewart Amanda Rose Vincent Sarah Jane Walton Second Major: Spanish Angela Elizabeth Weisner Minor: History Shalayne Akemi Yamamoto§ §Summa Cum Laude ‡Maxima Cum Laude †Magna Cum Laude *Cum Laude #Honors Program

INDEX 273 Index Advanced Placement—18, 30 Christ the Teacher Chapel—27 A Aerospace Studies—8 Civil Engineering—95 Academic course descriptions—135 course descriptions—147 address, student’s—20 Air Force ROTC—8 CLEP—18, 30 administrative withdrawal—20 course descriptions—135 College of Arts and advanced placement—18, 30 Application form—29 Sciences—43 change of grade—16 Archives—42 College Level Examination cheating—16 Approvals, University—2 Program (CLEP)—18, 30 class rating—19 Army ROTC—9 Communication, B.A.—50 code of academic integrity—14 course descriptions—195 course descriptions—150 confidentiality—21 Arts and Sciences, minor—44 counseling records—22 College of—43 Communication Studies —49 course descriptions—135 Associated Students Computer Facilities—37-38 course numbers—20 (ASUP)—35 Computer Labs—38 course requirements—16 Athletics/intramurals—26 Computer Science, dean’s list—20 Auditors—32 B.S.C.S.—101 examinations—16 course descriptions—154 exceptions to Academic minor—102 Regulations—20 B Computer Track, Electrical grade report—16 Bachelor of Arts, degree Engineering—100 grades and credits—16 requirements—44 Core curriculum—5 grading appeals—17 Bachelor of Business Counseling grading system—16 Administration—73 services—35 graduation and degrees—19 Bachelor of Science—44 records—22 honors at graduation—19 Biology, B.S.—47 Course incomplete—16 course descriptions—136 numbering—20 Integrity, Code of Academic—14 minor—44 descriptions—135 miscellaneous regulations—20 Board of Regents—241 Cross registration pass/no pass—17 Business—73 program—10 points per semester- hour—16 accounting major—75 Criminal Justice Track, poor scholarship—18 administration minor—79 Sociology—70 probation and dismissal—18 course description—138 Curriculum—6 records, access to—21 degrees and programs—73 undergraduate objectives—5 records, obtaining copies—21 finance major—76 records, not available to global business major—78 students—22 marketing/management D registration for courses—15 major—77 Dance regulations—14 mission—73 course descriptions—156 repeating courses—17 M.B.A.—81, 116 Dean’s list—20 responsibility for regulations Dental Hygiene—46 knowledge—14 Dentistry—46 student address required—20 C Deposits—24 symbols—16 Calendar, University— Directory Information transcripts—20 Inside front cover Policy—22 transfer of credits—18 Campus Map—last page Disabilities—36 warning—16 Campus Ministry—27 Disciplinary records—22 withdrawal—17, 20 programs—27 Documents, admissions—29 Accounting—75 Career Services—32 Drama, B.A.—62 Accreditation, Catholic Studies Minor—10 course descriptions—157 University—2 requirements—44 minor—44 ACT (American College Certificate in Spanish Master of Fine Arts, Test)—29 program—12 M.F.A.—122 Activities, student—34 Cheating—16 Administration, Chemistry, B.S.—48 University—242 course descriptions—145 Admissions—29 minor—44 274 INDEX refund policies—26, 33 Degrees offered—7, 113 E residence hall and food service Drama—121 Economics rates—23 Directing, M.F.A.—122 course descriptions—161 tuition, per semester—23 Education—122 Education, School of—83 Finance, B.B.A.—76 Education, M.Ed.—123 course descriptions—162 Financial Aid—33 Education, M.A.T.—124 Electrical Engineering and Fine Arts Education, M.A.—124 Computer Science—98 course descriptions—181 Engineering—127 course descriptions—154, 172 minor—45 Management, Communication, computer track—100 Food Service Rates—23 M.S.—120 electrical track—98 Foreign Languages—56 Master’s Degree Programs—113 Elementary Education—85, course descriptions Music—127 86 French—183 Music, M.A.—128 Engineering, Civil and German—184 Nursing—128 Environmental—95 Spanish—228 Student classification—115 Engineering degrees and French Studies, B.A.—57 Theology—132 programs—94 Freshman Resource Center, Theology, M.A.P.M.—133 Engineering, Electrical—98 Shepard—19 Tuition and Fees—116 Engineering Graduation Management—105 degrees, regulations—19 Engineering, G fees—23 Mechanical—103 Garaventa Center—27 honors—19 Engineering, School of—93 General Information—3 Grants and scholarships—33 course descriptions—176 General Studies, B.A., B.S.— Engineering undergraduate 59 curriculum—95 Geography H English, B.A.—51 course description—184 Handbook for students—29 course descriptions—177 German Studies, B.A.—58 Health History Form—36 minor—44 course descriptions—184 Health Sciences Career, Enrollment Certification—22 Global Business, B.B.A.—78 Preparatory Study—46 Enrollment Management Goals, objectives of the Health Insurance—25, 36 and Student Life—28 University—4 Health Center—35 Entering Freshmen—29 Grades and credits—16 Health and Counseling Entrance fees and Grade Point Average Services—35 deposits—24 System (G.P.A.)—16 Health and Physical Entrepreneur Scholars Grade report—16 Education (E-Scholars) Program—11 Grade symbols—16 course descriptions—186 Entepreneurship, University Graduate course descriptions High school transcript—29 Center for—28 Business Administration—142 History, B.A.—59 Environmental Careers—46 Communications—153 course descriptions—186 Environmental Ethics Computer Science—156 minor—45 and Policy, B.A.—53 Drama—159 History of the University—3 Environmental Education—166 Honors at graduation—19 Science, B.S.—55 Electrical Engineering—174 Honors program—11 Environmental Studies—53 Engineering—177 Housing/Food service—23 course descriptions—181 Health and Physical Examinations—16 Education—186 Expenses Summary—24 Mathematics—191 I Mechanical Engineering—193 Incidental expenses/fees—24 Music—199 Information, general—3 F Nursing—202 Information Services Divi- Faculty—243 Religion—218 sion—37 Fees—23 Theology—236 Insurance, health—25, 36 FERPA (Family Educational Graduate/Postgraduate Intercollegiate athletics—26 Rights and Privacy Act)—21 students—31 International Students— Financial Information—23 Graduate School—113 30, 33, 36 entrance fees/deposits—24 academic regulations—111 International Student graduation fees—23 application and admission—115 Services—33 incidental fees—24 Business Administration—116 Intramurals—26 payment schedule—24 Communication Studies—120 per semester fees—25 Communication, M.A.—120 INDEX 275 Political Science—67 J Pre-law study—7 O Japan Summer Studies—13 Pre-medicine study—7 Occupational Therapy—46 Psychology—68 Optometry—46 Secondary Education—88 Organizational Communica- L Social Work, B.A.—68 tion, B.S.—51 Laboratory and workshop Sociology, B.A.—70 fees (see course listings) Spanish—59 Languages, Foreign—56 Theology—71 P Library, Clark Memorial—41 Marketing and Pamplin School of Business collections—41 Management, B.B.A.—77 Administration, Dr. Robert services—41 Mathematics—61 B. Jr.—73 electronic resources—41 course descriptions—189 Pass/no pass—17 hours—42 minor—45 Payment Schedule—24 Life Science, B.S.—47 Mathematics, B.A.—61 Performing and Fine Loan programs—33 Mathematics, B.S.—61 Arts—62 Location of the University—3 Meal Plans (Food Permanent Academic Log, The—35 Service Rates)—23 Record—17, 32 London Summer Mechanical Pharmacy—46 Program, The—14 Engineering—103 Philosophy—62 course descriptions—191 Philosophy, B.A.—65 Media, campus—35 course descriptions—208 M Medical leave of absence—17 minor—45 Major programs, Medical records—22 Physical Therapy—46 consolidated listing—7 Medicine—46 Physics, B.S.—66 Major program descriptions Memberships, University—2 course descriptions—211 Accounting—75 Military Science—9 minor—45 Biology—47 course descriptions—195 Placement Business Administration—73 Minor Programs—8, 44 advanced—18, 30 Chemistry—48 Mission statement—3 with credit—30 Civil Engineering—95 Morelia, Mexico—14 without credit—30 Communication Studies—49 Moreau Center for Service Podiatry—46 Communication—50 and Leadership Policies and Regulations—29 Computer Science, B.S.C.S.—101 Munch Money—23 Political Science, B.A.—67 Drama, B.A.—62 Museum—42 course descriptions—213 Education—83 Music Education (K-12)—89 minor—45 Electrical Engineering and Music fees, special—23 Poor scholarship—18 Computer Science—98 Music, B.A.—63 Postgraduate and graduate Elementary Education—85, 86 course descriptions—197 students—31 Engineering Management—105 minor—45 Pre-college testing—30 English—51 Pre-law—7 Environmental Ethics and Pre-medicine—7, 46 Policy, B.A.—53 N Probation and dismissal—18 Environmental Science, B.S.—55 Newspaper, student Programs, major—7 Environmental Studies—53 (Beacon)—35 Programs, minor—8, 44 Finance—76 No grade submitted—16 Programs, special—8 Global Business, B.B.A.—78 Non-degree student—31 Psychology, B.A.—68 History—59 Non-discrimination policy, course descriptions—216 Life Sciences—47 University—2 minor—45 Marketing and Non-matriculated students— Publications, campus—35 Management—77 31 Mathematics, B.A.—61 Non-resident student meal Mathematics, B.S.—61 plans—23 R Mechanical Engineering—103 Numbering of courses—20 Rating, class—19 Minor Programs—8, 44 Nursing, School of—109 Records Music—63 career opportunities—110 academic—21 Music Education—89 course descriptions—200 confidentiality—21 Nursing—109 curriculum—111 not available to students/ Performing and Fine Arts—62 program requirements—110 third parties—22 Philosophy—65 student nursing handbook—110 counseling—22 Physics—66 disciplinary—22 276 INDEX medical—22 Social Justice Program—12 permanent—17, 32 certificate in Social Justice—12 W student access to—21 course descriptions—220 West Coast Conference—26 Refund policies—26, 33 minor—45 Withdrawal from Regents of the Social Work, B.A.—68 class—20, 21, 25 University—241 course descriptions—223 Withdrawal refund/credit Registration Sociology, B.A.—70 schedule—25 dates—see University Calendar course descriptions—225 Work incomplete—16 Regulations, academic, minor—45 miscellaneous—21 Spanish, B.A.—59 Religious Program course descriptions—228 Y (Campus Ministry)—27 Special Academic Pro- Yearbook (The Log)—35 Residence hall grams—8 damage deposit—23 Student activities—25 life—34 Students with disabilities, policies, refund—24 office for—36 rates—23 Studies abroad—12 Returned Check Charge—24 Summary of Expenses and Room and board Fees—24 board rates—23 Summer Studies in deposit, room reservation—24 Japan—13 refund policies— 24 T S Telephone Service—39 Salzburg Program—13 Test of English as a Foreign Scholarships/grants—33 Language (TOEFL)—30 Scholastic Aptitude Test Testing, pre-college—30 (SAT)—30 Theology—71 School of Business course descriptions—231 Administration, Dr. minor—45 Robert B. Pamplin, Jr.—73 Theology, B.A.—71 accounting—75 Theology, M.A.—132 finance—76 TOEFL—30 global business—78 Transcript—20 marketing and college transfer—31 management—77 fee—20 School of Education—83 grade symbols—16 admission—84 high school—29 degrees and programs—86 Transfer of Credits—18 School of Engineering—93 Transfer Students—19, 30, community college transfers—94 35, 43, 92 degrees and programs—94 transcript—31 educational objectives—94 Tuition and Fees—23 professional societies—94 undergraduate curriculum—95 U School of Nursing—109 Undergraduate Curriculum, admission to objectives—5 upper division—110 University Health Center—35 admission requirements—110 curriculum—111 program outcomes—109 V Science, Citizen Vacation and holiday course descriptions—219 dates—Inside front cover Secondary Education—88 Veterans—32 Service and Leadership, Veterinary Medicine—46 Moreau Center for —36 Societies, Professional Engineering—94 Social Sciences—68