2000-02 Marylhurst University Catalog

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MARYLHU RST UNIVERSITY Undergroduote ond Groduote Cotolog, 2OOO-2002 ACADEMIC CALENDAR

ACADEMIC CALENDAR: 2000-2001

FALL WINTER SPRING SUMMER 2000 2001 2001 2001

Registration begins, 7/31/00 11/13/00 2/12/01 5/14/01 Web site access

Classes begin 9/21/00 1/5/01 4/2/01 6/25/01

Late fee after 9/29/00 1/12/01 4/6/01 6/29/01

Last day to register for 10-week class 10/6/00 1/19/01 4/16/01 7/6/01

Last day to apply for graduation 8/8/00 11/20/00 2/13/01 5/1/01

Term ends 12/8/00 3/22/01 6/15/01 8/31/01

Commencement 6/16/01

Holidays 11/23-26/00 1/15/01 4/13-15/01 7/4/01 5/28/01

ACADEMIC CALENDAR: 2001-2002

FALL WINTER SPRING SUMMER 2001 2002 2002 2002

Registration begins, 7/30/01 11/13/01 2/11/02 5/13/02 Web site access

Classes begin 9/20/01 1/4/02 4/1/02 6/24/02

Late fee after 9/28/01 1/11/02 4/5/02 6/28/02

Last day to register for 10-week class 10/5/01 1/18/02 4/15/02 7/9/02

Last day to apply for graduation 8/7/01 11/19/01 2/12/02 4/30/02

Term ends 12/7/01 3/21/02 6/14/02 8/30/02

Commencement 6/15/02

Holidays 11/22-25/01 1/21/02 3/29-31/02 7/4/02 5/27/02

FOR CURRENT INFORMATION Web site: www.marylhurst.edu Consult the Marylhurst University Web site for an up-to-date Calendar of Events, Application Dead- lines, Future Offerings, and other current program and event information. The quarterly Schedule of Courses also contains a complete list of annual offerings broken down by quarter.

1 PRESIDENT’S MESSAGE As administrators and faculty, we believe in the ability of all students to achieve academic excellence and attain

competence in their own chosen discipline. Marylhurst

University is a place where an innovative learning

environment and accessible educational resources come

together. The University places strong emphasis on the

student being an active participant in the learning

process; active learning rather than passive learning is the

key to student success. We encourage students to Dr. Nancy Wilgenbusch challenge themselves, pursue education with diligence PRESIDENT and a sense of its value, and explore new ideas with vigor. MARYLHURST UNIVERSITY Whether a student is here for day, evening, weekend,

or Web-based courses, the curriculum is designed to

enable students to be good critical thinkers, responsible

citizens, leaders in their work and community settings,

and appreciative of education as a lifelong process.

Today, our culture faces a future of rapid change.

Marylhurst is meeting that future by blending innovation

with tradition as it leads its students into the next century.

We are continually applying new ideas and strategies to our

traditional commitment of ensuring that post-secondary

education is accessible to students of all ages; that

education fits our students’ personal needs and that they

learn for life.

Marylhurst University is committed to bringing the

most qualified faculty, the best academic resources, and

the highest professional and ethical standards to

the learning environment so that all students meet the

future with creativity and excellence.

2 PROGRAMS OF STUDY PROGRAMS Degree Major Concentration Certificate Minor Page OF STUDY Art B.A. ■■32 B.F.A. ■ 31 Interior Design ■■ Painting ■ Photography ■■ Printmaking ■ Sculpture ■ Art Therapy M.A. ■ 127 Art Therapy ■ Counseling/Art Therapy ■ Pre-Professional B.A. Tracks Business Administration M.B.A. ■ 144 Business Studies ■ Finance ■ International Management ■ Marketing & Sales ■ Organizational Effectiveness ■ Communication Studies B.A. ■■46 Conflict Communication ■ Human Communication ■ Public Relations ■■ ■ Training & Development ■■ ■ Cultural & Historical Studies B.A. ■ 55 English Literature & Writing B.A. ■ 60 Creative Writing ■ Literature ■ Writing and Rhetoric ■ Human Studies B.A. ■ 66 Interdisciplinary Studies B.A. ■ 80 Interdisciplinary Studies M.A. ■ 137 Gerontology ■ Liberal Arts ■ Organizational Communications ■ Spiritual Traditions & Ethics ■ Management B.S. ■ 42 General Management ■ Managing Technology & Information ■ International Business ■ Organizational & Human Relations ■ Ministry 1 D.Min. ■ 125 Music B.A. ■■82 Composition ■ Keyboard Pedagogy ■ Performance ■ Sacred Music ■■ Music Therapy B.M.T. ■ 84 Organizational Communication B.A. ■■47 Psychology B.A. ■ 70 Religious Studies & Philosophy B.A. ■ 93 Jewish & Christian Studies ■ Philosophy & Professional Ethics ■■ Studies in Major World Religions ■■ Science B.A. ■ 102 Environmental Science ■ General Science ■ Social Sciences B.A. ■ 69 Anthropology ■ Political Science ■ Psychology ■ Sociology ■ ■ Theology (Applied) M.A. 121 3 1 Cooperative program with San Francisco Theological Seminary MARYLHURST – A RICH A HERITAGE RICH HERITAGE

Marylhurst was founded in 1893 by the Sisters of the Holy Names of Jesus and Mary as the first liberal arts college for women in the Pacific Northwest. Reorganized in 1974, Marylhurst took a first bold step in pioneering educational programs for students of all ages. Marylhurst is now a co-educational university serving a diverse student body – including students just out of high school, business executives, artists, musicians, and people actively involved in the world around them. A wide variety of learning options enables students to study, research, and reflect on the important issues facing an increasingly complex world. Building on the long tradition of excellence in education, Marylhurst is recognized in the Pacific Northwest as a leading university for students of all ages.

As a fully accredited liberal arts university, Marylhurst offers both degree and non-degree programs designed to meet the learning needs of students motivated toward professional and personal excellence. Flexibility in scheduling and delivery of academic services makes a college education available to working adults as well as to daytime students.

Marylhurst provides a learning environment in which education is more than just textbook theory. Marylhurst assumes that its mature student body brings a great deal of experiential knowledge and expertise to the classroom. As a result, an effort is made to empower students to extrapolate and generalize from their existing knowledge toward more general and abstract levels, while also increasing professional specificity and proficiency. Students and faculty learn with and from each other both in the beautiful campus surroundings minutes from downtown Portland and now via the World Wide Web through Marylhurst’s pioneering delivery of courses on line.

Marylhurst University offers programs leading to a Bachelor of Arts degree with majors in Art, Communication Studies, Cultural and Historical Studies, English Literature and Writing, Human Studies, Interdisciplinary Studies, Music, Organizational Communication, Psychology, Religious Studies and Philosophy, Science, and Social Sciences. Also offered are a Bachelor of Fine Arts degree, a Bachelor of Music Therapy, and a Bachelor of Science degree in Management. At the graduate level, a Master of Arts degree in Applied Theology, a Master of Arts degree in Art Therapy, a Master of Arts degree in Interdisciplinary Studies, and a Master of Business Administration are offered, as well as a Doctor of Ministry in cooperation with the San Francisco Theological Seminary. 4 ACCREDITATION AND AFFILIATIONS MARYLHURST THE MARYLHURST Marylhurst University is accredited by the Northwest UNIVERSITY Association of Schools and Colleges. Marylhurst MISSION UNIVERSITY MISSION University is a full member of the National Associa- tion of Schools of Music, the National Association of Independent Colleges and Universities, the Oregon Marylhurst University is a private institu- Independent Colleges Association, the Council for Adult and Experiential Learning, the Council for the tion of higher learning open to men and Advancement and Support of Education, the Ameri- women of any race or religion. It can Association of Collegiate Registrars and Admis- sions Officers, the National Communication Associa- is dedicated to making innovative post-section, the American Association of University Women, the American Association of Adult and Continuing Ed- ondary education accessible to self-directed ucation, the Association for Women in Communica- tion, and is approved by the Oregon Office of Educa- students of any age. Marylhurst offers tional Policy and Planning and the American Art Ther- apy Association. coursework leading to bachelor’s and mas- CHARTER AND GOVERNANCE ter’s degrees, and to other goals such as ca- Marylhurst University was established by the Oregon Province of the Sisters of the Holy Names of Jesus and reer transition, professional development, Mary (the Congregation) to more fully “cooperate in the Church’s mission of education. This mission aims and personal enrichment. at the full development of the human person…” Marylhurst University is incorporated by the State Animated by its Catholic and liberal arts of Oregon. Certain properties have been deeded to it by the Congregation, and its governance has been heritage, Marylhurst emphasizes the entrusted to a Board of Trustees. Degree-granting uniqueness and dignity of each person, authority was bestowed on the Congregation by the State of Oregon in 1893. and is committed to the examination of SUPPORT ORGANIZATIONS Marylhurst University is fortunate to have the support values, as well as to quality academic and of many active volunteers. These include the Board of professional training. Marylhurst Universi- Trustees, the Presidential Advisory Board, the Renais- sance Campaign Committee, the Alumni Association ty seeks to aid students in advancing of Marylhurst University, the Marylhurst University Women’s Committee, the Student Ambassadors, their goals for responsible participation in the Marylhurst Symphony Guild, the Art Advisory Board, The Art Gym Committee, the Friends of Shoen a rapidly changing world by pursuing, and Library, the Founders Society, the Marylhurst Circle, the Fountain Society, the Tower Society, the Century encouraging its students to pursue, the ide- Club Society, and the Century Club II. als of competence, leadership, and service.

CATALOG CONTENT SUBJECT TO CHANGE This publication is certified as true and correct in content and policy as of the date of publication. The University, however, reserves the right to make changes of any nature in programs, calendar, or academic schedules whenever these are deemed necessary or desirable, including changes in course content, class rescheduling, and the cancelling of scheduled classes or other academic activities. Most recent changes are available from our Web site: www.marylhurst.edu Editor: Carole Strawn, SNJM, Marylhurst University, University Communications, 17600 Pacific Highway, (Hwy. 43), Marylhurst, OR 97036 Cover Photo: Rick Campbell 5 HOW How to SECTION III (pages 24-30) TO USE USE THIS CATALOG THIS LIBERAL ARTS CORE REQUIREMENTS CATALOG FOR UNDERGRADUATE STUDIES The Marylhurst University Catalog has Section III outlines the University’s Liberal Arts Core been arranged in seven major sections as requirements. briefly summarized below. For specific information within any of these sections, SECTION IV (pages 31-109) please refer to the Index. UNDERGRADUATE CURRICULUM This section provides specific curriculum requirements for the undergraduate academic departments and programs. SECTION I (pages 1-6) Section I contains: SECTION V (pages 110-115) ACADEMIC CALENDAR SPECIAL PROGRAMS Marylhurst University academic calendar for 2000- Section V describes special programs that include the 2001 and 2001-2002. Learning Assessment Center, Prior Learning Assess- PROGRAMS OF STUDY ment, Library Information Management, Pacific Inter- Marylhurst University's undergraduate and graduate national Academy (ESL), and Web-Based Learning and degrees, concentrations, minors, and certificates. Instructional Technology.

INTRODUCTION TO MARYLHURST UNIVERSITY SECTION V! (pages 116-148) This section includes an introduction to Marylhurst Section VI contains: University and includes a message from University President, Dr. Nancy Wilgenbusch, the Marylhurst GENERAL INFORMATION University Mission Statement, information on accredi- FOR GRADUATE STUDIES tation and affiliations, Marylhurst Charter and Gover- Information specific to graduate studies, including ad- nance, support organizations, and a description of mission procedures, registration procedures, and aca- Marylhurst’s heritage. demic policies; and

SECTION II (pages 7-23) GRADUATE CURRICULUM Section II contains: Detailed information and curriculum requirements on each of the graduate programs available at Marylhurst STUDENT SERVICES University. Information specific to undergraduate studies, including admission procedures, registration SECTION VII (pages 149-160) procedures, and academic policies; helpful Section VII contains: information about services and resources available through the Admissions and Enrollment Relations FACULTY, BOARD OF TRUSTEES, Office, the Registration Office, the Financial Aid AND OTHER LISTINGS Office, the Center for Campus Events and Student A general listing of the Marylhurst University faculty Services, the Durocher Center for Campus Ministry, and Prior Learning Assessment evaluators, the Board the Writing Center, and Shoen Library. of Trustees, the Presidential Advisory Board, and the University Officers. It also includes maps of the Students should read this resource section carefully, Marylhurst University campus and the local area, and since Section II provides answers to frequently asked the Index. questions. For example, it outlines policies governing the transfer of credit, alternative ways of earning FOR FURTHER INFORMATION credit, and graduation requirements; it defines the If students are unable to find the information they course numbering system and the grading system; it need or have additional questions, they should explains the policies affecting changes in registration; contact the Office of Admissions and Enrollment and it describes loans, grants, and scholarships avail- Relations at (503) 699-6268 or (800) 634-9982, able through financial aid. email [email protected], or visit the University Web site at www.marylhurst.edu.

Marylhurst is located just 20 minutes south of downtown Portland, Oregon. Marylhurst University 17600 Pacific Highway (Hwy. 43) Marylhurst, Oregon USA

6 STUDENT SERVICES FIRST-TIME STUDENT UNDERGRADUATE First-time students are those students who are cur- ADMISSIONS People come to Marylhurst University for rently enrolled in high school or recent graduates many reasons – to improve their profes- (within the last two years). Students will need to sub- sional careers, to enrich their personal mit ACT/SAT scores – minimum of ACT 19 and the lives, to complete their bachelor’s degrees, SAT 900; verification of high school completion or or to pursue graduate studies. The primary equivalency; completed recommendation form from objective of the student services offices is a teacher or counselor; a high school minimum grade to respond to the life and learning needs of point average (GPA of 2.50 on a 4.00 scale or GED score 50). Students who do not meet the minimum students of all ages. More specifically, stu- requirements will he considered on a case-by-case ba- dent services: sis and may be asked to participate in an interview • provide a supportive entry point into process conducted by the Admissions Committee. Marylhurst University for beginning and returning students; FIRST-YEAR STUDENT • facilitate initial academic advising for First-year students are those adult learners who have prospective and new students; completed fewer than 45 quarter college credits. Stu- • provide career direction for students dents will need to submit verification of high school completion or equivalency; a completed recommen- through resources, and the Career Infor- dation form by either a current employer or an aca- mation System; demic/professional reference; overall 2.00 GPA in • administer the admissions and registra- completed college coursework; official academic tion procedures for all undergraduate transcripts from all colleges and universities attended. and graduate degree students; Students who do not meet the minimum require- • administer assessment/placement tests ments will he considered on a case-by-case basis and for undergraduate students; may be asked to participate in an interview process • provide academic advising for students conducted by the Admissions Committee. who are undecided about their majors; TRANSFER STUDENT • administer a student financial aid pro- Transfer students are those students who have com- gram; pleted more than 45 quarter college credits and will • provide accommodations for students be considered for admission primarily on the basis of with disabilities; their academic work at all transfer institutions as re- • provide on-campus housing; flected by regionally accredited college/university • coordinate student activities and organi- transcripts. A 2.00 overall GPA in completed college zations; and work; a completed recommendation form by either a current employer or an academic/professional refer- • facilitate student grievances. ence; verification of high school completion or equivalency; official transcripts from all college/universities attended. Students who do not meet the minimum requirements will be considered on a case-by-case basis and may be asked to participate in an interview ADMISSIONS & ENROLLMENT RELATIONS process conducted by the Admissions Committee.

Dean: Marylee H. King LIFELONG LEARNER Lifelong Learners are students who are not formally admitted into degree programs at Marylhurst Univer- ADMISSION PROCEDURES sity but wish to enroll in classes for professional de- FOR UNDERGRADUATE DEGREE STUDENTS velopment; self- enrichment; CEU; audit, or as a visit- Marylhurst University encourages prospective stu- ing student in good standing. dents to visit the campus and arrange an appointment • The Lifelong Learner needs to obtain a Marylhurst with an academic advising specialist in the Admis- ID number from the Registrar or Admissions sions and Enrollment Relations Office for program Office before enrolling in classes. and degree information. The Admissions and Enroll- • The Lifelong Learner must meet the stated ment Relations Office responds to all requests for in- prerequisites for coursework prior to enrollment. formation on undergraduate and graduate programs. • The Lifelong Learner will be provided academic Students considering enrolling at Marylhurst Universi- advising services in the Admissions and ty should contact the Admissions and Enrollment Re- Enrollment Relations Office. lations Office for admission information. Most admis- • Coursework taken as a Lifelong Learner may sion decisions are made on a “rolling” basis. As soon subsequently apply towards a Marylhurst as an applicant’s file is complete, it is processed and University degree subject to review by the the applicant is notified by letter of the decision and academic program advisor. assigned to an academic advisor. To complete the Marylhurst University undergrad- SECOND DEGREE uate application process, the undergraduate applicant Students who hold a bachelor’s degree from a region- must submit the following documents. ally accredited college or university or a recognized 7 UNDERGRADUATE international university with a 2.00 cumulative GPA Arts in Organizational Communication is designed for ADMISSIONS seeking a second bachelor’s degree will need to com- students who already have 90 quarter hours of col- plete the following: lege credit and want the flexibility to complete their • The residency requirement of 45 quarter credits, degree online. Candidates for the B.A./B.S. Online De- • Demonstration of the following Liberal Arts Core gree program should have: learning outcomes: • An approved associate’s degree or equivalent LLA1 Computer Literacy*, (90 quarter credits) AA, AAOT, AS, AAS, or AGS LLB1 Information Studies, • GPA of 3.00 from previous coursework (preferred) LLC1 Listening*, • Prerequisite courses: English Composition (or LLE4 the writing intensive course in major and equivalent), College Algebra (or equivalent), writing lab, Fundamentals of Accounting (or equivalent) AIA1 Making Ethical Decisions*, and • Candidates will need to submit a completed SS1 through SS4 Senior Seminar. Marylhurst University application for admission *Equivalent transfer credit can be applied to LLA1, form; résumé; personal goals statement; official LLC1, and AIA1. (See page 25-29 for further transcripts from previous colleges/universities and information on the Liberal Arts Core.) verification of high school completion; one letter • All requirements in the major. of reference from either an academic instructor or employer. Applications should be submitted two The Transfer Credit Committee of the Undergraduate months prior to starting the term. College and the Academic Dean must approve any exceptions to this policy. INTERNATIONAL ADMISSION

SPECIAL PROGRAM ADMISSIONS ESL ONLY International students wishing to study English as a EARLY SCHOLARS PROGRAM Second Language whose TOEFL is below 510 must The Early Scholars Program is a rigorous, selective, meet the following requirements to be considered for scholarship-based program designed for the student admission to the ESL program with Pacific Interna- with little or no previous college experience. Admis- tional Academy (PIA). Email [email protected] or sion is selective, based on a combination of tradition- phone (503) 699-6310. al measures of academic performance, community ac- Completed Marylhurst University application for tivities, personal level of motivation, communication admission form with a $50 non-refundable fee. The skills, and the ability to excel in an intensive learning fee must be in U.S. currency by draft/check payable environment. to Marylhurst University. The candidate will need to submit a completed Documentation of financial guarantee for Early Scholars program application and a non-refund- studies at Marylhurst University. This must in- able $20 fee; verification of high school completion clude an affidavit of support and an official statement or equivalency; a 3.00 cumulative GPA on a 4.00 from the bank certifying that adequate financial re- scale; ACT 21/ SAT 1000; official transcripts of any sources in U.S. dollars are available to meet educa- college/university attended; written essay on topic in- tional expenses during your stay. dicated; completed recommendation form from ei- 1. Proof of health insurance upon enrollment. ther a high school teacher or counselor; an interview 2. All students born on or after January 1, 1957, must process will he conducted by the program director. show proof of measles immunization. Bring proof of measles vaccinations upon arrival. MUSIC THERAPY PROGRAM The Music Therapy program is a selective admissions 3. Submit Tuberculosis Clearance Certificate program designed for those students who wish to completed by home country health provider. complete a Bachelor of Music Therapy. The candidate THE LANGUAGE FOUNDATION PROGRAM will need to submit a completed Music Therapy pro- Marylhurst University offers a “conditional admission/ gram application and a non-refundable $20 fee; verifi- language foundation program which is designed for cation of high school completion or equivalency; a international students whose TOEFL is between 510 high school 3.00 cumulative GPA on a 4.00 scale; and 550 who wish to pursue undergraduate degree ACT 21/SAT 1000 or a 3.00 cumulative GPA complet- study at Marylhurst University but need to improve ed college coursework; official transcripts of all col- English language skills before being fully admitted. lege/university attended; written essay on topic indi- Students will be assessed for English language profi- cated; completed recommendation form from either ciency upon arrival, participate in an interview pro- a high school teacher/counselor or academic/profes- cess, and submit a writing sample. sional reference; an interview conducted by the pro- The program will provide ESL advanced writing gram director and an audition to demonstrate perfor- courses and University culturally based courses de- mance proficiency in an applied music area (key- signed to assist international students to prepare for a board, voice, or instrumental). successful academic experience at Marylhurst Univer- sity. The “conditional” status of admission is removed B.A./B.S. ONLINE upon successful completion of the program. (2.50 DEGREE COMPLETION PROGRAM The Web-based degree completion program for a GPA or better and a TOEFL or equivalent of 550) Bachelor of Science in Management or a Bachelor of 8 UNDERGRADUATE UNIVERSITY ADMISSION and reporting. The University will not use the num- UNDERGRADUATE International students desiring to enter Marylhurst ber to make any decision directly affecting the stu- ADMISSIONS University directly must meet the following require- dent or any other person. A student’s Social Security ments to be considered for full admission to the Uni- number will be kept confidential. versity: 1. Completed Marylhurst undergraduate application ACADEMIC ADVISING form and a $50 non-refundable fee. The fee must Prospective student advising is provided by an aca- be in U.S. currency by draft/check payable to demic advising specialist. At an initial meeting, stu- Marylhurst University. The application fee will not dents learn about program information and planning, be waived, deferred, or returned. Application for admission information, transfer information, career admission will not be processed without payment. planning, and advising referral. 2. Documentation of financial guarantee for studies Academic advisors are assigned to counsel admitted at Marylhurst University. This must include an students on an ongoing basis in matters related to aca- affidavit of support and an official statement from demic programs and career preparation. Students are the bank certifying that adequate financial assigned advisors according to their designated major resources in U.S. dollars are available to meet field of study. It is important for students to meet their educational expenses during the student’s stay. advisor as soon as they are admitted in order to create 3. Submission of official transcripts from every an educational degree plan (EDP) which will meet all institute, college, university or post-secondary major program and Liberal Arts Core requirements. school attended. Transcript(s) must be in a While the student is ultimately responsible for ensur- certified English translation, ing that all graduation requirements are met, the aca- 4. A minimum 2.00 cumulative GPA in all college demic advisor stands ready to lend assistance, offer in- coursework completed. formation, and check programs. Students should con- 5. Transfer students must provide a formal release sult their academic advisors regularly, or as needed, by from the college previously attended. phone, email, or conference, Students may request a 6. Proof of health insurance upon enrollment. change of advisor by contacting the Registrar. 7. All students who were born on or after January I, 1957, must show proof of measles immunization. ASSESSMENT TESTING Submit proof of measles vaccinations upon arrival. Each entering student is required to take writing and 8. Submit Tuberculosis Clearance Certificate math skills tests through the Learning Assessment completed by home country health provider. Center. The assessment of these skills is for advising 9. Demonstrate TOEFL score of 550 or higher and placement purposes. or demonstrate proficiency in English speaking, COLLEGE ARTICULATION AGREEMENTS listening, writing, and reading evidenced by the In order to facilitate the transfer of students to results of a number of standardized tests upon Marylhurst University, articulation agreements are arrival administered by Pacific International honored with the following colleges: Academy. Chemeketa Community College Undergraduate admission is complete after the ad- Clackamas Community College mission form, non-refundable fee, and all official tran- Clark College scripts have been received; assessment/placement Heald College tests have been taken; and any other University re- Klamath Falls Community College quirements have been met. Applicants have six Mt. Hood Community College months to complete the admission process or their ap- Portland Community College plication will be administratively withdrawn. If an ap- Western Governors College plicant is having difficulty satisfying any of the requirements, they should contact the Admissions and Enroll- POLICIES GOVERNING TRANSFER OF CREDIT ment Relations Office for assistance. An applicant Marylhurst students may receive credit for a variety of whose application has been administratively with- past learning experiences. Applicability of any credit drawn will have to reapply and pay the application fee. toward a particular baccalaureate degree is governed Admission to Marylhurst University does not neces- by the age of the credits and the grade attained. The sarily guarantee admission to a particular degree pro- relevance of the credits toward a degree program and gram. Some departments require additional materials the appropriate placement of these credits within a to admit a student to a specialized area of study. Con- student’s educational degree plan (EDP) are deter- sult the department to determine additional require- mined in consultation with an academic advisor, ments. Areas from which a student may receive transfer credit include: OTHER ADMISSIONS INFORMATION • Other Colleges and Universities STUDENT ID A student may receive credit through the evaluation Marylhurst University may use the student’s Social Se- of official transcripts from colleges and universities curity number for the purpose of student identifica- that have been accredited by a regional accrediting tion. Providing the Social Security number is required body. Only grades of C- or above will transfer. by federal regulation. The University will use the So- cial Security number for keeping records, research, 9 UNDERGRADUATE • Vocational/Technical or Occupational ACADEMIC PROBATION ADMISSIONS Marylhurst University may award credit for selective Undergraduate students who fall below a 2.00 mini- classes or programs considered vocational/technical mum cumulative GPA may be placed on probation for or occupational from other accredited institutions, one term. Students will be notified in writing of pro- subject to the approval of the student’s advisor and bationary status and will then need to meet with their the Marylhurst Transfer Committee. academic advisor as soon as possible to identify reme- dies. A student under academic probation may have • Military Service Schools their registration restricted and/or monitored. A stu- Marylhurst University may award credit to admitted dent will be automatically removed from academic degree students for training received through: probation when their cumulative GPA rises to or 1. Formal military service schools which have been above 2.00 during the probationary period. evaluated by the Office of Educational Credit, Financial Aid students should refer to the Financial American Council on Education (ACE), which are Aid section for additional criteria, pages 16-19. found in the Guide to the Evaluation of Educational Experiences in the Armed Services; ACADEMIC SUSPENSION and/or Failure to remedy the GPA deficiency may result in 2. The Oregon Military Academy. Official academic suspension. Students will receive written documentation for military education and training notification of suspended status. Suspended status will be evaluated and college credit may be means that the student may not enroll in additional awarded based upon the recommendations of ACE. classes for a period of at least two quarters. At that time, a student may reapply. Incompletes must be NON-COLLEGIATE-SPONSORED LEARNING changed to a final grade within the allotted time. Academic credit may be awarded for non-collegiate- Financial Aid students should refer to the Financial sponsored learning acquired through programs in Aid section for additional criteria, pages 16-19. business and industry that have been approved by ACE. Marylhurst follows the recommendations pub- APPEAL OF SUSPENSION lished by ACE in the National Guide to Educational Students who have received notice of academic sus- Credit for Training Programs. Credit for non-colle- pension have the right to appeal suspension if there giate learning not listed in the National Guide may are extenuating circumstances. A written appeal must be included in the Prior Learning Assessment pro- be submitted to the Associate Dean within 15 days of gram for evaluation at Marylhurst. the date of notification. Extenuating circumstances should be explained fully in the appeal. CREDIT BY EXAMINATION Appeals are initially reviewed by the Associate Credit may be awarded for both general and subject Dean. Denied appeals may be taken to the Vice Presi- examinations. Please refer to the Prior Learning As- dent for Academic Administration. sessment section in this Catalog, page 111. COMPLETING EDUCATIONAL OBJECTIVE COOPERATIVE CREDIT IN A TIMELY MANNER Admitted Marylhurst University students may enroll in Undergraduate students are permitted a maximum of approved cooperative credit programs. Up to 45 coop- seven years to complete a degree program. The date erative credits may be applied to a Marylhurst Universi- of admission will determine when a program begins. ty degree. Cooperative credit is non-residency credit. If degree requirements cannot be completed within seven years, a student must reapply to the University. STANDARDS OF ACADEMIC PROGRESS Degree requirements will be redefined according to FOR UNDERGRADUATE STUDENTS the Catalog in effect when the student is readmitted. All admitted students at Marylhurst are expected to maintain certain standards of satisfactory academic ACADEMIC OVERLOAD APPROVAL progress. Registration for more than 21 credits per quarter is Academic progress is measured in two ways: considered academic overload and may not be taken grade point average (GPA) and the length of time without prior approval. This policy applies to concur- within which the educational objective or degree is rent enrollments at other institutions by matriculated expected to be completed. Marylhurst University students. Students taking more Academic and degree progress standards are moni- than 22 credits must obtain prior approval from their tored through the advising process to ensure student advisor and department chair. success by: • providing assistance to the student in setting and achieving academic goals; Office of Admissions and Enrollment Relations • assisting the student in utilizing the facilities and Marylhurst University personnel of the University; and 17600 Pacific Highway (Hwy. 43) P.O. Box 261 • alerting the student of academic difficulty or Marylhurst, OR 97036-0261 deficiencies. Portland Metro: (503) 699-6268 Outside Portland Metro: (800) 634-9982, ext. 6268 GOOD ACADEMIC STANDING Fax (503) 635-6585 Undergraduate students must maintain a cumulative Email: [email protected] 2.00 GPA in all Marylhurst classes. Web site: www.marylhurst.edu 10 REGISTRATION Students may withdraw from a class through the UNDERGRADUATE first 40 percent of the class time without transcript ADMISSIONS REGISTRATION PROCEDURES notation; withdrawal from a class at any time after Arrangements for registration and changes in registra- 40 percent of the class time has elapsed will receive a tion are made at the Registrar’s Office, B.P. John Ad- grade of W (a W grade does not affect GPA). After the ministration Building. end of the term or the end of the course, withdrawals Registration instructions and dates are published from a registered class is no longer possible and the each term in the quarterly Schedule of Courses. Pay- earned grade (A-F or P/NP) will be recorded on the ment must be made by the first day of classes. academic transcript. Percentage of class time completed is determined by the date and time the Regis- • On the Web: Complete the registration form on trar’s Office receives official notification of withdraw- the Marylhurst Web site at www.marylhurst.edu al from classes (the same calculations are applicable for all class formats – regular proportionately 10-week • In Person: Go to the Registrar’s Office. The office classes, weekend classes, and online classes). is open until 6:30 pm Monday through Friday. Withdrawal from one or more classes does not cancel a student’s financial obligation to pay a stu- • By Mail: Send check, money order, or credit card dent loan or the balance of a deferred tuition pay- charge number and expiration date with ment agreement. registration form from current Schedule of Students who withdraw from all classes and have Courses. Mail these to Registrar’s Office, received financial aid must notify the Financial Aid Marylhurst University, 17600 Pacific Highway Office and may be required to return all or a portion (Hwy. 43), P.O. Box 261, Marylhurst, OR 97036- of financial aid received. (See Financial Aid section 0261. Withdrawal and Repayment of Federal Financial Aid • By Telephone: Call Registrar’s Office, (503) 699- Funds, pages 16-19.) 6267; have available VISA or MasterCard number. TUITION REFUNDS • By Fax: Complete the registration form in the Tuition refund amounts are determined by the date Schedule of Courses and fax it to (503) 636-9526. and time the Registrar’s Office receives official notification of withdrawal from classes (the same calcula- HIGH SCHOOL STUDENTS tions are applicable for all class formats – regular 10- High school students may enroll in Marylhurst Univer- week classes, weekend classes, and online classes). sity classes after appropriate approval. Such students See Changes in Registration above regarding methods must have parent/guardian signature, written recom- of official notification to the Registrar. mendation from high school advisor, and approval The following policies will determine the amount from instructor or department chair. High school stu- of tuition that will be refunded: dents will typically be limited to enrollment in 100- • 100-percent refund, less $12 processing fee, if and 200-level courses and be in the top quartile of official withdrawal is filed before more than 10 their class. percent of the class (or workshop, or event) has elapsed (EXAMPLE: in a three-credit class, LATE REGISTRATION withdraw before hour four of class begins); Registration must be complete prior to attending class. • 75-percent refund, less $12 processing fee, if A $25 late fee is assessed for initial registrations re- official withdrawal is filed after 10 percent, but ceived after the first week of classes. (Course “adds” before more than 20 percent of the time class (or are not charged the fee.) A late payment fee may also workshop, or event) has elapsed (EXAMPLE: in a be charged. Some classes have limited enrollment; three-credit class, withdraw before hour seven of therefore, advanced registration is encouraged. class begins); • 50-percent refund, less $12 processing fee, if CHANGES IN REGISTRATION official withdrawal is filed after 20 percent, but All changes in registration must be initiated BY THE before more than 30 percent of time class (or STUDENT, and processed through the Registrar’s Of- workshop, or event) has elapsed (EXAMPLE: in a fice. No one else, including spouses or instructors, three-credit class, withdraw before hour ten of may change a student’s registration. If the Registra- class begins); tion Office is not open (weekends and after 6:30 pm), • 25-percent refund, less $12 processing fee, if students may file a change of registration in any of official withdrawal is filed 30 percent, but before the following ways: with the campus switchboard, more than 40 percent of time class (or workshop, voice mail message at (503) 699-6267, email to or event) has elapsed (EXAMPLE: in a three-credit [email protected], or by fax to (503) 697- class, withdraw before hour twelve of class 5596. Requests for change should include name, So- begins); cial Security number, phone number, and the exact • No refund, plus $12 processing fee, if official course number and title. withdrawal is after 40 percent of the class (or It is the responsibility of the student to notify the workshop, or event) has elapsed (EXAMPLE: in a Registrar’s Office regarding withdrawing from one or three-credit class, anytime after hour twelve of more classes (ceasing to attend class does not consti- class has begun). W grade is posted. tute official withdrawal from class).

11 UNDERGRADUATE GRADE REPORTS 300-499 Upper Division ADMISSIONS Grade reports are mailed from the Registrar’s Office Beyond introductory undergraduate level within two weeks after the close of each term. Grades are not reported by telephone. 195/295/395/495 Independent Study A plan involving research, library, intern, or agency TRANSCRIPTS experience. Independent study courses are initiated A request for a transcript of all credits earned at and designed by students in cooperation with a Marylhurst must be made in writing to the Registrar’s Marylhurst instructor. An application for independent Office. All requests must include the following: study must be completed. Guidelines are available in • full name under which student was registered at the Registrar’s Office. Marylhurst University; • Social Security number; 290/390/490 Directed Readings or Projects • present address and telephone number; A project involving independent research • approximate dates attended Marylhurst; • where transcript copies are to be sent; 494 Internship • student’s signature; and A course which provides an opportunity to comple- • fee payment to Marylhurst University enclosed. ment formal learning through an internship in an ap- (One copy costs $7, additional copies ordered at proved professional setting. An internship requires the same time are $1 each.) approval of the internship coordinator and academic Transcript requests will be honored within five advisor. An internship contract must be completed. working days, when the above information and pay- Contact internship coordinator for more information. ment have been received. 393/493 Research Project FINANCIAL OBLIGATIONS A project which provides an opportunity to comple- Admission to or registration with the University, con- ment a student’s major area of study with specific re- ferring of degrees, and issuance of academic tran- search in an area of interest to the student. Arrange- scripts may be withheld for failure to meet financial ments for a research project must be made with aca- obligations to Marylhurst University. demic departments.

TUITION AND FEES 487/488/489 Seminar For current University tuition and fees consult the A course designed to engage students in original re- current Schedule of Courses or call Cashier’s Office search or problem solving at (503) 699-6278. 197/297/397/497 Prior Learning Assessment TUITION PAYMENT College-level prior learning that has been described, as- Marylhurst University accepts various forms of pay- sessed, documented, and accepted by the Marylhurst ment, including major credit cards and employer au- Prior Learning Assessment Review Committee thorizations to bill. Registration is completed when 496 Thesis Proposal or Senior Paper Proposal payments are finalized. The University reserves the Undergraduate level right to change its charges and policies at any time, and will endeavor to notify students if such changes 497/498 Thesis or Senior Paper are necessary. Undergraduate level Tuition is set by the Marylhurst University Board of Trustees. Current tuition is published in the Sched- Course Challenge ule of Courses for each term. An existing Marylhurst course which appears in the Catalog and for which a syllabus is on file may be ACADEMIC POLICIES challenged. The existing course number is used. An Academic credit is assigned not only on the basis of at application for course challenge must be completed. least 30 hours of academic involvement by the student Guidelines and applications are available in the Regis- for one quarter-hour credit, but also on such factors as trar’s Office. level of course content, depth of research, assignments STUDENT CLASSIFICATIONS and reading, and nature of the learning experience. • FRESHMAN designates a student who has COURSE NUMBERING SYSTEM accumulated fewer than 45 credits toward a Marylhurst University degree. 000-009 No College Credit No college credit is awarded, no grade is issued, and • SOPHOMORE designates a student who has the course is not recorded on the transcript. accumulated 45 or more credits but less than 90 credits. 010-099 CEU • JUNIOR designates a student who has Continuing Education Units and professional develop- accumulated 90 or more credits but less than ment courses. No college credit granted. 135 credits. 100-299 Lower Division • SENIOR designates a student who has Basic introductory undergraduate level accumulated 135 or more credits but has not yet 12 been awarded the baccalaureate degree. • LIFELONG LEARNER designates a student who is P (pass) indicates that the student receives credit for UNDERGRADUATE not currently pursuing a degree at the University. pass grades, but the student’s GPA is not affected. A ADMISSIONS grade of pass (P) indicates a C level (2.00) of achieve- • ADMITTED STUDENT designates a student who ment or better. Arrangements for the P/NP grade op- has completed the admissions process for a degree tion are made with the Registrar’s Office prior to the and has been accepted into a departmental major. start of class. NOTE: Acceptance into the University does not guarantee acceptance into a departmental major. NP (no pass) (0) indicates that the student receives Check the departmental section of this Catalog for no credit. The grade of no pass (NP) does not affect additional admission requirements for specific the student’s GPA. For further information, see Pass/ majors. No Pass Option below. • POST-BACCALAUREATE STUDENT designates a AU (audit) indicates that the student is registered and student who has completed a baccalaureate degree. attends a class for audit purposes only. Students are not required to do assigned work for the class and re- • GRADUATE STUDENT designates a student who ceive no credit or grade. An AU is recorded on the stu- has completed a baccalaureate degree, has been dent’s academic record for having successfully audited admitted to a master’s program, and has enrolled a class. For more information, see Audit Option below. in graduate coursework. IP (in process) indicates satisfactory progress to- • FULL-TIME STUDENT designates a student who is ward completion of thesis coursework. registered for at least 12 undergraduate credits per term. X (no grade submitted) indicates the student’s grade was not available at time of grade posting. The • THREE-QUARTER-TIME STUDENT designates a X remains until the grade is entered in the student’s student who is registered for 9 to 11 record. undergraduate credits per term. W (withdrawal) indicates official withdrawal. • HALF-TIME STUDENT designates a student who is registered for 6 to 8 undergraduate credits per term. I (incomplete) See Incomplete Grade below. • LESS-THAN-HALF-STUDENT designates a student R (course repeat) indicates that a course has been who is registered for 1 to 5 undergraduate credits repeated. Upon completion of the repeated course, per term. the grade earned will be computed in the GPA. The grade in the original course will be changed to R, and UNDERGRADUATE GRADING SYSTEM the GPA will not be affected. A choice of grade option is available in most A class may be repeated one time. The student’s Marylhurst classes and should be indicated on the reg- academic advisor and the Registrar must be notified istration form. If a preferred grade option is not iden- prior to an attempted course repeat. tified, a letter grade (A-F) will be awarded. Requests for changes in grade options must be processed INCOMPLETES through the Registrar’s Office no later than the equiv- An I (incomplete) may be granted for reasons accept- alent of the end of the second week of instruction. able to the instructor when the quality of work is sat- Grades, grade points, and evaluations are designated isfactory but all course requirements have not been as follows: completed. In order to be granted an incomplete, the student must complete the following steps prior to A (4.00), A- (3.67) indicates consistently outstanding the end of the term for which the incomplete is re- achievement. It demands initiative, originality, and a quested: thorough mastery of subject matter. 1. Consult with the instructor to request an B+ (3.33), B (3.00), B- (2.67) indicates better-than- incomplete grade, and, if agreed to by the average achievement. The student completes as- instructor, develop a formal agreement regarding signed work with originality and demonstrates a thor- the course requirements yet to be completed and ough understanding of subject matter. the date all requirements are due. (The maximum time allowed to complete an incomplete grade is C+ (2.33), C (2.00), C- (1.67) indicates satisfactory one year but the instructor will usually set a achievement. All work is adequately completed and a shorter period.) basic understanding of the subject matter has been 2. In consultation with the instructor, complete the achieved. Incomplete Grade Request and Agreement Form. D+ (1.33), D (1.00), D- (0.67) indicates that the stu- Forms are available in the Registrar’s Office. dent has acquired the minimum essentials of the 3. Obtain signatures of approval, as specified on the course but performance is less than satisfactory at the reverse side of the Incomplete Grade Request and college level. A D grade may not be acceptable in the Agreement Form, from the instructor, the major. department chair, and the Registrar’s Office. File the completed form with the Registrar’s Office. F (0) indicates that the student has not acquired the 4. The Incomplete Grade Request and Agreement minimum essentials of the course and work is below Form will specify a contingency grade. If the college level. Registrar does not receive the new final grade 13 UNDERGRADUATE from the instructor by the deadline specified on Commencement is held in June of each year for all ADMISSIONS the incomplete grade request and agreement graduates. A student must be officially admitted to form, the contingency grade will be automatically Marylhurst University prior to initiating graduation the final grade. procedures. The application for graduation must be Each department reviews outstanding incompletes obtained from the student’s academic advisor and before the start of each quarter. In general, students submitted, accompanied by a non-refundable fee, to will not be allowed to register for new courses if they the Office of the Registrar four months (one term) have more than 12 quarter hours of incompletes. prior to the expected graduation date. To participate in the commencement ceremony IN-PROGRESS students must apply no later than the ceremony dead- IP (In-Progress) grade is reserved for only thesis, in- line (generally 16 weeks prior to the ceremony). Stu- ternship, research projects, and senior projects. In or- dents who have finished their degree in the previous der to be granted an IP the student must fill out an IP 12 months, or who will have all requirements complet- Grade Request and Agreement Form, available from ed by the end of the following term, may participate in the Registrar’s Office. If the instructor agrees to the the commencement ceremony. Students must be regis- IP he or she must specify a date by which all require- tered for any remaining needed courses in the term fol- ments are due; the maximum time allowed is one lowing the ceremony, and for these students the de- year but the instructor may set a shorter period. If the gree will be posted and dated at the end of the term in Registrar does not receive the new final grade from which they complete all requirements. the instructor by the deadline specified on the IP Re- Degrees are posted and dated to student tran- quest and Agreement Form, an F or NP will be auto- scripts at the end of each term. Applications to re- matically the final grade (grade option chosen by the ceive a degree must be made by all the published student at time of registration). deadlines, generally no later than six weeks prior to the beginning of the term. All coursework, including PASS/NO PASS OPTION any incompletes, must be finished by the end of the Marylhurst does not restrict the number of P/NP term in which the degree will be posted. courses a student may apply toward a degree; P is defined as C or better. Individual departments may re- GRADUATION REQUIREMENTS strict the number of P/NP courses in the major. P’s and NP’s are not calculated into the GPA. Undergraduate: Bachelor’s Degree 1. A minimum of 180 quarter credits (209 for AUDIT OPTION Bachelor of Music Therapy) with a cumulative This option must be chosen at the time of registration 2.00 GPA and receives no credit. Recording of auditing (AU) on 2. A minimum of 60 upper division credits the academic record implies that the individual has 3. A minimum of 45 Marylhurst credits attended the class on a regular basis, without needed 4. Liberal Arts Core requirements: All undergraduate participation or evaluation, and without credit. An in- degrees require a minimum of Liberal Arts Core structor can override an AU (audit) grade with an NP credits. See Liberal Arts Core section for (did not attend) grade if the individual does not at- distribution requirements. tend at least 60 percent of class sessions. 5. Major area requirements (Consult specific major department section for details.) GRADE POINT AVERAGE 6. Enough elective credits to reach the minimum of Only grades earned at Marylhurst are computed in the 180 quarter credits GPA. The GPA is computed as follows: the number of credits earned in any Marylhurst class for which a let- RESIDENCY REQUIREMENT ter grade is awarded is multiplied by the number of A minimum of 45 credits must be taken at Marylhurst quality points assigned to the grade earned. The total after application for admission as a degree-seeking number of points thus calculated for all graded student has been processed. Credits taken prior to ad- Marylhurst courses is divided by the total number of mission as a degree student may be applied toward credits earned in those courses. The resulting figure the 45-credit minimum at the discretion of the aca- is the GPA. demic advisor.

REQUIREMENTS FOR A DOUBLE MAJOR GRADUATION A double major within one degree program is defined Marylhurst students will be graduated according to as meeting all requirements of the major in more than the degree requirements published in the Catalog one academic discipline. which was in effect during the term when they were admitted and first enrolled, unless they choose to DEFINITION OF TERMS graduate under a later Catalog. Major and certificate requirements are determined by the requirements of Major: comprehensive study in a specific discipline, the Catalog in effect during the term students first en- courses outlined by each academic department, typi- roll after declaring their major or certificate. If academ- cally 60-72 credits. ic requirements are not completed, a student must reapply for the next graduation date. For graduation in- Liberal Arts Core: Courses or activities that meet formation and the required forms, please contact the Liberal Arts Core outcomes outlined on pages 24-30 Registrar’s Office. required for graduation. 14 Electives: Courses selected by the student to fulfill 3. Fabrication: submitting contrived or altered in- UNDERGRADUATE graduation requirements. formation in any academic exercise. Examples: ADMISSIONS making up data for an experiment; fudging Concentration within a Major: focused study in a data; citing nonexistent or irrelevant articles, discipline. Minimum number of credits: 27. and so forth. Minor: focused study in a discipline other than the 4. Multiple Submissions: submitting, without prior major. The discipline offering the minor determines permission, any work submitted to fulfill another the courses that comprise the minor. Minimum num- academic requirement. Example: submitting the ber of credits: 27. same paper for two different classes without the Certificate: specific study in a subject area. Number instructor’s express prior approval. of credits: flexible. See individual department offering 5. Misrepresentation of Academic Records: mis- certificate program. representing or tampering with or attempting to Professional Development Seminar: course of- tamper with any portion of a student’s transcripts fered to provide currency in a field. May also be of- or academic record, either before or after coming fered with an option for either college credit or Con- to Marylhurst. Examples: forging a registration tinuing Education Units (CEUs). form or a change of grade slip; tampering with computer records, and so forth. ACADEMIC HONESTY 6. Facilitating Academic Dishonesty: knowingly Since Marylhurst University is an academic communi- helping or attempting to help another violate any ty founded in the Catholic tradition, its fundamental provision of this code. Example: Working to- purpose is the pursuit of knowledge and the develop- gether on a take-home exam or other assignment of growing ethical persons. Essential to the suc- ment intended to be an individual project with- cess of this educational mission is a commitment to out the instructor’s express prior approval. principles of ethical academic integrity. Every member of the college community is responsible for up- 7. Unfair Advantage: attempting to gain unautho- holding the highest standards of honesty at all times. rized advantage over fellow students in an aca- Students, as members of this community, are also re- demic exercise. Examples: gaining or providing sponsible for adhering to the principles and spirit of unauthorized access to examination materials academic honesty. Violation of honesty standards can (either past or present); obstructing or interfer- result in denial of credit (F or NP) in a course, as well ing with another student’s efforts in an aca- as dismissal from the University. Penalties are given at demic exercise; lying about a need for an exten- the discretion of the faculty member, and offenders sion for an exam or paper; destroying, hiding, are reported to the Academic Dean’s Office. Students removing, or keeping library materials, and so charged with a violation have the right to appeal any forth. disciplinary action. Contact the Academic Dean’s Of- 8. Computer Crimes: damaging or modifying com- fice for details on the appeal process. puter programs without permission. Examples: pi- ACADEMIC DISHONESTY DEFINITIONS racy of copyright protected software; hacking; ha- Activities that have the effect or intention of interfer- rassing; constructing viruses; knowingly introducing with education, pursuit of knowledge, or fair eval- ing viruses into a system; copying programs and uation of a student’s performance are prohibited. Ex- data belonging to others, and so forth. amples of such activities include, but are not limited to, the following definitions. Additional non-academic STUDENT RECORDS POLICY examples of inappropriate behaviors are specified in Confidentiality the Student Conduct Code section of the Marylhurst In accordance with the Family Educational Rights and University Student Handbook. Privacy Act, 1974, as amended, and to ensure maxi- 1. Cheating: using or attempting to use unautho- mum safeguards of information contained in a stu- rized assistance, material, or study aids in examina- dent’s personal record, Marylhurst University will dis- tions or other academic work, or preventing or at- close information of a confidential nature only to the tempting to prevent another from using autho- student, to a parent/guardian claiming that student as rized assistance, material, or study aids. Examples: a dependent (as demonstrated through provision of a using a cheat sheet in a quiz or exam; altering a copy of the parent/guardian’s most recent federal in- graded exam and resubmitting it for a better come tax return), or to a third party upon receipt of grade, and so forth. an original written release signed by the student concerned. Certain exceptions to this include authorized 2. Plagiarism: using the ideas, data, or language of Marylhurst University personnel acting within the stu- another without specific and proper acknowledg- dent’s legitimate educational interest; organizations ment. Examples: misrepresenting another’s work conducting studies for educational and governmental (paper, lab report, article, or computer work) as agencies; accrediting agencies; appropriate persons one’s own original creation and submitting it in case of health or safety emergencies; agencies or for an assignment; using someone else’s ideas offices in connection with the student’s application without attribution; failing to cite a reference or for or receipt of financial aid; governmental officials to use quotation marks where appropriate, and as identified by Public Law 93-380; an appropriate of- so forth. 15 FINANCIAL AID ficial in response to a court order or subpoena; and, FINANCIAL AID in accordance with the National Defense Authoriza- tion Act for Fiscal Year 1995, U.S. military recruiters Director: Marlena McKee-Flores filing name and address requests under the Solomon Amendment. Without a signed release, Marylhurst University can make only directory information avail- Recognizing that many students who want able for public use in campus directories, publicity of to attend Marylhurst University may not be events, honors, and the like. For details refer to the able to meet all expenses of enrollment next paragraph. from personal or family sources, Directory Information Marylhurst attempts to provide financial The following constitutes directory information and assistance to all eligible students. Nearly 66 may be released at the discretion of the Registrar: percent of Marylhurst’s students receive name, address, telephone number, name(s) and some form of financial assistance. address(es) of parent(s), country of citizenship, major The quantity and composition of assis- field of study, participation in recognized activities, tance is based upon analysis of a student’s dates of attendance, degrees, honors and awards re- need, which is determined by using stan- ceived, class-year in school, and previous educational dardized procedures defined by the U.S. institutions attended. Department of Education regarding the If a student does not wish any of this information to be released, he or she must notify the Registrar in Federal Financial Aid program. writing by the end of the second week of classes. Di- U.S. citizens and eligible non-citizens rectory information is published in various forms dur- who are admitted into a degree program at ing the year and Marylhurst University will withhold Marylhurst University and attending at information only when written requests are received least half time are eligible to apply for the in accordance with this procedure. financial assistance available at Marylhurst CHANGE OF NAME University. Application forms are available A certified copy of a court order, a marriage certifi- in the Financial Aid Office located in the cate, or a dissolution decree that includes a name B.P. John Administration Building. Applica- change is required to support a request for a name tions are accepted at Marylhurst University change in University records. throughout the academic year.

EQUAL OPPORTUNITY STATEMENT Marylhurst University is an equal opportunity employ- FINANCIAL ASSISTANCE PROGRAM Marylhurst’s financial assistance program includes er and does not discriminate in its educational pro- grants, loans, work opportunities, and scholarships grams, admissions, or employment policies. described in the sections that follow.

GRANTS Office of the Registrar Grants are federal, state, and Marylhurst funds award- Marylhurst University ed on the basis of need to undergraduate students. 17600 Pacific Highway (Hwy. 43) • Pell Grants are federal funds available for the P.O. Box 261 Marylhurst, OR 97036-0261 equivalent of three full-time terms. Portland Metro: (503) 699-6267 • Oregon State Need Grants and Supplemental Outside Portland Metro: (800) 634-9982, ext. 6267 Awards are available fall, winter, and spring terms Fax (503) 697-5596 for full-time attendance only. Students enrolled in Email: [email protected] a program leading to a degree in theology, Web site: www.marylhurst.edu divinity, or religious education are not eligible for these state funds. • Supplemental Educational Opportunity Grants are federal funds available on a limited basis only.

LOANS Federal Perkins Loans (formerly National Direct Student Loan) (5% interest rate) • awarded by Marylhurst University, based on financial need • limited funds are available • must be repaid with payments commencing 9 months after a student leaves school or ceases to be enrolled at least half time. • are available to undergraduate and graduate students 16 • are subject to annual and cumulative maximums Federal Stafford Loans (subsidized) Imelda John Condon Scholarship FINANCIAL AID • variable interest rate based on 91-day T-bill + 2.30% James F. Miller Scholarship capped at 8.25% (subject to change based on Jean Sharp Memorial Piano Scholarship legislative action) Jesse Paris Bassett Scholarship • interest is deferred and paid by the federal Knight Opportunity Fund Scholarship government while students are in school Lajos Balogh Orchestra Scholarship • are arranged through a bank, credit union, or other Lois Ball Scholarship private lender Maybelle Clark Macdonald Scholarship • must be repaid with payments commencing 6 William Marsh Scholarship months after a student leaves school or ceases to be Marylhurst University Scholarship enrolled at least half time. Mayer Art Scholarship • are available to undergraduate and graduate Miller Graduate School Scholarship students, based on need Miller Music Scholarship • are subject to annual and cumulative maximums Oregon Independent College Foundation Scholarships: Federal Stafford Loans (unsubsidized) Bank of America • variable interest rate based on 91-day T-bill + 2.30% Carpenter Foundation capped at 8.25% (subject to change based on Coca Cola legislative action) Pacific Corp • interest may be deferred while students are in Portland General Electric school but is not paid by the federal government U.S.West • are arranged through a bank, credit union, or other Union Pacific Railroad private lender United Parcel Service • must be repaid with payments commencing 6 Washington Mutual Savings Bank months after a student leaves school or ceases to be Shelk Foundation Scholarship enrolled at least half time Shelk Family Scholarship • are available to undergraduate and graduate Sister Anne Cecile Daigle Scholarship students, based on cost of education, not need-based Sister Emerentia Berndorfner Scholarship • are subject to annual and cumulative maximums Sister Catherine Clare Malneritch Scholarship Federal Parents Loans for Undergraduate Students Sister Helena Brand Scholarship (PLUS) Sister Loyola Mary Harnan Memorial Endowed Scholarship • variable interest rate based on 52-week T-bill + Sister Mary Theodoria Barr Memorial Scholarship 3.10% capped at 9% (subject to change based on R.C. Warren Scholarship legislative action) Wentworth Foundation • are arranged through a bank, credit union, or other Vivienne & Arthur Wiese Scholarship private lender • must be repaid with payments commencing within WORK OPPORTUNITIES 60 days from date of disbursement Employment allows students to work part time and • are available to the parents of dependent gain valuable work experience while pursuing educa- undergraduate students, based on cost of tional goals. Federal College Work-Study and education, not need-based Marylhurst Institutional Work-Study opportunities are available. Students should contact the Financial Aid SCHOLARSHIPS Office for more information. Based on need and academic excellence Marylhurst Uni- versity offers a limited number of scholarships from in- VETERANS’ BENEFITS come provided from gifts and endowments. Qualifica- Veterans’ benefits are available to students who qualify tions vary according to conditions stipulated by donors. under the regulation of the Veterans Administration; To apply for these scholarships students must complete VA regulations vary among types of benefits. Veteran a scholarship application, available on request from the students should contact the VA Regional Office regard- Financial Aid Office. The scholarship application ining eligibility for benefits and the application process. cludes a complete list of all scholarships available After eligibility has been established through the VA, through Marylhurst University, including eligibility crite- students should notify the Financial Aid Office. ria, application procedure, and amounts available. Fol- lowing is a list of the scholarships available: APPLYING FOR FINANCIAL AID Alumni Association Scholarship A student planning to attend Marylhurst any time dur- Barbara Sue Seal Scholarship ing the academic year should file the Free Application Baxter Memorial Scholarship for Federal Student Aid (FAFSA) with the U.S. Depart- Nicketti Buchanan Brant Memorial Scholarship ment of Education as soon after January 1 as possible. Charles Patrick Memorial Fund Scholarship The awarding process can take several weeks. To en- Cornaro Scholarship (Kappa Gamma Pi ) sure that funding is available when classes commence, Delta Theta Tau Sorority Scholarship students are encouraged to apply early. The student Mary DeMartini Scholarship must complete a FAFSA for each academic year; the aca- Farmers Insurance Scholarship demic year commences with fall term and includes fall, Gillespie Scholarship winter, spring, and summer terms. Applications are ac- Graham-Huston Scholarship cepted at Marylhurst any time during the year. Applica- William Randolph Hearst Scholarship tion forms are available at the Financial Aid Office. 17 FINANCIAL AID Processing of Application funds; within these regulations there are 1) specific ac- The financial aid application will be processed academic progress requirements for all recipients of fed- cording to the regulations specified by the U.S. De- eral financial aid and 2) specific guidelines for repay- partment of Education in order to determine the stu- ment of federal funds if a recipient of federal financial dent’s eligibility for the federal Pell Grant and the aid withdraws from the university prior to completing amount the student is expected to contribute toward the term for which financial aid was received. Follow- her/his education, referred to as the Expected Family ing are explanations of these requirements: Contribution (EFC). If the student is an Oregon resident, the student’s SATISFACTORY ACADEMIC PROGRESS eligibility for an Oregon State Need Grant will be de- PROGRESS TOWARDS A DEGREE termined by the Oregon State Scholarship Commis- Students must be accepted in a Marylhurst University sion, also based on the FAFSA information. degree program. A maximum of five years attendance If students have listed Marylhurst University as the for students enrolled full time continuously is allowed University they plan to attend, Marylhurst University will for completion of a bachelor’s degree. Any student receive results of the student’s application from the U.S. enrolled less than full time may be enrolled for a max- Department of Education and will notify the student of imum of seven years for completion of a bachelor’s any additional information and/or documents needed to degree. All coursework for the master’s degree must complete the financial aid application process. be completed within five years. Offer of Assistance (The Award Letter) GOOD ACADEMIC STANDING When the Marylhurst Financial Aid Office has re- All bachelor’s degree students must maintain a ceived the student’s application information, all re- cumulative 2.00 GPA. quested information and documents from the stu- All master’s degree students must maintain a dent, and has completed the required processing, the cumulative 3.00 GPA. student will receive an Offer of Financial Assistance (an award letter). The student’s award letter will indi- COURSE ENROLLMENT AND COMPLETION cate what funds are available and will include infor- Students must register for and successfully complete mation regarding any further action the student needs the number of credit hours for which they receive to take in order to receive the aid she/he requests. funding each term.

REGISTERING FOR CLASSES For undergraduate study, financial aid awards AS A FINANCIAL AID STUDENT are based on the student’s enrollment status. Enroll- If the student has completed the financial aid applica- ment status categories and the number required for tion process outlined above, at the time of registra- each are: tion, financial aid funds will be posted to the stu- Full time * ...... 12 credits dent’s account; if financial aid funds cover all tuition Three quarter time ...... *9-11 credits and fees charged, registration is complete and the stu- Half time ...... *6-8 credits dent is considered enrolled in the classes specified at *When credits earned through Consortium Agree- the time of registration. If financial aid funds do not ment are included in defining enrollment status, cover all tuition and fees charged, the student must grade reports from the host school are required one make arrangements for the balance owing in order to week after the end of the term. complete registration and be enrolled in the classes specified. If financial aid funds are in excess of tuition For graduate study, financial aid awards are based on and fees charged, the excess will be disbursed to the the number of credit hours the student expects to student after the beginning of the term. complete each term. Prior Learning Assessment (PLA) classes (CM 310 PLA CONCURRENT ENROLLMENT AT MARYLHURST Workshop, CM 311 PLA Portfolio Development Stud- UNIVERSITY AND ANOTHER COLLEGE Federal Pell Grants and Oregon State Need Grants are ies) are included in defining enrollment. However, awarded per enrollment status. Pell Grant amounts credits earned for PLA Portfolio cannot be included in differ for half-time, three-quarter-time and full-time defining status for financial aid purposes. Credits enrollment. Oregon State Need Grants are available to earned by testing, such as through the College Level full-time students only. For the purpose of determin- Examination Program (CLEP), or by challenging a ing enrollment status for these grant programs, stu- course cannot be included in defining enrollment sta- dents who are admitted into a degree program and tus for financial aid purposes. Courses that are repeat- enrolled at least half time at Marylhurst University, ed to accomplish a satisfactory grade or improve a may enroll in additional classes at another school and grade cannot be included in defining enrollment status the total number of credits from both institutions will for financial aid purposes. determine enrollment status. Classes taken at another The following grades demonstrate successful comple- school must be courses which count toward degree tion of coursework: requirements at Marylhurst. A, B, C, D (if overall GPA is at least 2.00), P.

SPECIFIC REQUIREMENTS The following grades may be included in meeting REGARDING ALL FEDERAL STUDENT AID credit hour requirements, however, certain stipula- The Higher Education Act of 1965 (as amended) out- tions are attached: 18 lines the federal regulations regarding student aid IP: In Progress (if an In Process grade request and agreement form has been completed by the Students have the right to appeal suspended status. FINANCIAL AID student, instructor, and the academic department; Reinstatement may be granted if there were extenuat- subsequent completion of in-process grades must ing circumstances which prevented the student from be accomplished within the time frame agreed making satisfactory academic progress. The Director upon.) of Financial Aid initially reviews appeals. Appeals de- I: Incomplete (if the total incomplete grades on nied by the Director of Financial Aid may be taken to record do not exceed 12 credits and an Incomplete the Associate Dean of Academics. Appeal forms will Grade Request and Agreement Form has been be enclosed with aid suspended notices and are also completed by the student, instructor, and the available in the Financial Aid Office. academic department; subsequent completion of incomplete grades must be accomplished within WITHDRAWAL AND REPAYMENT OF the time frame agreed upon). FEDERAL FINANCIAL AID FUNDS The Higher Education Act of 1965 (as amended) out- HOW SATISFACTORY ACADEMIC PROGRESS lines the federal regulations for all student aid funds; IS REVIEWED within these regulations is the requirement that if a Academic progress will be reviewed at the end of recipient of Federal Financial Aid* withdraws from each term after grades have been recorded. A review the University prior to completing 60 percent of a of the number of credit hours successfully completed term for which he/she received financial aid, a por- relative to the number for which funding was re- tion of the aid received for that term must be received and a review of grades earned will define aca- turned to the Federal financial aid programs. demic progress; three categories of progress are used This requirement is based on the premise that the and are described below. financial aid a student receives for educational costs GOOD STANDING (tuition, fees, books, room & board) is for the entire Successful completion of the total number of credits term and that if he/she withdraws prior to completing for which funding was received and a cumulative GPA at least 60 percent of the term,** a portion of the aid equal to or greater than 2.00 for undergraduate stu- received was not “earned” and must be returned to the dents and 3.00 for graduate students. federal government. For example, a student who withdraws after completing only 30 percent of the term PROBATION STATUS will have “earned” only 30 percent of any Federal Fi- RE: The Review of Credit Hours Completed nancial Aid received. The remaining 70 percent must Successful completion of less than 100 percent but at be returned by the school and/or the student. In this least 75 percent of the total number of credit hours example the school would be responsible for return- for which funding was received. Probation Status ing 70 percent of any tuition and fees charges (see means that the student will remain eligible for finan- NOTE on the reverse of this page) and the student cial assistance for the subsequent term, but while in would be responsible for returning 70 percent of any probation status must complete 100 percent of the federal financial aid funds received for other education- credit hours for which funding was received to real expenses such as books, room and board. main eligible for continued financial assistance. * Federal Financial Aid includes Unsubsidized Stafford Loans, Subsidized Stafford RE: The Review of GPA Loans, Federal Perkins Loans, Federal Cumulative GPA less than 2.00 but is at least 1.75 for Supplemental Educational Opportunity Grants, undergraduate student; cumulative GPA less than 3.00 and Pell Grants. but is at least 2.75 for graduate students. Probation ** A student’s withdrawal date is: Status means that the student remains eligible for fi- • the date the student officially notifies Marylhurst nancial assistance for two subsequent terms to allow University of intent to withdraw; the opportunity to restore cumulative GPA. However, — OR — at the end of two subsequent terms, if cumulative • the midpoint of the period for a student who GPA has not improved, eligibility for continued fund- leaves without notifying Marylhurst University; ing will be suspended. — OR — AID-SUSPENDED STATUS • the student’s last documented date of attendance in a class. RE: The Review Of Credit Hours Completed Successful completion of less than 75 percent (or An explanation of the formula used by the Financial while in probation status less that 100 percent) of the Aid Office to calculate the percent of funds earned total number of credit hours for which funding was and the shared responsibility of returning unearned received. Aid-Suspended Status means that the student funds is continued on the reverse of this page. will not be eligible for financial assistance until defi- REPAYMENT OF FEDERAL FINANCIAL AID FUNDS ciencies are made up. Calculating percentage of aid earned, amount of aid RE: The Review of GPA earned, and the amount of aid to be returned by Cumulative GPA less than 1.75 for undergraduate study; the University and by the student: cumulative GPA less than 2.75 for graduate students. 1. Percentage of aid earned: Number of days Suspended Status means that the student is not eligible completed divided by total number of days in term for financial assistance until GPA has been restored to 2. Amount of aid earned: Percentage of aid earned at least 1.75 for undergraduate students and 2.75 for (number from #1) multiplied by the total aid graduate students (See Probation Status above.) received for the term 19 FINANCIAL AID 3. Amount of aid to be returned (the amount Center for unearned): Subtract the amount of aid earned CAMPUS EVENTS AND STUDENT LIFE CENTER FOR (number from #2) from the total aid received for CAMPUS EVENTS the term Director: Sharon Brabenac AND STUDENT LIFE 4. Amount of unearned aid to be returned by the University: Tuition & fees (plus room & board, if applicable) In partnership with students, faculty, multiplied by the percentage of unearned aid (100- administrators, and other members of the percent earned) Marylhurst University community, the Center for Campus Events and Student Life The University must return the unearned aid for which the university is responsible by repaying assists students in their pursuit of an funds to the following sources, in order, up to the education based on the Marylhurst total amount disbursed from each source: University Mission Statement. Self-directed Unsubsidized Stafford Loan students of all ages come to Marylhurst Subsidized Stafford Loan University as unique individuals with Parent Loans to Undergraduate Students (PLUS) contributions to offer and talents to be Federal Perkins Loans developed. The Center encourages students Federal Pell Grant to commit to excellence, to be active and Federal SEOG responsible in all areas of their education, 5. Amount of unearned aid to be returned by the student: and to pursue the ideals of competence, Subtract the amount of aid due from the University leadership and service. The Center is (number from #4) from the total amount of aid to sensitive and responsive to individual be returned (number from #3) needs and treats each student with dignity.

The student must return unearned aid for which the CENTER FOR CAMPUS EVENTS student is responsible by repaying funds to The Center for Campus Events and Student Life is the following sources, in order, up to the total committed to serving students, alumni, and the com- net amount disbursed from each source, after munity through special events and activities, leader- subtracting the amount the University will return. ship development through student organizations, ca- Amounts to be returned to grants are reduced by 50 reer planning resources, advocacy, referrals to cam- percent: pus and community resources, and the student resi- Unsubsidized Stafford Loan* dential learning community. Subsidized Stafford Loan* The Center for Campus Events offers a number of Parent Loans to Undergraduate Students (PLUS)* opportunities to serve the community and to volun- Federal Perkins Loans* teer on campus. Students and alumni can book a Federal Pell Grant x 50% room anytime. The Retreat Center is available Federal SEOG x 50% throughout the year to host seminars, meetings, and *Loan amounts are returned in accordance with the corporate events. terms of the promissory note. No further action is STUDENT ORGANIZATIONS required other than notification to the holder of the Students are encouraged to form and join organiza- loan of the student’s withdrawal date. tions to promote their common interests. All such as- NOTE: The University Tuition Refund policy is sepa- sociations must lend themselves to the fulfillment of rate from this requirement to return unearned Federal the mission of the institution and must be open for student aid. Tuition Refunds will continue to be calcu- any Marylhurst student to join. Current student orga- lated using the University’s refund policy published in nizations are listed in the Student Handbook. For the Marylhurst University Schedule of Courses and more information about a particular group, contact based on the student’s withdrawal date. The student is the officers or faculty advisor. For assistance in orga- responsible for any portion of their original tuition nizing a student group, contact the Center for Cam- charges that are left outstanding after Federal aid funds pus Events and Student Life. have been returned and any tuition refunds have been HOUSING applied. On campus housing is available in Villa Maria Resi- dence Hall. Villa Maria is open to all full-time undergraduate and graduate students and features 46 single occupancy rooms. The residence hall contract in- Financial Aid Office cludes meal plans in Clark Commons. Students living Marylhurst University 17600 Pacific Highway (Hwy. 43) in the residence hall are expected to comply with P.O. Box 261 Marylhurst University’s Drug and Alcohol Policy, as Marylhurst, OR 97036-0261 listed below and detailed in the Student Handbook. Portland Metro: (503) 699-6253 Outside Portland Metro: (800) 634-9982, ext. 6253 Email: [email protected] 20 Web site: www. marylhurst.edu INSURANCE FOR MARYLHURST STUDENTS CAMPUS SECURITY CENTER FOR Any enrolled student is eligible for health insurance The Student Handbook provides information on the CAMPUS EVENTS from a company contracted to provide such service process to be used to report a crime on campus. Sta- AND STUDENT LIFE for Marylhurst University students. Coverage for tistics on the number and type of crimes occurring spouses and children is also available. Contact the on the campus are given in the quarterly Schedule of Center for Campus Events and Student Life. Courses.

STUDENT RIGHTS AND CONDUCT CODE SEXUAL ASSAULT Student rights and responsibilities are outlined in the There have been no reported assaults or rapes on the Student Handbook. This document outlines students’ Marylhurst campus. Nevertheless, all students should rights both in and out of the classroom, grievance avoid walking through the campus alone after dark. procedures, and policies related to the Family Educa- Students should plan their schedules so they arrive tional Rights and Privacy Act. The Student Conduct and leave the campus when others are present. Code contained within the document includes a list Marylhurst encourages all students to enroll in one of of prohibited behaviors and describes sanctions and the many self-defense classes taught in the Portland investigative processes which will be used to ensure Metropolitan area. The Student Handbook provides due process and to determine whether or not a viola- information on the process to be used for reporting tion of policies has occurred. sexual assault on campus. It also gives sanctions for The Student Handbook is available online at committing the assault and resources offering assis- www.marylhurst.edu. Hard copies are available tance to victims. Statistics concerning the number of in the Admissions and Enrollment Relations Of- assaults occurring on campus are in the quarterly fice, with an additional copy on reserve in the Schedule of Courses. The Student Handbook is avail- Library. able online at www.marylhurst.edu. Marylhurst University reserves the right to require the withdrawal of any student who fails to accept re- COUNSELING sponsibilities, as evidenced by conduct, poor scholas- Personal counseling is available to Marylhurst stu- tic achievement, or failure to meet financial obliga- dents for a sliding scale fee through the Psychological tions to the University. Service Center at (503) 220-0390.

GRIEVANCES/DISCIPLINE CAREER PLANNING An academic complaint or appeal should be dis- Career Planning resources are available from a variety cussed first with the chair of the department in of sources at Marylhurst. Career planning begins which the matter of concern took place. Most aca- within the context of admission advising and contin- demic appeals are resolved at this level. If a resolu- ues throughout academic advising sessions and the tion at the department level is unsatisfactory, a griev- MAPS process. The Career Information System can be ance may be brought to an Associate Dean of Aca- used to research educational requirements, job op- demics. In the unlikely event that a further appeal is portunities, and financial outlooks of occupations needed, a final adjudication will be made by the Vice found within the State of Oregon. In addition the President for Academic Administration. State of Oregon Department of Human Resources maintains an employment kiosk in Clark Commons. DRUG- AND ALCOHOL-FREE ENVIRONMENT The hallmark class LAC 270 Life/Work Planning is Marylhurst University is committed to providing a available through the Learning Assessment Center ev- safe, drug-free workplace and environment for stu- ery quarter. See page 111 for full description. dents. In accordance with federal, state, and local laws, the illegal use, possession, manufacture, sale, or distri- Center for Campus Events and Student Life bution of illicit drugs by students while on campus or Marylhurst University at any campus-sponsored event is strictly prohibited. 17600 Pacific Highway (Hwy. 43) The possession or use of alcohol by students on cam- P.O. Box 261 pus is also prohibited except when approved for a Marylhurst, OR 97036-0261 university-sponsored event. In such instances, the use Portland Metro: (503) 699-6250 Outside Portland Metro: (800) 634-9982 of alcohol is limited to those of legal age. Email: [email protected] The Student Handbook outlines the effects of Web site: www.marylhurst.edu drugs and alcohol, available treatment programs, and sanctions for violations.

21 CAMPUS Durocher Center for WRITING CENTER MINISTRY CAMPUS MINISTRY Director: David Plotkin. Ph.D. Director: Denis Lawrence WRITING CENTER Campus Ministry provides spiritual Writing is discovering what you want to resources for students, staff, and lease say and figuring out the clearest, most con- clients. cise way to arrange your words and ideas. The Chaplain’s Office is engaged in At the Writing Center, trained writing assis- building community on campus, assisting tants give you feedback at all stages of the individuals in exploring personal and spir- writing process: prewriting, developing itual growth issues, and reaching out to the and revising content, second language wider community with special programs. problems, and fine-tuning style. Writing assistants can also help you overcome writ- LOCATION er’s block, develop a strong voice in your The Chaplain’s Office is located in O’Hara Hall, writing, develop strategies for organization Room 116. and editing, and learn how to correctly OTHER SERVICES document sources. The Blessed Marie-Rose Durocher Meditation Room, Some people come to the Writing Center located in the B.P. John Administration Building, because they are referred by their teachers; Room 312, provides a quiet, peaceful setting for con- others come of their own accord. Regard- templation and reflection. less of the initial motivation, most people Eucharistic Celebration and Ecumenical services return to the center once they have seen are provided weekly. For interfaith services and other that feedback can enable writers of all lev- activities, consult the current Schedule of Courses for days and times or please call (503) 636-3941.) els to make positive changes in their writ- Counseling and Spiritual Direction are available by ing process. Good writing emerges from appointment through the Chaplain’s Office. good conversation, and the Writing Cen- ter’s competent assistants are always ready to engage in a conversation about writing. Durocher Center for Campus Ministry Marylhurst University LOCATION 17600 Pacific Highway (Hwy. 43) The Writing Center, open free of charge to students, P.O. Box 261 faculty, and staff is located in room 307 of the B.P. Marylhurst, OR 97036-0261 John Administration Building. Call (503) 699-6277 for Portland Metro: (503) 636-3941 an appointment, or just drop by. Outside Portland Metro: (800) 634-9982, ext. 3941 Email: [email protected] Web site: www. marylhurst.edu Writing Center Marylhurst University 17600 Pacific Highway (Hwy. 43) P.O. Box 261 Marylhurst, OR 97036-0261 Portland Metro: (503) 699-6277 Outside Portland Metro: (800) 634-9982 FAX: (503) 636-9526 Email: [email protected] Web site: www. marylhurst.edu

22 SHOEN LIBRARY INSTRUCTION SHOEN The library staff provides a program of instruction in LIBRARY University Librarian: Jan Marie Fortier, Ph.D. conjunction with classes. Librarians work with students and faculty to provide a resource for learning library research skills. All Marylhurst undergraduate students are required to take a three-credit course, Shoen Library is open to Marylhurst CLL 373 Information Studies. students, faculty, and staff, as well as patrons of the tri-county area libraries, MEDIA EQUIPMENT at no charge. Others may borrow from The library provides some media equipment and also Shoen Library by joining the Friends of collaborates with the Instructional Technology and In- Shoen Library. The library’s modern three- formation Systems Departments in providing media services and resources. Marylhurst students and em- story building includes seminar rooms, ployees may check out cassette players, overhead pro- comfortable lounges, an art gallery, a jectors, etc. Check with the Circulation Department of computer lab, a music listening room, and the library or with the Instructional Facilities Coordina- specially designed study carrels. Shoen tor at (503) 636-8141, ext. 3393. Library is wheelchair accessible. MILDRED WHIPPLE MUSIC ROOM This Whipple room provides a space for listening to THE COLLECTION music, plugging in a laptop, watching a video or a The collection includes over 100,000 volumes, cur- DVD, or composing on the MIDI workstation. rent subscriptions to print periodicals, and subscriptions to a variety of electronic databases that include LIBRARY COMPUTER FACILITIES full-text options. The newest collection venture is in The library provides computer clusters in numerous the arena of electronic or e-books. Special collections locations throughout the facility. There is a teaching have been maintained in the areas of art, art therapy, lab with 17 PC workstations and digital projection ca- and music. Access to Shoen’s collection is provided pabilities; a media lab with two high-end PC worksta- by an online public access catalog, nicknamed MOLLI tions and specialty software; a drop-in lab equipped (Marylhurst OnLine LIbrary). with PCs; a reference area equipped with PCs; a fine arts area (Whipple Room) with PC and Mac capabili- SPECIAL SERVICES ties; and selective semi-private ”nooks” for PC users who want to get away from it all. All PCs have full In- COOPERATIVE AGREEMENTS ternet access and laser printing options. The comput- Through cooperative arrangements and with a er equipment is available to Marylhurst University stu- Marylhurst library card, degree students and faculty dents and faculty at no charge. have limited borrowing privileges at area libraries. Inquire at the library for specific procedures. HOURS INTERLIBRARY LOANS Fall, winter, spring terms Books and journal articles not available at Shoen Monday-Friday ...... 8:30 am-10:30 pm Library are obtainable for faculty and students from Saturday ...... 9 am-7 pm other libraries in Oregon, as well as nationally. Sunday ...... Noon-10 pm Summer term and between terms: OREGON UNION LIST OF SERIALS (ORULS) Call the library regarding hours. The library maintains an updated list of all periodicals owned by Oregon libraries to enable quick location Shoen Library of those not at Shoen. Traditionally published in mi- Marylhurst University crofiche format, the list can also be accessed on the 17600 Pacific Highway (Hwy. 43) Web at http://www.osl.state.or.us/oslhome/ P.O. Box 261 orulshome.html Marylhurst, OR 97036-0261 Portland Metro: (503) 699-6261 ELECTRONIC DATABASES Outside Portland Metro: (800) 634-9982 Through computerized capabilities, library users FAX: (503) 636-1957 can search hundreds of indexes and abstracts online. Email: [email protected] Internet access allows users to browse Portland-area Telnet to molli.marylhurst.edu library catalogs as well as libraries worldwide. Many of the periodicals and books accessed on line are full text. ART EXHIBITS Works of students, alumni, and patrons are exhibited regularly in the Streff Gallery.

23 LIBERAL ARTS LIBERAL ARTS CORE PROGRAM The Liberal Arts Core learning outcomes are orga- CORE nized in four broad areas framed by three seminars. Director: Simeon Dreyfuss The one-credit Entering Student and MAP Completion Seminars provide students of all levels with the opportunity and tools to assess their learning in all areas of The Liberal Arts Core at Marylhurst Univer- the liberal arts, and to take responsibility for those ar- sity provides a multidisciplinary founda- eas that still need development. The capstone three- tion for learning and is designed to foster a credit Senior Seminar provides students with the op- love for inquiry, critical thinking, intellec- portunity to reflect on the meaning of their undergrad- tual breadth, and ethical action. The pro- uate education and to examine means for becoming gram’s goal is to cultivate informed and agents of ethical action in the future application of their college learning to their career or profession. supple citizens who are well grounded in The four broad areas of the Liberal Arts Core – the intellectual traditions of those who Life and Learning Skills, Arts and Ideas, Human Com- have gone before us. For information about munity, and the Natural World – are each divided into how to complete the Liberal Arts Core, see categories. Students select Marylhurst or transfer Requirement Detail, below. coursework to meet outcomes in each of the categories. The Entering Student Seminar, LAC 115/315, provides students with lists of courses designed to The Liberal Arts Core is built around an extensive set meet each outcome, as well as lists of typical transfer of learning outcomes. A learning outcome is a state- courses that meet the outcomes. Current versions of ment that describes what someone can do as the result these advising documents are also available on the of a learning experience. Marylhurst’s Liberal Arts Core University Web site. program was not designed simply to measure the Most outcomes in the Liberal Arts Core were writ- hours students spend in a variety of differently focused ten to be approximately the size of a three-credit classrooms. Rather the Liberal Arts Core begins with course. Students must meet a total of twenty-four the outcomes of the program, not the paths to those learning outcomes within the four broad areas, in ad- outcomes. Many different courses can provide the dition to six outcomes associated with the Entering, knowledge and abilities required to demonstrate a sin- MAP Completion, and Senior Seminars. Thus students gle learning outcome. Because students come to the are required to meet a total of thirty learning out- university with a wide variety of different goals and experiences, Marylhurst’s faculty developed the Liberal Arts Core to provide the greatest possible choice while The chart below shows the required distribution of assuring a solid breadth in the liberal arts. outcomes and credits within the liberal arts core.

LIBERAL ARTS CORE PROGRAM INTEGRATED LEARNING (IL) One outcome, 1 cr.

LIFE & LEARNING ARTS & IDEAS (AI) HUMAN COMMUNITY NATURAL WORLD SKILLS (LL) (HC) (NW) Ten outcomes, 25 crs. Five outcomes, 15 crs. Six outcomes, 18 crs. Three outcomes, 9 crs. A: Computer Literacy A: Making Ethical A: Intercultural Literacy A: Scientific Method 1 outcome, Decisions 1-3 outcomes, 3-9 crs. 1 outcome, 3 crs. 3 crs. or test 1 outcome, 3 crs. B: People & Power B: Connections Within B: Information Studies B: Creating & 1-3 outcomes, 3-9 crs. Natural Systems 1 outcome, 3 crs. Interpreting the Arts 1 outcome, 3 crs. C: Individuals & Systems 1-3 outcomes, C: Listening & Speaking 1-3 outcomes, 3-9 crs. C: Science, the 3-9 crs. 2 outcomes, 6 crs. Individual, & Society D: Cultures & Media C: Understanding 1 outcome, 3 crs. D: Quantitative Skills 1-3 outcomes, 3-9 crs. Values & Beliefs 2 outcomes, 6 crs. 1-3 outcomes, E: Writing & Critical 3-9 crs. Thinking 4 outcomes, 6 crs. plus 1-cr. writing lab

MARYLHURST ACADEMIC PORTFOLIO COMPLETION (MAP) One outcome – 1 cr. Registered for prior to or simultaneously with the Senior Seminar. SENIOR SEMINAR (SS) 24 Four outcomes – 3 crs. comes to fulfill the Liberal Arts Core requirements. C: LISTENING AND SPEAKING (6 crs.): LIBERAL ARTS As many as six outcomes, or approximately eighteen CORE Students will be able to do both of the following credits of coursework, used to meet major require- LLC1 Identify the different types of listening, their ments can also be used to meet Liberal Arts Core purposes and their role in critical thinking; requirements (Bachelor of Music Therapy students know and be able to use skills specific to can meet ten outcomes and thirty credits of the each kind of listening; recognize general bar- Liberal Arts Core with coursework required for the riers to effective listening including several degree). See Course Recommendations for the misconceptions; and demonstrate strategies Liberal Arts Core under each department in this Cata- for listening effectively in specific contexts log for specifics. including use of critical listening skills in the In the areas of Arts and Ideas and Human Communi- evaluation of oral, written, or mediated mes- ty several of the categories have a variable number of sages. outcomes. In each case the total number of outcomes LLC2 Design and deliver clear and purposeful oral in the broad area is fixed and students need at least messages considering such factors as: analyzing one outcome in each category. In each case students key characteristics of each audience and occa- have the freedom to distribute two additional out- sion, choosing an appropriately narrow topic, comes in the categories according to their interests and employing effective organization, support, and the needs of their major. LAC 115/315, the Enter- word choice, and both vocal and physical being Student Seminar, provides detailed information on havior. the structure of the Liberal Arts Core and the process of and options for your meeting the Liberal Arts Core D: QUANTITATIVE SKILLS (6 crs.): learning outcomes. Students will be able to LEARNING OUTCOMES LLD1 Use computation, estimation, proportion, basic algebra, basic statistics, and effectively FOR THE LIBERAL ARTS CORE read and analyze data in tables, graphs, and charts to solve problems. INTEGRATED LEARNING 1 outcome – 1 cr. In addition, students will be able to do one INTEGRATED LEARNING (1 cr.): of the following LLD2 Demonstrate knowledge of college algebra in- Students will be able to cluding polynomial and rational expressions, IL1 Understand and appreciate the scope of the logarithmic and exponential functions, qua- Liberal Arts, understand the structure of the dratic equations and systems in two variables. Marylhurst Academic Portfolio and Action LLD3 Demonstrate knowledge of calculus including Plan (MAP) and demonstrate an ability to limits, continuity, derivatives, and integrals. complete it, and identify and discuss their ed- LLD4 Demonstrate knowledge of statistics includ- ucational goals and career planning in a brief ing probability, strategies for measuring and narrative form. representing variables, distribution, correlation, confidence intervals, and differences. LIFE & LEARNING SKILLS LLD5 Analyze and discuss the philosophy of mathe- 10 total outcomes – 25 crs. matics including an ability to cite principal events that have led to the development of A: COMPUTER LITERACY (3 crs., or test): mathematics as a language of analysis, describe Students will be able to the contributions of mathematics to the pro- LLA1 Identify and utilize basic computer hardware gression of human history and to the solution and media, navigate graphical user interface, of complex problems in today’s society. understand file management and file types, LLD6 Analyze assertions or arguments using sym- create, modify, save, and retrieve basic word bolic descriptions of logical reasoning includ- processor, spreadsheet, web, and presentation ing propositional notation, truth value analy- documents, and compare, contrast, and be sis, and deductive techniques for determining able to apply the underlying logic of these consistency and validity. computer applications in an ever-changing technological context. E: WRITING & CRITICAL THINKING (6 crs. plus 1-cr. writing lab): B: INFORMATION STUDIES (3 crs.): Students will be able to do all four of the following Students will be able to LLE1 Write clear, grammatical sentences and well- LLB1 Define their information needs, conduct an ordered paragraphs. effective search in a variety of formats and LLE2 Show critical thinking through careful read- media, identify, analyze, and evaluate informa- ing and analytic writing. tion, and organize that information in a man- LLE3 Formulate and support a line of argument in ner useful to their own stated goals. writing. LLE4 Demonstrate advanced-level skills and formats for writing academic research papers in the student’s major discipline. 25 LIBERAL ARTS ARTS & IDEAS HUMAN COMMUNITY CORE 5 total outcomes – 15 crs. 6 total outcomes – 18 crs.

A: MAKING ETHICAL DECISIONS (3 crs.): A: INTERCULTURAL LITERACY (3-9 crs.): Students will be able to do the following Students will be able to do one to three AIA1 Discern where responsibility rests and recog- of the following nize the values operating in specific human ac- HCA1 & HCA2 Demonstrate current proficiency at an tions, and the implications for resolving ethi- elementary level in a foreign language in these cal dilemmas from a recognizable ethical tradi- areas: speaking, reading, writing, and listening tion. comprehension. (Proficiency is defined as at least two terms of study in a particular foreign B: CREATING & INTERPRETING THE ARTS (3-9 crs.): language, or equivalent; this outcome counts Students will be able to do one to three as two outcomes.) of the following HCA3 Compare two or more languages in terms of AIB1 Create a work of art or design, and be able to grammatical structure, word order, levels of discuss that work in the context the formal formality, phonetics and phonemics, and oth- considerations for that medium. er meaningful features that affect how speak- AIB2 Interpret through performance a work of mu- ers of each construe and describe their sic, dance, or theater, and be able to analyze worlds. the elements that contribute to proficient per- HCA4 Describe and interpret the works of writers of formance. fiction, poetry, or drama originally written in a AIB3 Interpret works of art and understand how their language other than English. own experiences influence interpretation. HCA5 Demonstrate awareness of their own cultural AIB4 Explore how works of art embody and/or con- perceptual filters, and compare and contrast test socio-cultural contexts and values. their own cultural values, verbal, and nonverbal AIB5 Examine the dynamic relations among creator, behavior patterns with those of other cultures. audience, and works of art. AIB6 Use two or more interpretive perspectives to B: PEOPLE AND POWER: (3-9 crs.): analyze works in fine and/or popular arts. Students will be able to do one to three AIB7 Analyze how the form or structure of a work of of the following art or literature is both an expression of and fac- HCB1 Explain the primary objectives and concepts tor in forming the work’s content or meaning. of each of the primary economic models (cap- AIB8 Understand and articulate the mutual influenc- italism, communism, and socialism) and the es between works of art in various forms: liter- fundamental differences between them. ature, visual arts, film, theater, dance, music, HCB2 Understand and discuss the theory behind the and others. practical functioning of the United States po- AIB9 Describe and interpret the works of writers of litical system. fiction, poetry, or drama originally written in a HCB3 Explain the emergence, maintenance, and language other than English. evolution of an economic or political system. HCB4 Discuss and analyze examples of social ine- C: UNDERSTANDING VALUES AND BELIEFS (3-9 crs.): quality, explain their dimensions and conse- Students will be able to do one to three quences. of the following HCB5 Understand and illustrate change over time AIC1 Acquire a sense of history that includes a time through an historical analysis of social, cultural, line of the major philosophical or religious economic, and/or political trends and dynamics. movements in the great civilizations, and that HCB6 Discuss and analyze the premises and validity pays respect to both the uniqueness of any giv- of various interpretations for an historical peri- en time period as well as the timeless nature od or event. of many human questions. HCB7 Interpret primary sources in their historical AIC2 Be able to explain the philosophical or theo- context. logical system of one major thinker, including HCB8 Understand the processes and structures that her or his positions on the perennial questions create and maintain organizational cultures and pertaining to the nature of truth, goodness, demonstrate the practical use of recognized beauty, meaning, language, and human happi- strategies for fostering organizational change. ness. HCB9 Understand how to manage change, plan AIC3 Compare and contrast the world views of two change within a community, and assess its major religious traditions, including their dif- likely impact. ferent understandings of what counts as a self, the divine, good and evil, and the afterlife. C: INDIVIDUALS AND SYSTEMS (3-9 crs.): AIC4 Locate their own spiritual tendencies in the Students will be able to do one to three major religious traditions while at the same of the following time developing a sense of wonder and re- HCC1 Describe how human identity and experience spect for the diversity of spiritual expression. is embedded in and shaped by multilayered so- 26 cial, cultural, and environmental contexts. HCC2 Identify and compare at least two psychologi- NATURAL WORLD LIBERAL ARTS cal theories as they relate to an aspect of the 3 total outcomes – 9 crs. CORE emotional, mental, and behavioral characteristics of individuals. A: SCIENTIFIC METHOD (3 crs.): HCC3 Critique and apply various theories of human Students will be able to do the following development to understand one’s own expe- NWA1 Understand and apply the scientific method rience or the experience of others. as a process of analysis – observation, hypoth- HCC4 Analyze and discuss the impact of social insti- esis, testing, limiting – and gain experience in tutions on individual human development. the observation and identification of patterns HCC5 Assess and evaluate one’s own interpersonal and processes. communication skills through an analysis of such factors as self-concept, self-disclosure, B: CONNECTIONS WITHIN NATURAL SYSTEMS perception, verbal, and nonverbal behavior, (3 crs.): and in such common contexts as family, employment, or public service. Students will be able to do one of the following HCC6 Articulate the positive role of conflict in inter- NWB1 Understand and discuss the integrative con- personal relationships, set and clarify goals nections between two or more disciplines of for conflict resolution, and identify styles of science. engaging in conflict and the consequence of NWB2 Describe the application of integrative sci- those styles for how conflict proceeds. ence to the understanding of ecosystems. HCC7 Examine the patterns of interconnection and NWB3 Identify and compare the contributions of at interdependence between and within sys- least two scientific disciplines in the solution tems, both living and non-living and deter- of environmental problems. mine how to intervene effectively to accom- NWB4 Analyze and discuss the relationships be- plish specific goals. tween mind, body, and environment in un- HCC8 Discuss and analyze strategies for functioning derstanding human beings. and flourishing within the context of com- NWB5 Explain an aspect of the earth’s design and plex, interrelated systems. evolution using perspectives from two or more of the earth sciences: astronomy, biolo- D: CULTURES AND MEDIA (3-9 crs.): gy, geology, meteorology, and oceanography. NWB6 Understand and discuss the relationship be- Students will be able to do one to three tween the basic physical sciences such as of the following physics and chemistry and the importance of HCD1 Explain how two or more of the factors of these basic sciences in the field of discovery. age, ethnicity, gender, nationality, race, religion, sexual orientation, or socioeconomic C: SCIENCE, THE INDIVIDUAL, & SOCIETY (3 crs.): status shape communities. HCD2 Explain the concept, function, and expres- Students will be able to do one of the following sion of culture and illustrate this with one or NWC1 Demonstrate an enhanced sense of curiosity more cultures considering such factors as kin- and wonder from discoveries within the de- ship and belief systems, social organization, sign of nature. artistic expression, physical characteristics, NWC2 Understand and discuss the potential and pur- and material wealth. pose of science as a tool of inquiry, as well as HCD3 Identify the fundamental workings of various those areas of learning which are beyond sci- mass media including newspapers, film, tele- ence and require other modes of inquiry. vision, radio, and the Internet, analyze media NWC3 Use scientific method and knowledge to ana- messages, and illustrate the media’s impact on lyze and critique conflicting perspectives on a society. public policy issue. HCD4 Analyze and discuss the social consequences NWC4 Critically analyze scientific information within of technological change. the health-care industry in order to make de- HCD5 Understand and apply principles of interac- cisions about individual care. tion and communication that are unique to NWC5 Discuss and analyze the economic and socio- virtual communities and work spaces. political influences on how scientific knowl- HCD6 Analyze and discuss the cultural roots of per- edge is generated and used. ceptions about nature and how such social in- NWC6 Discuss the evolution of Euro-American per- stitutions as capitalism, language, or religion ceptions on human relationships with ecosys- have shaped human interactions with the nat- tems and contrast these with those of other ural world. cultures. HCD7 Understand how national and local cultures manifest the emergence of an increasingly global culture. HCD8 Interpret artifacts or events as products of cultural, economic, and social processes.

27 LIBERAL ARTS MARYLHURST ACADEMIC PORTFOLIO • The Liberal Arts Core is satisfied through any CORE & ACTION PLAN (MAP) COMPLETION previous bachelor’s degree and the following 1 outcome – 1 cr. additional outcomes: LLA1, Computer Literacy, LLB1, Information Studies, LLC1, Listening, LLE4, MAP COMPLETION (1 cr.): the writing intensive course in major and writing Through their completed MAP students demonstrate lab (see below), AIA1, Making Ethical Decisions, their ability to: and SS1 through SS4, Senior Seminar. MAP1 Reflect meaningfully on the strengths and Equivalent transfer credit can be applied to LLA1, weaknesses of their learning in all areas of the LLC1, and AIA1. liberal arts. Develop a next step career plan related to their degree completion. MAP, the Marylhurst Academic Portfolio and Action Plan: SENIOR SEMINAR The Marylhurst Academic Portfolio and Action Plan, 4 outcomes – 3 crs. or MAP, is a two-way exercise in learning. It is designed to help students see clearly the Liberal Arts SENIOR SEMINAR (3 crs.): Core outcomes they have already met and to plan for Students will be able to do the following ways to meet outcomes they either have not met or SS1 Demonstrate research writing skills appropri- for which they would like to deepen their under- ate to the college senior level. standing. It also aids in the career planning process. SS2 Analyze and discuss ways in which their own In turn, the contents of the MAP help Marylhurst academic discipline has shaped such social to determine how effectively our graduates have phenomena as capitalism, socialism, globaliza- gained basic skills in a cross-section of academic ar- tion, class structures, racism, or movements eas. This aids Marylhurst in the ongoing assessment for social change. process of improving our Liberal Arts Core program SS3 Understand how different disciplinary per- and degree requirements. spectives both enable and restrain learning and the production of knowledge. Embedded Technology Outcomes: SS4 Analyze the possibilities and limitations for Opportunities to address digital and information tech- becoming agents of ethical action in the ap- nologies are embedded throughout the Marylhurst plication of their college learning after gradu- curriculum. To complete the embedded technology ating from Marylhurst. outcomes students must do the following: • Meet outcomes LLA1, Computer Literacy, and LLB1, Information Studies; and REQUIREMENT DETAIL • Meet at least one additional Liberal Arts Core FOR LIBERAL ARTS CORE outcome through a class project that reflects on or Complete and detailed information about the classes uses digital and information technologies in a way which have been designed to meet the Liberal Arts that demonstrates technology’s potential and its Core requirements is contained in the Entering Stu- impact. dent Seminar, LAC 115/315, which all undergraduate Students should discuss the embedded technology students are required to take within the first two outcomes in the appropriate section of their MAP terms following admission to Marylhurst University. (see above). The following requirement detail summarizes policies relating to the Liberal Arts Core. Computer Literacy and Information Studies: Information about CAS 172 Basic Computer Skills, the How to Complete the Liberal Arts Core: course which meets outcome LLA1, and CLL 373 All undergraduate degree-seeking students must com- Information Studies, the course which meets plete the Liberal Arts Core. Students must address the outcome LLB1, can be found in this Catalog under learning outcomes in the core through the Marylhurst the Library Information Management Program, see Academic Portfolio and Academic Plan (see below) page 112. with the following three exceptions: The computer literacy outcome, LLA1, may also • The Liberal Arts Core is satisfied through the be met through a test – contact the Learning completion of Marylhurst’s Online Bachelor’s Assessment Center for details. For information about Degree Completion program in which Liberal Arts challenging outcome LLB1, Information Studies, Core learning outcomes are integrated into please contact the Library Information Management learning projects in the major (see page 114). Program. • The Liberal Arts Core is satisfied through an Associate of Arts Oregon Transfer (AAOT) degree Quantitative Skills Outcomes: and the following additional outcomes: IL1, Outcome LLD1, can be met by MTH 102, Understand- Integrated Learning, the Embedded Technology ing Math 2, or above. MTH 101 does not meet LLD1. Outcomes (see below), LLC1, Listening, LLE4, the Information about MTH 102 can be found under writing intensive course in major and writing lab the Department of Science and Mathematics, see (see below), AIA1, Making Ethical Decisions, page 108. MAP1, MAP Completion, and SS1 through SS4, Senior Seminar. 28 Writing Outcomes: NOTE: Must be taken within the first two terms LIBERAL ARTS The following are specific requirements necessary to following admission to Marylhurst. Students with CORE meet the writing outcomes: fewer than 90 completed credits on admission to • Students completing the writing outcomes must Marylhurst University should sign up for LAC 115. complete six credits of college-level writing. This Students with more than 90 completed credits on is defined as WR 221, Introduction to Critical admission to Marylhurst University should sign up Thinking, its transfer equivalent, or any more for LAC 315. Not required for students seeking a sec- advanced academic writing class. In addition they ond bachelor’s degree. Meets Liberal Arts Core out- must complete WR 303, the one-credit Writing come IL1. Prerequisites: 1) must be an admitted stu- Lab, see below. dent, and 2) must have completed COMPASS/ASSET • Incoming students must take the ASSET or (math and writing assessment tests). 1 cr. COMPASS test and follow the placement recommendations indicated by their test scores. LAC 415 MAP COMPLETION SEMINAR Those who wish to appeal their placements In the MAP Completion Seminar students will review, should contact the Learning Assessment Center or update, and submit their final Marylhurst Academic the Department of English Literature and Writing. Portfolio and Action Plan (MAP) and continued career • All undergraduate departments will identify planning. LAC 415 must be taken prior to or simulta- writing intensive courses (WIC) within their major neously with the LAC 450 Senior Seminar. Not re- requirements that students should take soon after quired for students seeking a second bachelor’s de- declaring their major. Students should consult gree. Meets Liberal Arts Core outcome MAP1. Prereq- their academic advisor for details about WIC uisites: completion of coursework to meet all Liberal classes in their major. Arts Core learning outcomes with the exception of • The research paper outcome, LLE4, may only be MAP1 and SS1-4. Students cannot receive a passing met through completion of WR 303, the one- grade for LAC 415 unless all Liberal Arts Core out- credit Writing Lab. Students must sign up for WR comes have been addressed in their MAP. 1 cr. 303 in conjunction with their WIC class. Students must pass WR 303 with a C or better to graduate LAC 450 SENIOR SEMINAR from Marylhurst University. The Senior Seminar provides students the opportuni- • The Marylhurst Academic Portfolio and Action ty to draw together their liberal arts education at Plan (see MAP above) should contain at least two Marylhurst University in a meaningful way. The semi- samples of student writing, one from around the nar emphasizes research, writing, philosophical read- time of admission and the other the product of ing, and critical thinking. Students analyze and dis- their WR 303 class. cuss ways in which their own academic discipline has shaped social phenomena and develop an under- Information about all writing courses may be found in standing of how different disciplinary perspectives this catalog under the Department of English Litera- learned from the majors both enable and restrain the ture and Writing, see pages 63-65. production of knowledge. The course encourages students to analyze the possibilities and limitations for Course Descriptions Elsewhere in this Catalog: becoming agents of ethical action after graduating Information about CM 323 Effective Listening, and from Marylhurst. Meets Liberal Arts Core outcomes CM 320 Public Presentations, which meet outcomes SS1 through SS4. Prerequisites: 1) strong research LLC1 and LLC2 respectively, may be found under and writing skills, 2) completion of or simultaneous the Department of Communication Studies, see pag- registration in LAC 415, and 3) senior status. 3 crs. es 49-50. Information about ETH 323 Making Ethical Deci- sions, the course which meets outcome AIA1, can be INTEGRATED LEARNING MODULES found under the Department of Religious Studies and The integrated learning modules are an efficient and Philosophy, see page 98. stimulating way to satisfy several Liberal Arts Core requirements in a single term. These courses, open to all Marylhurst students, are thematically focused class- LIBERAL ARTS CORE REQUIRED SEMINARS es that students may sign up for from as few as three In addition to completing coursework to meet the out- credits to as many as nine credits, in three-credit in- comes in the four broad areas of the Liberal Arts Core crements. Students should register for the modules by (see above), all degree-seeking undergraduate students choosing the outcomes they need to fulfill outstand- are required to complete the following seminars. ing Liberal Arts Core requirements. In addition to the outcomes listed, all integrated LAC 115/315 ENTERING STUDENT SEMINAR learning modules can be used to meet the embedded The Entering Student Seminar introduces students to technology outcomes for the Liberal Arts Core (see the meaning and significance of and requirements for above), at no additional cost to the student. (For in- completing the Liberal Arts Core at Marylhurst Uni- formation about the process of meeting outcomes versity. Students will clarify their individual educa- please take LAC 115/315 Entering Student Seminar.) tional and career goals and will learn about the role of Student work in the course will only be assessed on the Marylhurst Academic Portfolio and Action Plan the basis of the disciplines or learning outcomes they (MAP) in planning, assessing, and achieving their have chosen. Student experience in all the subject mat- own educational goals and the Liberal Arts Core learn- ters in the module will be documented – if a student ing outcomes. 29 LIBERAL ARTS signs up for three credits in one area, the other out- READING THE GENOME: CORE comes in the modules will be transcribed as audits. IDENTITY, POLITICS, AND BIOTECHNOLOGY The course content is integrated and comprehen- IN THE TWENTY-FIRST CENTURY sive, creating a unique perspective on course themes, In June 2000 the “draft” of the human genome se- but without the potentially repetitive requirements of quence was completed. How the information from separate, stand-alone courses. the genome is interpreted – and by whom – will de- NOTE: The integrated learning modules are in- termine the social implications of this enormous bio- tended primarily to satisfy Liberal Arts Core require- technological event. This interdisciplinary course will ments or elective interests. Please contact your aca- examine some of the scientific, political, and ethical demic advisor for information on whether the mod- implications of our new understanding of human ules might be also used to meet requirements within identity. Meets outcomes AIA1, HCD8, and NWC5. 3, your major. 6, or 9 crs.

SAMPLE INTEGRATED LEARNING MODULES RE-ENVISIONING AMERICA: The following are sample integrated learning mod- GENDER AND CULTURE AT THE END ules. These will be offered and others will be devel- OF THE NINETEENTH CENTURY oped over the life of this Catalog. This course will use a focused interdisciplinary approach to explore the key themes and events in U.S. INVESTIGATING THE ENVIRONMENT culture at the end of the nineteenth century. Using the This course will use a focused interdisciplinary ap- lens of issues in gender, creativity, and culture, stu- proach to explore the key themes and events in envi- dents will view the entire spectacle of U.S. culture in ronmental issues. Using the lens of the environment, the Gilded Age. Course materials will include sociologi- students will 1) acquire knowledge about how hu- cal, literary, and visual arts sources, as well as historical mans impact the environment; 2) increase awareness and contemporary texts that provide perspectives on of how historical events and world views influence the people, themes, and signal events from this period practice, policy, and communication; and 3) explore in our cultural history. Subject matter specialists from the ethics of environmental restoration. Course mate- the social sciences, humanities, and fine arts will guide rials will include scientific, literary and communica- students through a multidimensional experience of tions sources, and subject matter experts from the this fascinating period in U.S. history – a period that sciences, humanities, and communications fields will speaks volumes to our experience of the current turn guide students through a multidimensional experi- of the century. Meets outcomes AIB4, HCB5, and ence of this important contemporary topic. Meets HCD1. 3, 6, or 9 crs. outcomes HCA5, HCD6, and NWC5. 3, 6, or 9 crs.

POLITICAL CAMPAIGNS: MEDIA AND MONEY This course will use a focused interdisciplinary approach to explore concepts and skills needed to run a Liberal Arts Core Program Marylhurst University political campaign in the age of mass media. Using 17600 Pacific Highway (Hwy. 43) communication and political science theories, stu- P.O. Box 261 dents will analyze current campaigns and design their Marylhurst, OR 97036-0261 own. Students will gain an historical understanding of Portland Metro: (503) 699-6268 campaigning, learn to articulate a position, persuade Outside Portland Metro: 1-800-634-9982, ext. 6268 an audience, and write a financial plan. Subject mat- FAX: (503) 636-9526 ter experts from the fields of communication, politi- Email: [email protected] cal science, and writing will guide students through Web site: www.marylhurst.edu conceptualization of a campaign. Meets outcomes LLE3, HCB2, and HCD3. 3, 6, or 9 crs.

30 Department of Major requirements for B.F.A. degree in Art: ART ART A minimum of 129 credits in art which must include the following: Chair: Greg A Steinke, Ph.D. DRW 115/116/117 Design ...... 9 crs. Associate Academic Dean DRW 231/232/233 Drawing ...... 9 crs. Director of Art Programs: Paul Sutinen PHO 241 Photography 1 ...... 3 crs. Director of Interior Design Program: Denise Roy PRN 245 Introduction to Printmaking ...... 3 crs. Director of The Art Gym: Terri Hopkins SCP 249 Introduction to Sculpture ...... 3 crs. ART 288 Orientation to the Visual Art Community ...... 3 crs. The Marylhurst University art program HTC 212/213/214/315/316/317 Art History .... 18 crs. provides students with solid training appli- DRW 317/318/319 Life Drawing* ...... 9 crs. cable to a wide range of visual arts careers. ART 423/424/425 The Artist’s Enterprise ...... 9 crs. ART 426/427/428 Critical Response...... 9 crs. In today’s world a variety of opportunities ART 489 Professional Practices...... 3 crs. meets a variety of talents. Consistent dis- Area of Concentration** (see below) ...... min. 30 crs. cussion and evaluation among the faculty Art studio electives at 300-level ...... 18 crs. of practicing professional artists ensures Art studio electives at 400-level ...... 9 crs. that the program is directly related to the ART 496/497/498 Art Thesis ...... 12 crs. world of contemporary art outside the * Not required for Photography Concentration classroom. The Art Gym hosts a highly re- (see below). spected program of exhibitions of contem- ** The B.F.A. Concentration is a designed program in porary art from the Pacific Northwest. a specific discipline (for example, painting, The Art Department recognizes the rich- photography, printmaking) approved by the ness of the diversity among its students student’s academic advisor and the Art and accommodates both those going to Department chair. Some concentrations are preschool full time for professional training designed and others may be designed especially to and those who wish to take a class or two fit individual student needs. The twelve thesis credits may be included within the B.F.A. to acquire a basic appreciation of art. No Concentration thirty credits. portfolio review is necessary for admission to the Art Department program. (However, INTERIOR DESIGN CONCENTRATION a portfolio is required for admission to the REQUIREMENTS B.F.A. thesis course.) Please see separate section below.

PAINTING CONCENTRATION REQUIREMENTS THE PURPOSE OF A BACHELOR • PNT 381/382/383 Painting, 9 crs. OF FINE ARTS DEGREE • 400-level Painting, 9 crs. The B.F.A. degree program prepares the student to • Thesis project in painting enter a career in art. In the B.F.A. program, two-thirds of the credits required for the degree are obtained PHOTOGRAPHY CONCENTRATION from art courses. Students must complete a fourth- REQUIREMENTS year thesis for which they must apply for admission • PHO 241 Introduction to Photography, 3 crs (see ART 496 Art Thesis below). There are five de- • PHO 342 Photography 2, 3 crs. signed concentrations within the B.F.A. curriculum • PHO 343 Photography 3, 3 crs. (interior design, painting, photography, printmaking, • PHO 344 Photography: Color, 3 crs and sculpture). • PHO 445 Photographic Seminar, 9 crs. • PHO 311/312/313 History of Photography, 6 crs. CAREER PATHS • PHO 494 Internship: Blue Sky Gallery The student is prepared to choose among appropriate • Thesis project in photography career paths (for example, gallery representation, public commissions, or continued study in a master’s PRINTMAKING CONCENTRATION REQUIREMENTS degree program) • 18 crs. in printmaking coursework including a minimum 3 crs. in each of two different print GENERAL PROGRAM LEARNING OUTCOMES FOR media THE BACHELOR OF FINE ARTS DEGREE IN ART • PRN 443 Printmaking Seminar, 9 crs. Students with a B.F.A. degree in art will be able to: • Thesis project in printmaking 1. Produce artworks in the area of concentration informed by the concepts, concerns, and SCULPTURE CONCENTRATION REQUIREMENTS techniques of the contemporary artist • SCP 345/ 346/347 Sculpture, 9 crs. 2. Critically discuss their artworks and the art of • 400-level sculpture, 9 crs. including SCP 441 others Sculpture: Studio and SCP 451 Sculpture: Metal 3. Demonstrate a fundamental knowledge of the • Thesis project in sculpture history of art

31 ART THE PURPOSE OF SCP 249 Introduction to Sculpture ...... 3 crs. A BACHELOR OF ARTS DEGREE IN ART PHO 241 Photography 1 ...... 3 crs. The B.A. degree in art allows for elective courses in Must include HTC 315 & HTC 317 Art History .. 9 crs. general education while maintaining the fundamental Upper-Division Art Studio Electives ...... 9 crs. core of study in the visual arts. This degree is appro- 36 crs. priate for the student who has a general interest in the visual arts but who may not seek to be a professional Art Minor (Art History focus option) artist, or who needs to complete their bachelor’s de- DRW 116 Design: Color ...... 3 crs. gree in an expeditious manner. Eighty of the 180 total DRW 231 Drawing ...... 3 credits required are from art courses. PRN 245 Introduction to Printmaking ...... 3 crs. OR SCP 249 Introduction to Sculpture GENERAL PROGRAM LEARNING OUTCOMES OR PHO 241 Photography 1 FOR THE BACHELOR OF ARTS DEGREE IN ART HTC 212/213/214/315/316/317 Art History .... 18 crs. Students with a B.A. degree in art will be able to: ID 311/312/313 History of Architecture & 1. Utilize fundamental skills and concepts of Interiors AND/OR PHO 311/312/313 contemporary art in order to produce artworks History of Photography...... 9 crs. 2. Fundamentally participate in critical discussion of 36 crs. their artworks and the art of others 3. Demonstrate a fundamental knowledge of the Photography Minor history of art DRW 115 OR DRW 116 Design: Basic 4. Constructively participate in the art community OR Design: Color ...... 3 crs. Must include HTC 315 & HTC 317 Art History .. 9 crs. Major Requirements for a PHO 241 Photography 1 ...... 3 crs. Bachelor of Arts Degree in Art: PHO 342 Photography 2 ...... 3 crs. A minimum of 80 credits as follows: PHO 343 Photography 3 ...... 3 crs. DRW 115/116/117 Design ...... 9 crs. OR PHO 344 Photography: Color DRW 231/232/233 Drawing ...... 9 crs. PHO 445 Photographic Seminar ...... 9 crs. PHO 241 Photography 1 ...... 3 crs. PHO 311 and/or 312 ...... 6 crs. PRN 245 Introduction to Printmaking ...... 3 crs. AND/OR 313 History of Photography SCP 249 Introduction to Sculpture ...... 3 crs. 36 crs. ART 288 Orientation to the TRANSFER CREDITS Visual Art Community ...... 3 crs. Generally, all courses given credit at accredited insti- HTC 212/213/214/315/316/317 Art History .... 18 crs. tutions are transferable to the Marylhurst art program. Art electives ...... 3 crs. If, for example, one has taken basic design or draw- 300-level art electives ...... 18 crs. ing or photography elsewhere and received college- 400-level art electives ...... 9 crs. level credit, these classes need not be repeated in or- ART 450 Studio Seminar ...... 2 crs. der to meet Marylhurst requirements if they have been taken for equivalent credits. NOTE for persons completing the B.A. in Art in order to prepare to apply to the Master of Arts in Art Thera- NOTE py program: The University reserves the right to photograph, use, In order to meet minimum prerequisites for the display, or reproduce for University publications M.A. in Art Therapy program, within the 27 credits of works of art produced by students enrolled in its 300/400-level art electives, at least 9 credits must be in coursework. painting, 9 credits must be in life drawing, and 9 cred- Students should retain all coursework until the its must be in sculpture. Because a strong portfolio is end of the term and grades are finalized. Students important in applying to the Art Therapy program, it is should pick up papers and portfolios within two suggested that other elective requirements be met weeks after the end of the term through the Art De- through art studio coursework. Also required are: art partment Office. All works left in studios should be therapy classes, 5 credits, and psychology prerequi- removed within two weeks after the end of the term. sites, 18 credits. See the Master of Arts degree in Art Unless arrangements are made with the Art Depart- Therapy section of this Catalog for further informa- ment Office, artworks and projects left after this time tion, pages 127-136. may be discarded because of lack of space. The University is not responsible for loss of or ART MINORS damage to student work. Courses numbered in sequence (for example, THE PURPOSE OF AN ART MINOR Painting 1, 2, 3) are intended to be taken in order The art minor provides a minimum basic core of es- with each course being a prerequisite for the higher sentials in the visual arts. numbered course. Coursework with a grade less than C- will not be Art Minor (Studio focus option) accepted toward any art degree requirement. DRW 116 Design: Color ...... 3 crs. Most art courses may be taken by non-majors who DRW 231/232 Drawing 1 ...... 6 crs. have the appropriate prerequisites completed. This PRN 245 Introduction to Printmaking ...... 3 crs. symbol (✔) denotes classes especially recommended for beginners or non-majors. 32 COURSE RECOMMENDATIONS DRW 420 LIFE DRAWING: ADVANCED ART FOR THE LIBERAL ARTS CORE Students will determine their own direction in work- Students completing degrees in art should use studio ing from the figure through discussion with the in- art coursework to meet outcome AIB1 in the Creating structor. Finding an individual approach will be and Interpreting the Arts category. Courses in Art His- stressed. This course may be repeated for up to three tory, and History of Architecture and Interiors may be terms. Meets Arts and Ideas Liberal Arts Core out- used to meet outcomes AIB4 and AIB6 in the Creating come. Prerequisites: three terms of life drawing or and Interpreting the Arts category, and outcomes consent of instructor. 3 crs. HCB5, HCB6, and HCB7 in the People and Power category. Please see course syllabi, available in the Art De- DRW 440 PAPERWORKS SEMINAR partment office, for specific information. Please see This course is open to advanced students working on pages 24-30 for more information on the Liberal Arts paper in any medium, for example, drawing, collage, Core. watercolor, photocopy. This course is intended to bring together a variety of approaches, philosophies, COURSES and technical interests for intensive discussion and critique. This course may be repeated for up to 18 credits. Meets Arts and Ideas Liberal Arts Core out- DESIGN AND DRAWING come. Prerequisites: DRW 317/318/319 Life Drawing Design and drawing are the fundamentals of art. From 1, 2, 3, or consent of instructor. 3 crs. basic courses that teach how to see and how to organize through more advanced courses in which students develop critical awareness through individual PAINTING projects, students are encouraged to explore fully the What people call painting may range from a small field. portrait to a full wall mural – and to new forms where color merges with construction and electric light. DRW 115 DESIGN: BASIC ✔ There are no limits for the contemporary artist. The first step toward understanding how and why art Marylhurst not only prepares its students as artists works for the student just beginning the study of art working toward gallery exhibitions or portrait or mu- making. Assignments and discussion topics include ral commissions, but also recognizes that the con- texture and composition. 3 crs. cepts of painting are directly relevant to careers such as illustrator, graphic designer, interior designer, set DRW 116 DESIGN: COLOR designer, architectural renderer, exhibit designer – Basic color theory course designed to encourage de- anywhere an understanding of color, texture, and vi- velopment of sensitivity to color relationships. Ex- sual communication is important. NOTE: All painting plores the formal and expressive possibilities of color courses meet Arts and Ideas Liberal Arts Core out- interaction. 3 crs. come.

DRW 117 DESIGN: THREE-DIMENSIONAL PNT 381/382/383 PAINTING 1, 2, 3 Introductory problems in working in three dimen- This course focuses on fundamentals of painting, de- sions: form, scale, interior and exterior space. 3 crs. velopment of perceptual skills, and basic painting vocabulary. Specific problems are designed to focus on DRW 231 DRAWING 1 ✔ observation, color, and control of the medium. Pre- A basic drawing course for the beginning student requisites: DRW 115/116/117 and DRW 231/232/233. with emphasis on the development of perceptual 3 crs. skills and understanding of the vocabulary of drawing. Covers composition, the relationship of line, PNT 484 PAINTING STUDIO shape, and surface quality. Employs a variety of media Over the course of the year, the student will move and techniques. 3 crs. from assignments designed to stretch conceptual and technical skills toward independent work in painting. DRW 232/233 DRAWING 2, 3 A wide variety of subject matter may be approached Continuation of the basic drawing course. Exercises through this class. The course will include discus- in a variety of media further develops perceptual sions of the development of painting and contempo- skills, the drawing vocabulary, and an awareness of rary approaches while focusing on developing critical the perceptual qualities of drawing. 3 crs. awareness and studio abilities. This course may be repeated for up to 18 credits. Prerequisites: PNT 381/ DRW 317/318/319 LIFE DRAWING 1, 2, 3 382/383, DRW 115/116, DRW 231/232/233. 3 crs. The first term is an introduction to drawing the human form. Emphasis will be on understanding rele- PNT 334/335/336 WATERCOLOR 1, 2, 3 vant anatomy and the ability to translate that under- Demonstrations and step-by-step projects will teach standing into drawing. Prerequisites: DRW 115/116/ the student how to use the materials, employ the 117, and DRW 231/232/233, or equivalent, or con- techniques, and control the medium. Projects will in- sent of instructor. After the first term, students will clude the necessary fundamental exercises and en- be given assignments appropriate to their individual courage individual direction. Prerequisites: DRW 115/ needs. 3 crs. 116, DRW 231/232/233. 3 crs.

33 ART SCULPTURE objects. This course may be repeated for up to three Today’s sculptor must be ready to work in a variety of terms. Prerequisite: three terms of sculpture or con- media as demanded by the situation. Sculpture sent of instructor. 3 crs. coursework is designed to provide a solid understanding of sculpture concepts as they exist today. Stu- PRINTMAKING dents are provided with the means by which to work From the tradition of Dürer and Rembrandt to the ad- with diverse materials as ideas and projects require. venturous work of Warhol and Rauschenberg, prints NOTE: All sculpture courses meet Arts and Ideas Lib- have allowed wider dissemination of original art- eral Arts Core outcome works. While printmaking courses focus on the production of original fine art prints (as opposed to re- ✔ SCP 249 INTRODUCTION TO SCULPTURE productions), the various media can be used in a vari- The term “sculpture” nowadays seems to fit every- ety of applications. At Marylhurst, the basic courses thing three-dimensional from the size of objects in in printmaking teach fundamental techniques. As stu- the hand to monumental earthworks. Aspects of dents gain technical competence and confidence, sculpture are used by painters, photographers, and they are encouraged to explore theme possibilities of performers as well as by those who identify them- the medium in creative ways. NOTE: All printmaking selves as “sculptors.” This course provides a general courses meet Arts and Ideas Liberal Arts Core out- introduction to the usefulness of the discipline come through historical presentations and sample projects. 3 crs. PRN 245 INTRODUCTION TO PRINTMAKING ✔ From the hand-rubbed woodcut print to the color SCP 345 SCULPTURE 1 photocopy, mechanical reproduction has become This class will introduce the beginning student to a ever more important for the artist. This course pro- variety of materials including clay, wire, plaster, vides a general introduction to the usefulness of the wood, and mixed-media. Discussion of technical in- discipline through historical presentations and sam- formation and basic sculptural concepts will be aug- ple exercises in a variety of printmaking processes. mented by discussion of contemporary artists work- 3 crs. ing in three dimensions and historical context. Pre- requisites: DRW 117, DRW 231/232/233. 3 crs. PRN 358/359 MONOTYPE Monotype is essentially making paintings on paper SCP 346 SCULPTURE 2 utilizing printmaking techniques. The range of techni- This is a continuation of the basic sculpture course cal information in this course will provide a good with a focus on sculpture of the human figure. Stu- base for further work in printmaking. With monotype dents will work from the model in clay, experiment an image can be made and printed, then altered and with alternative modes of figurative representation, printed again, and so on – building variation upon and study a sampling of figurative work from the variation. Prerequisites: DRW 231/232/233, twentieth century. Prerequisites: DRW 117, DRW 115/116/117. 3 crs. DRW 231/232/233. 3 crs. PRN 360/361/362 BLOCK PRINTING 1,2,3 SCP 347 SCULPTURE 3 The earliest method of reproducing pictures, block This is a continuation of the basic sculpture course printing has today reached a highly sophisticated lev- with a focus on mixed-media. Students will explore el as a fine art print medium. Students will cover technical basics which might be applied to a variety block printing techniques from basic to advanced. of materials. Projects will involve the use of alterna- Prerequisites: DRW 115/116/117, DRW 231/232/233. tive materials and found objects, and the implications 3 crs. of context on their constructions. Prerequisite: SCP 345 or SCP 346. 3 crs. PRN 370/371 ETCHING AND INTAGLIO TECHNIQUES SCP 441 SCULPTURE STUDIO This was Rembrandt’s favorite printmaking medium. This class will discuss issues and ideas found in con- It is still used by artists today because of its great vari- temporary sculpture. The class is conceptually based, ety of rich effects. This class emphasizes the unique not technically oriented. Students may work in a vari- qualities of the etched plate as a printing medium. ety of materials including wood, ceramic, or found Prerequisites: DRW 115/116/117, DRW 231/232/233. objects in a workshop atmosphere with regular 3 crs. group discussion and critiques. This course may be repeated for up to 18 credits. Prerequisites: DRW PRN 443 PRINTMAKING SEMINAR 232/233/234, DRW 117, and previous work in sculp- This course is open to students working with print- ture or painting. 3 crs. making in the broadest sense of the term. For example, students in the course may be working in tradi- SCP 451 SCULPTURE: METAL tional printmaking techniques such as etching, block An advanced sculpture course for the student already print, or monotype, or they may utilize color photo- familiar with sculptural concepts, this course will in- copying or computer-generated prints. They may be troduce basic techniques of metal working for the art- producing editions, or they may incorporate print- ist; the course will include work in gas and electric making techniques into unique works. This course is welding of mild steel with an emphasis on functional intended to bring together a variety of approaches, 34 philosophies, and technical interests for intensive dis- may be incorporating photographic images into ART cussion and critique. This course may be repeated for paintings, making color photocopied books, or creat- up to 18 credits. Prerequisites: PRN 245 and 3 crs. in ing their work utilizing video or digital media. This one print medium, or consent of instructor. 3 crs. course is intended to bring together a variety of approaches, philosophies, and technical interests for PHOTOGRAPHY intensive discussion and critique. This course may be repeated for up to 18 credits. Meets Arts and Ideas The photography program at Marylhurst trains pho- Liberal Arts Core outcome. Prerequisites: 6 crs. of tographers to be both technically excellent and visu- photography. 3 crs. ally astute so that they may continue to explore and be successful in their search for a vital life involved in PHO 311 HISTORY OF PHOTOGRAPHY: photography after graduation. Students are exposed NINETEENTH CENTURY ✔ to a wide range of photographic tools, techniques, This course is a survey of the development of pho- and ideas so that they have a strong photographic vo- tography through discussion of major figures, new cabulary which will allow them to fulfill their person- inventions, discoveries, and the broader context of al goals in the medium of photography. changing attitudes toward photography and the world. Meets People and Power Liberal Arts Core PHO 241 PHOTOGRAPHY 1 ✔ outcome. 3 crs. Emphasis is on acquiring basic skills, camera ease, and knowledge of darkroom procedures. This course PHO 312 HISTORY OF PHOTOGRAPHY: includes shooting assignments, personal/group cri- 1900-1950 ✔ tique, printing concerns, technical and visual exercis- This term begins with the fight for photography as a es, and an introduction to the esthetics of photogra- fine art and continues through an exploration of the phy. Meets Arts and Ideas Liberal Arts Core out- evolution of changing styles, ideas, attitudes, and ob- come. 3 crs. jectives of the major photographers of this period as they try to define the world they live in and their re- PHO 342 PHOTOGRAPHY 2 ✔ lationships to and with it. Meets People and Power This continuation of the basic photography course Liberal Arts Core outcome. 3 crs. examines new visual and aesthetic methods. While exploring the traditions of photography (portrait, self- PHO 313 HISTORY OF PHOTOGRAPHY: portrait, landscape, street photography, fabricated-to- 1950-PRESENT ✔ be-photographed, multiple prints, and rip, tear, dam- The third term of photographic history examines the age, destroy) students will use a variety of films, de- major figures and movements of the last five decades velopers, and papers so that each student will begin of the medium, beginning with Robert Frank’s to understand what choices are available to them in groundbreaking vision and continuing to the pluralis- creating their personal visual statement. Meets Arts tic present. Meets People and Power Liberal Arts and Ideas Liberal Arts Core outcome. Prerequisite: Core outcome. 3 crs. PHO 241. 3 crs. PHO 494 INTERNSHIP: BLUE SKY GALLERY PHO 343 PHOTOGRAPHY 3 Students work with Blue Sky Gallery, one of the most This class revolves around the clarification of techni- important photography exhibition centers in the cal abilities in traditional and contemporary fine print- United States. ing techniques and coming to an understanding of how photographic exposure, film, and chemistry in- ART HISTORY teract in black-and-white photography so that the student can use these tools comfortably in their visual HTC 212 ART HISTORY: exploration of the world. Meets Arts and Ideas Liber- FROM CAVE TO CATHEDRAL ✔ al Arts Core outcome. Prerequisite: PHO 342. 3 crs. The reasons for the beginning of art are unknown, but human beings were compelled to paint the walls PHO 344 PHOTOGRAPHY: COLOR of caves 30,000 years ago. This course will be a The emphasis of this course is on shooting and print- whirlwind tour from prehistoric art, through the ing color photographs. Students will gain a basic un- splendors of ancient Egypt, Greece, and Rome, to the derstanding of the relationships among light, film, ex- modest art of manuscripts in the Middle Ages and the posure, and development in color negatives and Type glory of Gothic cathedrals in the fourteenth century. C print materials. Students will explore the difference Meets Arts and Ideas, or People and Power, Liberal between black-and-white and color pictures, discuss Arts Core outcome. 3 crs. basic color theory from the viewpoint of photography, and examine the history of color photography and HTC 213 ART HISTORY: contemporary trends. Meets Arts and Ideas Liberal FROM RENAISSANCE TO REVOLUTION ✔ Arts Core outcome. Prerequisite: PHO 241. 3 crs. The Renaissance of the fifteenth century was a re- birth of learning and culture in Europe. The rules of PHO 445 PHOTOGRAPHIC SEMINAR linear perspective were formulated, oil paint was in- This course is open to students working photographi- vented, and painting and sculpture took on a monu- cally in the broadest sense of the term. For example, mentality that hadn’t been seen for a thousand years. students in the course may be working to become The class will follow European art from the Renais- studio photographers or photojournalists, or they sance through Mannerism, the Baroque, Rococo, and 35 ART neo-Classicism to the Age of Enlightenment that pro- ART 489 PROFESSIONAL PRACTICES duced revolution in America and France. Meets Arts This is an advanced-level course for the student plan- and Ideas, or People and Power, Liberal Arts Core ning a career in the visual arts. Basic art business outcome. 3 crs. practices, slides, résumé, portfolio, taxes, presentation, and planning for life in the art world. Prerequi- HTC 214 ART HISTORY: sites: B.F.A. candidate or consent of instructor; mini- THE NINETEENTH CENTURY ✔ mum 70 credits in art coursework, including ART 288 This was a century that saw the inventions of photog- and HTC 320/321/322 or ART 426/427/428. 3 crs. raphy, the telephone, and the automobile. Artists also were alive with the spirit of “progress” resulting in art ART 494A INTERNSHIP IN ARTS movements such as Classicism, Romanticism, and Im- ADMINISTRATION: ON CAMPUS pressionism. Meets Arts and Ideas, or People and In this internship with the art exhibition program of Power, Liberal Arts Core outcome. 3 crs. Marylhurst University, students will work with the organization, preparation, and follow up of regular ex- HTC 315 THE PRACTICE OF ART HISTORY hibition programming, along with related duties and In this course students will examine selected artworks assignments. Prerequisite: ART 288. Contact Art De- in depth in order to have a greater understanding of partment Office prior to registration. Variable credit the impact of the larger society on the works of its art- by arrangement. ists and to see how art historians shape the under- ART 494B INTERNSHIP IN ARTS standing of works of art. Readings will explore the ADMINISTRATION: OFF CAMPUS subject matter from a variety of perspectives, and writ- Students will work with an arts organization, for ex- ing exercises will focus on the language, style, and va- ample, 1) Regional Arts and Culture Council, 2) Blue riety of art writing culminating in a significant re- Sky Gallery, 3) Contemporary Crafts Association, 4) search paper. Meets Arts and Ideas, or People and Portland Art Museum, 5) Northwest Film Center, and Power, Liberal Arts Core outcome. Prerequisite: one others. Prerequisite: ART 494A. Contact Art Depart- term of art history. 3 crs. ment Office prior to registration. Variable credit by arrangement. HTC 316 ART HISTORY: MODERNISM At the turn of the twentieth century Paul Cézanne provided the bridge from the lusciousness of Impression- ADVANCED COURSEWORK ism to the structure of Cubism and art has never been the same since. This course will follow art as it moves ART 423/424/425 through a world of war and revolution and spawns art THE ARTIST’S ENTERPRISE 1, 2, 3 movements such as Fauvism, Expressionism, Futurism, In this third-year course, the student is encouraged to Dada, Surrealism, and Abstract Expressionism. Meets explore a variety of ways of approaching the process Arts and Ideas, or People and Power, Liberal Arts of making art. Building on skills and knowledge from Core outcome. Prerequisite: HTC 315. 3 crs. previous coursework, the course involves the student in problem-solving exercises which move toward in- HTC 317 ART HISTORY: ART SINCE THE SIXTIES dividual directions. Work will be done outside of Philosopher/critic Arthur Danto has said that art as it class for weekly discussion. Meets Arts and Ideas Lib- was traditionally known ended with Andy Warhol in eral Arts Core outcome. This course should be taken the 1960s. This course examines art from Pop to Post- concurrently with ART 426/427/428 Critical Re- modernism and the context in which it is made and sponse. Prerequisites: DRW 115/116/117, DRW 231/ seen. In addition to classroom lectures, there will be 232/233, HTC 212/213/214/315/316/317 and 9 crs. visits to Portland-area galleries and museums and se- 300-level art studio coursework. 3 crs. lected readings and discussion. Meets Arts and Ideas, or People and Power, Liberal Arts Core outcome. Pre- ART 426/427/428 CRITICAL RESPONSE 1, 2, 3 requisite: HTC 315. 3 crs. This three-term course surveys art theory and criticism from Plato to Postmodernism. Students partici- PHO 311/312/313 HISTORY OF PHOTOGRAPHY ✔ pate in weekly group discussions based on readings, See Photography above. slide presentations, and assignments. Meets Arts and Ideas, or People and Power Liberal Arts Core out- ID 311/312/313 HISTORY OF ARCHITECTURE come. This course should be taken concurrently with AND INTERIORS ART 423/424/425 The Artist’s Enterprise. Prerequi- See Interior Design below. sites: HTC 212/213/214/315/316/317. 3 crs.

PROFESSIONAL CONCERNS ART 450 STUDIO SEMINAR This course is designed to be taken in the final spring ART 288 ORIENTATION TO term by the student pursuing a Bachelor of Arts degree THE VISUAL ART COMMUNITY in Art. In this seminar students working from a variety This course is an introduction to the art community. of perspectives will share approaches and work on ad- Through discussions, field trips, and presentations by vanced projects to be exhibited in the Mayer Gallery. guest speakers, it provides an overview of the social, Meets Arts and Ideas Liberal Arts Core outcome. Pre- political, and commercial context in which artists requisites: 9 crs. 400-level art studio coursework or 6 work. Prerequisite: art major or consent of instructor. crs. 400-level art studio coursework and concurrent 3 crs. registration in 3 crs. 400-level coursework, and HTC 36 212/213/214/315/316/317. 2 crs. ART 494 INTERNSHIP: APPRENTICESHIP SCP 249 INTRODUCTION TO SCULPTURE ✔ ART Work with professionals in art, photography, and de- See Sculpture above. sign fields is arranged for advanced students with substantial backgrounds in the disciplines in which they PRN 245 INTRODUCTION TO PRINTMAKING ✔ plan to be apprenticed. Graded on a pass/no pass ba- See Printmaking above. sis. 2-9 crs. ART HISTORY ✔ Several art history courses are appropriate for the ART THESIS non-major. See Art History above. The art thesis is an intensive program for the advanced student. It encompasses three quarters and in- HISTORY OF PHOTOGRAPHY ✔ volves the student in developing a coherent body of See Photography above. finished artworks. The art thesis is temporarily graded on an In Progress (IP) basis for the first two terms INTERIOR DESIGN PROGRAM (ART 496/497). The final grade for the full 12-credit The Marylhurst University program in interior design art thesis project, given at the completion of ART prepares the student for the profession of interior de- 498, is applied to all three terms. The art thesis is sign by integrating interior design, architecture, and considered the most advanced course in the art cur- art in a collaborative process that demonstrates the riculum. Therefore, the prerequisites are designed to interaction of the disciplines. ensure a thorough basis for this advanced study. CAREER PATHS ART 496 ART THESIS: PROPOSAL Career opportunities range from commercial and resi- The first quarter of the 12-credit art thesis. The art the- dential design to specializations within the field in sis proposal is a written document prepared in consul- hospitality, medical, educational, museum and exhib- tation with the thesis advisor which outlines the it, or lighting design, as well as historic preservation, project to be completed. During the first quarter, the space planning, showroom management, product student prepares the proposal and begins artwork in sales representation, journalism, and photography. line with the proposal. Prerequisites: ART 423/424/ 425/426/427/428 and 9 additional studio credits at LEARNING OUTCOMES FOR INTERIOR DESIGN 400-level; maintenance of 3.5 grade point average in Students with a B.F.A. degree in art with a concentra- upper-division major coursework; Art Department ap- tion in interior design or the B.A. degree in art with proval through application, portfolio, letter of intent. an Interior Design Certificate will: Students must register concurrently for LAC 450 Senior • Have developed working knowledge and skills in Seminar. Contact Art Department Office for specific in- programming formation. 3 crs. • Have developed working knowledge and skills in design development ART 497 ART THESIS: STUDIO WORK • Have developed working knowledge and skills in Second quarter of the 12-credit art thesis. Studio space planning work as described in the proposal developed during • Have developed working knowledge and skills in ART 496. Meets Arts and Ideas Liberal Arts Core out- material and finish selection come. Prerequisite: ART 496. 6 crs. • Have developed working knowledge and skills in preparation of construction documents ART 498 ART THESIS: PRESENTATION, • Have developed working knowledge and skills in EXHIBITION, AND REVIEW lighting plans Final quarter of the 12-credit art thesis. Studio work is • Have developed working knowledge and skills in completed and artworks are prepared for the spring the- professional presentation techniques sis exhibition. Students assist in mounting the exhibi- • Be able to define an interior design problem and tion; preparation of written report on the thesis project; solution and review of written thesis report and artworks by the- • Be prepared to enter the profession of interior sis committee. Meets Arts and Ideas Liberal Arts Core design or a related field outcome. Prerequisite: ART 497. 3 crs. Additionally, students with the B.F.A. degree will: COURSES FOR THE NON-ART MAJOR • Have work experience in the field through an Most art courses may be taken by non-majors who intensive internship have the appropriate prerequisites completed. The • Have developed an in-depth research and design courses below are especially appropriate for students project through the completion of the Interior with no art background. Design Thesis project, spanning three terms • Be prepared to enter into the widest range of the ART 193 ART FOR THE BEGINNER ✔ profession of interior design. This class is designed to help students overcome their reservations and discover hidden abilities. Students explore a variety of media and will be given art historical background to help them understand the context. The projects are both introductory and challenging. Meets Arts and Ideas Liberal Arts Core outcome. 3 crs. 37 ART BACHELOR OF FINE ARTS DEGREE IN ART • Have fundamental knowledge and skills in WITH INTERIOR DESIGN CONCENTRATION professional presentation techniques REQUIREMENTS • Be able to define an interior design problem and A minimum of 129 credits as follows: solution DRW 115/116/117 Design ...... 9 crs. • Have work experience in the field through an DRW 231/232/233 Drawing ...... 9 crs. intense internship ID 311/312/313 History of Architecture • Be prepared to enter an interior design related field & Interiors ...... 9 crs. ID 343/344 History of Furniture ...... 6 crs. The certificate requires 78 credits in the HTC 315/316/317 Art History ...... 9 crs. following courses: ID 214 Architectural Drawing ...... 3 crs. DRW 231/232 Drawing ...... 6 crs. ID 215/216/217 Interior Design Studio 1, 2, 3 ... 9 crs. DRW 115/116 Design ...... 6 crs. ID 318/319/320 Interior Design Studio 4, 5, 6 ... 9 crs. ID 311/312/313 History of Architectures ID 421/422/423 Interior Design Studio 7, 8, 9 ... 9 crs. & Interiors ...... 9 crs. ID 336 Presentation ...... 3 crs. ID 214 Architectural Drawing ...... 3 crs. ID 337/338 Construction Documents ...... 6 crs. ID 215/216/217/318/319/320 ID 353 Interior Materials ...... 3 crs. Interior Design Studios 1-6 ...... 18 crs. ID 354 Textiles for Interiors ...... 3 crs. ID 336 Presentation ...... 3 crs. ID 355 Interior Lighting ...... 3 crs. ID 337/338 Construction Documents ...... 6 crs. ID 356/357 Structures & Building Systems ...... 6 crs. ID 343/344 History of Furniture ...... 6 crs. ID 375 Computer-Aided Design (CAD) ...... 3 crs. ID 353 Interior Materials ...... 3 crs. ID 387 Interior Design Portfolio ...... 3 crs. ID 354 Textiles for Interiors ...... 3 crs. ID 388 Professional Practices for Interior Design 3 crs. ID 355 Interior Lighting ...... 3 crs. ID 494 Interior Design Internship ...... 3 crs. ID 356/357 Structures & Building Systems ...... 6 crs. Approved Art or Interior Design electives ...... 9 crs. ID 375 Computer-Aided Design (CAD) ...... 3 crs. ID 496/497/498 Thesis ...... 12 crs. ID 388 Professional Practices ...... 3 crs.

BACHELOR OF ARTS DEGREE (A maximum of 12 credits may be transferred in from WITH CERTIFICATE IN INTERIOR DESIGN other colleges, upon approval of instructor.) A minimum of 104 credits as follows: DRW 115/116/117 Design ...... 9 crs. INTERIOR DESIGN COURSES DRW 231/232/233 Drawing ...... 9 crs. HTC 315/316/317 Art History ...... 9 crs. ID 214 INTRODUCTION ID 311/312/313 History of Architecture TO ARCHITECTURAL DRAWING & Interiors ...... 9 crs. Students will develop skills in the use drafting tools ID 214 Architectural Drawing ...... 3 crs. and understanding of the technical drawings that ar- ID Studios at 200-level ...... 9 crs. chitects and designers use to convey space such as ID Studios at 300-level ...... 9 crs. sections, elevations, and floor plans. 3 crs. ID Core courses (ID 336/337/338/343/353/ 354/355/356/357/375/388 ...... 36 crs. ID 215 INTERIOR DESIGN STUDIO 1 ID Studios at 400-level ...... 9 crs. This is an introduction to space analysis and design. ART 450 Studio Seminar ...... 2 crs. Simple projects will focus on single spaces or simple sequences of spaces in order to build a strong founda- INTERIOR DESIGN PROFESSIONAL CERTIFICATE tion for spacemaking. Field trips will reinforce class The certificate is designed for the person who already discussions on design ideals, and presentations will fa- holds a bachelor's degree, and would like to prepare miliarize the student with critique, review, and rede- for a career within interior design, such as residential sign. Prerequisites: DRW 115 and DRW 231 must be designer, sales representative, or space planner. taken prior to, or concurrently with, Interior Design Studio 1. 3 crs. PROGRAM LEARNING OUTCOMES OF CERTIFICATE Students with an Interior Design Professional ID 216 INTERIOR DESIGN STUDIO 2 Certificate will: This course will utilize the student’s elementary under- • Have fundamental knowledge and skills in standing of space to begin to formulate design solutions programming within the framework of a program and a site. Meets • Have fundamental knowledge and skills in design Arts and Ideas Liberal Arts Core outcome. Prerequi- development sites: DRW 116 and DRW 232 must be taken prior to, or • Have fundamental knowledge and skills in space concurrently with, Interior Design Studio 2. 3 crs. planning • Have fundamental knowledge and skills in material ID 217 INTERIOR DESIGN STUDIO 3 and finish selection Students will move through a full-term project that • Have fundamental knowledge and skills in will be the synthesis of both the student’s develop- preparation of construction documents ment of spatial perception and their technical drafting • Have fundamental knowledge and skills in lighting skills for this first year. Meets Arts and Ideas Liberal plans Arts Core outcome. Prerequisites: DRW 117 and DRW 233 must be taken prior to, or concurrently with, Inte- 38 rior Design Studio 3. 3 crs. ID 318/319/320 ID 375 INTRODUCTION TO CAD ART INTERIOR DESIGN STUDIO 4, 5, 6 An introduction to computer-aided drafting (CAD) in This course will involve lectures on basic interior de- interior design utilizing AutoCAD. Includes lab time sign concepts and studio work in application of those working on the computer with an emphasis on two- concepts. Meets Arts and Ideas Liberal Arts Core dimensional representation. outcome. Prerequisites: ID 215/216/217. 3 crs. ID 376 INTERMEDIATE CAD ID 421/422/423 A continuation of study in computer-aided drafting INTERIOR DESIGN STUDIO 7, 8, 9 (CAD) in interior design utilizing AutoCAD. Emphasis Studio work in application of design concepts to the will be on advanced two-dimensional applications as design of a range of interior types. Meets Arts and well as three-dimensional rendering and color. Ideas Liberal Arts Core outcome. Prerequisites: ID 318/319/320. 3 crs. ID 387 INTERIOR DESIGN PORTFOLIO Discussion of basic professional portfolio develop- ID 311/312/313 ment and presentation. Prerequisites: ID 318/319/ HISTORY OF ARCHITECTURE AND INTERIORS 320. 3 crs. An introduction to the history of Western architecture with special attention paid to the making of inte- ID 388 PROFESSIONAL PRACTICES rior space and the relation of other art forms to archi- FOR INTERIOR DESIGN tecture. Meets Arts and Ideas, or People and Power, Discussion of basic professional practice, business Liberal Arts Core outcome. 3 crs. standards, and ethics. Prerequisites: ID 318/319/320. 3 crs. ID 336 PRESENTATION This course expands on architectural drawing skills ID 494 INTERIOR DESIGN INTERNSHIP learned in ID 215/216/217 specifically focusing on A working internship in the interior design field. May drawings and presentation boards which illustrate in- be repeated for up to 6 crs. Prerequisites: ID 311/312/ terior spaces for the purpose of communication with 313, ID 336, ID 337/338, ID 353/354/355, ID 356/357, clients. Prerequisites: ID 215/216/217. 3 crs. open to juniors and seniors only. 3 crs. or 6 crs.

ID 337/338 CONSTRUCTION DOCUMENTS ID 496 INTERIOR DESIGN THESIS: PROPOSAL This course introduces the requirements of drawn The thesis is an intensive program for the advanced and written documents necessary to clearly specify student. It encompasses three quarters and involves information necessary to contract construction. Pre- the student in developing all design materials for a requisites: ID 318/319/320. 3 crs. complete project. The interior design thesis is temporarily graded on an In Progress (IP) basis for the first ID 343/344 HISTORY OF FURNITURE two terms (ID 496/497). The final grade for the full An introduction to the history of furnishings for the 12-credit art thesis project, given at the completion of interior designer. 3 crs. ID 498, is applied to all three terms. During the first term, the thesis proposal is written in consultation ID 353 INTERIOR MATERIALS with the thesis advisor. This document outlines the An introduction to interior components and trade re- project to be completed. During the first quarter the sources through lecture, discussion, demonstration, student also begins work in line with the proposal. and field trips. Prerequisites: ID 215/216/217. 3 crs. Prerequisites: maintenance of 3.50 grade point average in upper-division major coursework; approval ID 354 TEXTILES FOR INTERIORS through application, portfolio, and letter of intent. An introduction to textiles (for example, upholstery Students must register concurrently for LAC 450 Se- and carpeting) and trade resources through lecture, nior Seminar. 3 crs. discussion, demonstration, and field trips. Prerequi- sites: ID 215/216/217. 3 crs. ID 497 INTERIOR DESIGN THESIS: DESIGN DEVELOPMENT ID 355 INTERIOR LIGHTING Design work as described in the proposal developed An introduction to interior lighting and trade resourc- during ID 496 is developed and presented at term-end es through lecture, discussion, demonstration, and review. Meets Arts and Ideas Liberal Arts Core out- field trips. Prerequisites: ID 215/216/217. 3 crs. come. Prerequisite: ID 496. 6 crs.

ID 356/357 ID 498 INTERIOR DESIGN THESIS: STRUCTURES AND BUILDING SYSTEMS PROJECT COMPLETION A basic course in the structure of architecture and Design work is completed and presented for final re- buildings, including mechanical, electrical, and HVAC view. Meets Arts and Ideas Liberal Arts Core out- systems, geared to the needs of the interior designer. come. Prerequisite: ID 497. 3 crs. Prerequisites: ID 318/319/320. 3 crs.

39 ART EXHIBITIONS NORTHWEST FILM CENTER The Art Gym exhibition program is an important re- COOPERATIVE PROGRAM source for the Marylhurst art student. The working Coursework offered by the Northwest Film Center philosophy underlying the Exhibition program is to (NWFC) in its certificate program in film may be promote public understanding of contemporary art of taken for credit through Marylhurst University and the Pacific Northwest through exhibitions, publica- utilized in art degree programs. NWFC courses are tions, and discussion. generally offered in a semester format with variable Since the 3,000-square-foot space opened in 1980, credits. the gallery has shown the work of over 500 artists To receive cooperative credit for NWFC courses from Oregon, Washington, Alaska, and Canada have through Marylhurst, students must 1) apply and regis- been shown, published over 40 exhibition catalogs, ter for classes through NWFC and 2) register for co- and held numerous public discussions with artists operative credit through the Marylhurst University and curators. Registrar’s Office. Students should contact the Art De- partment Office prior to registration for current infor- Several kinds of exhibitions are produced: mation on credits available for coursework. The Northwest Film Center certificate program in • Individual Artist Retrospective: A decade or film prepares self-directed individuals for careers in more of work by an artist is surveyed. Examples of media arts and independent filmmaking. The curricu- this type of show include a 23-year retrospective lum in film, aesthetics, production, and business of- of the art of Tad Savinar, three decades of large- fers an opportunity to develop basic hands-on skills, a scale outdoor sculpture by Lee Kelly, a 15-year portfolio (reel) of work, and professional contacts in survey of photographs by Terry Toedtemeier, the field while focusing on media aesthetics, one’s 10 years of painting by Laura Ross-Paul, and a personal vision, and the critical elements of fund rais- tribute to landscape architect Barbara Fealy. ing and distribution. • Thematic Group Exhibition: Large exhibitions For more information on the certificate program that illustrate the concerns of several artists in film, or to receive a schedule of current course of- working with a particular subject. Examples of ferings and fee information, contact the NWFC at exhibitions include Japanese/American: The In (503) 221-1156. Between; Landscape Photography by Northwest The NWFC is a regional media arts resource and Artists; As the War Ended: Artists’ Responses to service organization founded in 1971 to encourage War in Our Lifetime; New Dimensions in the study, appreciation, and utilization of the moving Printmaking; and Residue: Art from the Portland image arts, foster their artistic and professional excel- Music Underground. lence, and help create a climate in which they may flourish. • Sitework: Special artworks designed specifically for The Art Gym exhibition space. Artists who have designed works or installations for the space include Ken Butler, Christine Bourdette, Tad Department of Art Savinar, Fernanda D’Agostino, Kay Slusarenko, Marylhurst University Paul Sutinen, and the artist collaborative – Rigga. 17600 Pacific Highway (Hwy. 43) P.O. Box 261 Art classes use the exhibitions as laboratories for the Marylhurst, OR 97036-0261 discussion of the form, content, and methods of mak- Portland Metro: (503) 699-6268 ing art. Artists whose work has been exhibited in the Outside Portland Metro: 1-800-634-9982, ext. 6268 FAX: (503) 636-9526 gallery frequently speak to classes or teach special Email: [email protected] workshops. Web site: www.marylhurst.edu The internship program is open to Marylhurst students to enable them to become familiar with current art gallery practices. The Marylhurst B.F.A. Thesis Ex- hibition is held in the gallery at the conclusion of each academic year.

40 Department of PROGRAM LEARNING OUTCOMES BUSINESS BUSINESS AND MANAGEMENT FOR B.S. IN MANAGEMENT CONCENTRATIONS AND Students completing a B.S. in Management in any MANAGEMENT Chair: Daniel K. Spangler concentration at Marylhurst will be able to: BUG1 Discuss critically the philosophy of business management and the principles of its major The Business and Management curriculum disciplines – Finance, Accounting, Marketing, has been engineered to utilize multiple Law, Human Resources, and the modes of delivery in the core courses to Organizational Sciences – domestically and create a dynamic new model of Business globally. education that students will find both chal- BUG1 Understand and accurately employ the concepts and methodologies used in an lenging and flexible. This hybrid model of organizational context. course delivery combining on-site class BUG1 Communicate effectively at all levels of time with online contact time means that management within and outside an in many classes students will have in- organizational context. creased opportunity for personalized interaction with half the normal on-campus Students completing the Managing Technology class time. It also guides students into a and Information Concentration will be able to: new style of learning that will help them MTI1 Demonstrate an understanding of how the concentration discipline relates to the become the adaptable learner that today’s broader scope of general management. organizations demand. MTI2 Demonstrate the ability to apply the concepts Of course we continue to offer courses and principles specific to the concentration in the traditional classroom setting as well to an organizational setting or problem. as in a completely online format. These op- MTI3 Demonstrate project management skills tions enable us to assemble a customized across multiple management disciplines that degree program to fit your particular are targeted specifically to the needs of the needs. technology and information industries. Students completing the International Business Concentration will be able to: IB1 Demonstrate an understanding of how the concentration discipline relates to the broader scope of general management. THE PURPOSE OF THE IB2 Demonstrate the ability to apply the concepts BUSINESS AND MANAGEMENT DEGREE and principles specific to the concentration The Business and Management curriculum at to an organizational setting or problem. Marylhurst University offers the student a sound foun- IB3 Demonstrate an understanding of the world’s dation in the subdiscipline of business (management, shifting political, economic, and marketing, accounting, finance, law, human resourc- technological developments and an ability to es, and statistics). Upon successful completion stu- address the challenges created by the dents will be able to effectively function within such continually changing global business departments and connect each discipline into the environment. strategic management process. Students completing the Organizational and Hu- Courses are taught by qualified professionals who man Relations Concentration will be able to: are exceptional instructors and practitioners. Stu- OHR1 Demonstrate an understanding of how the dents represent a wide variety of industries and busi- concentration discipline relates to the nesses throughout Oregon and Southwest Washing- broader scope of general management. ton. The diverse backgrounds of students enhance OHR2 Demonstrate the ability to apply the concepts the learning experience. and principles specific to the concentration CAREER PATHS to an organizational setting or problem. Graduates of the Marylhurst undergraduate curricu- OHR3 Demonstrate an understanding of the impact lum are prepared to successfully pursue managerial and importance of the human component of careers in corporations, in government organizations, an organization to the organization’s overall in non-profit institutions, or perhaps even embark on performance. their own entrepreneurial venture. Specific concen- OHR4 Demonstrate how networks and social trations provide additional career enhancements for interactions at a variety of levels produce new specializing in areas such as high tech, international forms of work relationships vital to a firm’s business, or human relations. success.

41 BUSINESS MAJOR REQUIREMENTS FOR A BACHELOR Capstone (9 credits) AND OF SCIENCE IN MANAGEMENT MGT 456 Applying Strategic BUG1,2,3 6 MANAGEMENT Management Principles Learning AND MGT 432 BUG1,3 3 Requirements Outcomes Credits Career Planning MGT 321 Orientation: 1 OR MGT 494 Internship BUG2,3 Hybrid Learning Electives (3 credits) Required Core MGT 302 Business Technology 3 QA 341 Quantifying BUG2 4 MGT 304 Business Communications 3 Business Information MGT 432 Career Planning BUG2,3 3 MGT 330 Understanding BUG1 6 (for students taking an internship Administration of Organizations as a capstone requirement) MKT 438 Principles of Marketing BUG2 6 MGT 494 Internship 3 & Business Research (for students taking career MGT 322 Ethics, Law & the Practice BUG2 6 planningas a capstone of Principled Management requirement) MGT 428 The Human Organization BUG2,3 6 Any concentration course from a 3 ACT 324 Managerial Accounting BUG2 6 concentration other than FIN 410 Finance as a BUG2 6 the student’s field Managerial Function MGT 465 Professional Development Seminars 1 Maximum of three can apply Midpoint Proposal toward degree. MGT 402 Internship Proposal BUG3 1 OR Career Plan Proposal COURSE RECOMMENDATIONS FOR THE LIBERAL ARTS CORE Concentrations (18 crs.) Students must take Micro- and Macro Economics courses in their Liberal Arts Core to satisfy six credits Managing Technology & Information and the People and Power learning outcomes under MGT 450 Technology & Information MTI1,2 3 the Human Community category of the Liberal Arts for Decision Support Core. Please see pages 24-30 for more information MGT 451 Managing Technology MTI3 3 about the Liberal Arts Core. & Information Projects MGT 452 Technology & Information MTI1 3 Flow in Organizations DEVELOPMENTAL COURSES FIN 422 Financing Technology MTI2 3 & Information Projects MGT 201 INTRODUCTION TO BUSINESS MGT 453 Technology & MTI2,3 3 IN TODAY’S WORLD This course is designed to expose beginning students Information as Strategic Resources to the many functions of U.S. business (marketing, ac- MGT 422 Facilitating Human MTI1,2 3 counting, finance, organizational behavior, human re- Performance sources, information systems, and other business con- International Business cepts). As the business functions are covered, stu- MKT 402 Marketing Beyond Borders IB2 3 dents will concentrate on the various decisions that FIN 415 Dynamics of Int’l Finance IB2 3 impact the organization, operations, and manage- MGT 426 Global Perspectives IB2 3 ment. The importance of ethics and social responsi- on Law & Ethics bility in a global society will be stressed throughout MGT 342 Cultural Influences IB2,3 3 as the participants explore the multitude of career on Performance Management options in the business world. 3 crs. EC 364 Comparative Economic Systems IB3 3 CM 333 Intercultural Communication IB2,3 3 MGT 302 BUSINESS TECHNOLOGY In this class the student will learn about computer Organizational and Human Relations systems and also how to use computer software. This MGT 424 Legal Issues of Managing OHR2 3 class is an introduction to computer concepts, infor- the Human Organization mation systems, hardware, software applications, MGT 427 Life & Work: OHR3,4 3 data communications, and the social and ethical is- Multiple Perspectives sues surrounding computers and information sys- MGT 342 Cultural Influences OHR1,3,4 3 tems. Students will learn practical information on on Performance Management software applications and on good design practices to CM 346 Conflict Management OHR2,4 3 help them begin exploring special features of soft- CM 340 Organizational OHR2,4 3 ware. The software applications covered, including Communication hands-on tutorials, are word processing, spreadsheet, MGT 430 Fostering Creativity OHR1,2,3 3 graphics, and database. 3 crs. in Organizations

42 MGT 304 BUSINESS COMMUNICATIONS es the human resource contribution to a company’s BUSINESS This class will provide communication skills needed strategic plan, bottom-line results, increased productiv- AND to succeed in business today. Real company examples ity, and excellence in service will be emphasized. This MANAGEMENT will allow students to learn from other people’s suc- course also focuses on the broader human resource cesses and failures. Students will learn the proper for- imperatives involved in managing people in organiza- mat for business letters, reports, and other documen- tions by emphasizing the motivation and leadership tation. Intercultural communication will also be dis- components of managers in organizations. This class cussed, as well as oral communication skills such as will use online technology. Prerequisite: MTH 111 and how to conduct meetings and give presentations. WR 221 or equivalent. 6 crs. 3 crs. MKT 438 PRINCIPLES OF MARKETING INTRODUCTION AND BUSINESS RESEARCH This course is meant to introduce students to the sci- MGT 321 HYBRID LEARNING ence of marketing in a systematic way that explores In this required one-credit introduction to the under- how the marketing function and process interacts graduate business curriculum you will experience how with the entire organization. The course is designed Marylhurst will use technology and tradition to help to give managers a functional understanding of, and you build the skills necessary to expand your individu- appreciation for, the marketing discipline. Students al learning opportunities in your unique environment should come to understand marketing as an econom- to enhance your personal values. Simply learning facts ic exchange function that has been necessitated by and concepts about how organizations function is nec- industrialization and work specialization. Students essary but insufficient for career success in today’s or- should complete the course with an appreciation of ganizations. It is more important for you than ever that marketing as a science, as a discipline grounded in you demonstrate your ability to be an effective individ- economics, psychology, sociology, organizational sci- ual learner. This course will help you master current ences, and rigorous research methods. Students technology to achieve that goal. 1 cr. should ultimately be able to identify where and how the practice of marketing in the real world deviates HYBRID CORE from the science. Prerequisite: MTH 111 and WR 221 or equivalent. 6 crs. MGT 330 UNDERSTANDING ADMINISTRATION ACT 324 MANAGERIAL ACCOUNTING OF ORGANIZATIONS This course will emphasize the major principles and Explore the four traditional functions of management practices of financial accounting, including the ac- – planning, organizing, leading, and controlling – as counting cycleand preparation of financial state- well as the various administrative roles a manager ments. Further emphasis will be placed on analysis may carry out. Examine how these functions and and interpretation of those statements leading to an roles are supported by the various departments in an understanding of their use as a managerial tool. Pre- organization and see how the manager as decision requisite: MTH 111 and WR 221 or equivalent. 6 crs. maker is reflected in the shape and structure of the organization. Discover how principles of organizing FIN 410 FINANCE AS A MANAGERIAL FUNCTION can be related to an organization’s strategy to pro- This course is designed to expose managers to the fi- duce efficient and effective structures. Prerequisite: nancial processes of organizations and how those MTH 111 and WR 221 or equivalent. 6 crs. processes can be engaged to achieve managerial functions. Students are expected to understand the basic MGT 322 ETHICS, LAW, AND THE PRACTICE accounting equation and will be expected to learn to OF PRINCIPLED MANAGEMENT produce cash flow statements and pro-forma financial Examine the legal environment of business including statements. The emphasis of the course will be on various business forms, the tort and criminal systems taking the information in these financial documents as they apply to business, and contract law. Incorpo- and analyzing them and interpreting them as manage- rate ethical perspectives to go beyond the letter of rial tools. This includes ratio analysis and an apprecia- the law and applying the spirit of business laws from tion for financial data as both motivators and control various ethical perspectives. Explore business dilem- mechanisms. Prerequisite: MTH 111 and WR 221 or mas irreducible to law and understand the roles of equivalent. 6 crs. moral code and ethical framework in managerial decision making. Prerequisite: MTH 111 and WR 221 or QA 341 QUANTIFYING BUSINESS INFORMATION equivalent. 6 crs. (Not hybrid format) The emphasis in this class is using statistics in personal, academic, and business situ- MGT 428 THE HUMAN ORGANIZATION ations. Students will review descriptive statistics sam- This course overviews the challenges and practices of pling, estimation, and hypothesis testing. Linear re- human resource management. It reviews the broad gression and correlation are re-examined and the range of related laws and public policy issues, the over- ideas extended to multiple regression using computer all responsibility of the human resource function with printouts. Chi-square, ANOVA, and some non-para- a company, and the practices and methods used to car- metric techniques are examined. Prerequisite: MTH ry out those responsibilities. The course also emphasiz- 111 and WR 221 or equivalent. 4 crs.

43 BUSINESS MIDPOINT networked organizations and virtual organizations cap- AND MGT 402 MIDPOINT PROPOSAL italize on the value of technology and information. MANAGEMENT Midway through their program, students will submit Consider how innovation and technology change im- and defend a written proposal for their capstone pact organizations and the sociotechnical systems project which will be either an internship experience within. Prerequisites: MGT 330. 3 crs. or developing a detailed career plan. During the term they are enrolled in this one-credit course they will re- MGT 453 TECHNOLOGY AND INFORMATION ceive guidelines on how to prepare this proposal. Stu- AS STRATEGIC RESOURCES dents should enroll in this course during their junior Examine how technology and information create stra- year, ideally after substantially completing the core re- tegic advantages for organizations. Explore how these quirements of the business program. When they en- resources are used to shape and respond to industry roll, they should arrange with the instructor the tim- forces and how they facilitate the strategic actions of ing of the creation and presentation of their proposal. diversification, integration, alliances, and international Prerequisite: completion of Business and Management expansion, among others. Consider new dimensions core coursework. 1 cr. of performance and risk created by engaging these resources as strategic competencies. Prerequisites: MGT 450, MGT 452. 3 crs. CONCENTRATIONS MANAGING TECHNOLOGY FIN 422 FINANCING TECHNOLOGY AND INFORMATION AND INFORMATION PROJECTS The technology and information industries are charac- MGT 422 FACILITATING HUMAN PERFORMANCE terized by their high velocity making it even more im- Examine the relationship between the person and the portant that the financial analysis of projects requiring organization by focusing on concepts such as leader- significant investment on the part of the organization ship, motivation, communication, decision making, be both accurate and timely. This course focuses on groups and teams, conflict and change. Prerequisites: corporate finance initiatives that are both short term MGT 330, MGT 428. 3 crs. and high-impact in nature. Prerequisites: FIN 410, ACT 324. 3 crs. MGT 450 TECHNOLOGY AND INFORMATION FOR DECISION SUPPORT INTERNATIONAL BUSINESS Managers in organizations face significant decision making responsibilities every day. Their role is to make de- MGT 342 CULTURAL INFLUENCES cisions in contexts where important information is ON PERFORMANCE MANAGEMENT missing. This course considers how managers use exist- The relationship between the person and the organiza- ing information and current technologies, such as DSS, tion can vary widely across cultures, though our under- ESS and GSS among others to assist them in making or- standing is predominantly Western in its origins. This ganizational decisions and minimizing the exposure to course examines how that relationship is influenced by faulty decisions caused by incomplete information. different cultural contexts and how persons must alter Consideration is also given to how such information their understanding to fit other cultures. The concepts technologies are incorporated into the organizations of leadership, motivation, communication, decision and what impact they may have on structure and cul- making, teams, conflict, and change have different ture. Prerequisites: MGT 330, QA 341. 3 crs. meanings and evoke different responses in other cultures. Prerequisites: MGT 330, MGT 428. 3 crs. MGT 451 MANAGING TECHNOLOGY AND INFORMATION PROJECTS MGT 426 GLOBAL PERSPECTIVES Project management skills are essential to managers in ON LAW AND ETHICS high tech environments. Such dynamic and high ve- The legal environment of business – including various locity environments mean new projects, initiatives, business forms, the tort and criminal systems as they and skill sets are coming on line more frequently and apply to business, and contract law – varies widely have shorter life cycles than organizations may have from country to country as do the moral frameworks been accustomed to in the past. Technology initia- from which managers make ethical judgements. This tives in particular may present their own unique chal- course explores the unique circumstances managers lenges to creating a positive impact in the organiza- face when doing business across different legal and tion. Efficient project management techniques are es- ethical boundaries which is becoming more and more sential to creating successful projects in this environ- common with increasing globalization of the econo- ment. This course will focus on developing project my. Prerequisites: MGT 322. 3 crs. management skills with an emphasis on generating quick positive impact in the organization. Prerequi- MKT 402 MARKETING BEYOND BORDERS sites: MGT 330, MGT 322, MGT 428, MKT 438, ACT For students emphasizing the International Business 324, FIN 410, QA 341. 3 crs. Concentration in their undergraduate business degree program, this course extends the basic concepts from MGT 452 TECHNOLOGY AND INFORMATION the core marketing class (MKT 438) into the interna- FLOW IN ORGANIZATIONS tional business environment and examines how these Examine how technology, information and structure principles and concepts are affected by multiple and interact to create strategic advantages for organiza- differing cultures and business climates. Prerequisites: 44 tions. Explore how new organizational forms such as MKT 438. 3 crs. FIN 415 DYNAMICS OF MGT 430 FOSTERING CREATIVITY BUSINESS INTERNATIONAL FINANCE IN ORGANIZATIONS AND The globalization of the business environment affects Some organizations are creative even during critical MANAGEMENT all organizations. One of the most significant impacts situations, while others develop a stifling siege men- comes from the nature of how the various world fi- tality. Students will become deliberately creative by nancial markets interact and react on a daily basis to practicing nuts-and-bolts methods and techniques as both world and regional events. This course will ex- they examine the underlying theoretical foundations plore the important impact various world markets of creativity. New and enlightening approaches to may have on even the most local of organizations. business problem solving will help students see ways The course considers the elements of various markets to improve their skills and the skills of organizations that produce effects beyond national boundaries and they work with in today’s high-pressure world. Pre- provides guidelines for managers to monitor this requisites: MGT 330, MGT 428. 3 crs. component of the organization’s environment and develop appropriate organizational responses. Prerequi- CM 340 ORGANIZATIONAL COMMUNICATION sites: FIN 410. 3 crs. See Communication Studies Department. 3 crs. Page 50.

EC 364 COMPARATIVE ECONOMIC SYSTEMS CM 346 CONFLICT MANAGEMENT See Human Sciences Department. 3 crs. Page 78. See Communication Studies Department. 3 crs. Page 51.

CM 333 INTERCULTURAL COMMUNICATION CAPSTONE See Communication Studies Department. 3 crs. Page 50. MGT 432 CAREER PLANNING ORGANIZATIONAL This course is designed to provide guidance to stu- AND HUMAN RELATIONS dents in the refinement and completion of the career plan they proposed in their program midpoint MGT 342 CULTURAL INFLUENCES course, MGT 402. Students can also take this course ON PERFORMANCE MANAGEMENT as an elective in their program. They will learn about The relationship between the person and the organiza- self-assessment, career profiling, and techniques for tion can vary widely across cultures, though our under- researching career opportunities and building plans standing is predominantly Western in its origins. This to prepare them for success in their chosen field. course examines how that relationship is influenced They will also learn about common roadblocks and by different cultural contexts and how persons must pitfalls, how to avoid them, what to do when they en- alter their understanding to fit other cultures. The con- counter them, and how to get back in control of their cepts of leadership, motivation, communication, deci- career track. Prerequisite: MGT 402. 3 crs. sion making, teams, conflict, and change have different meanings and evoke different responses in other cul- MGT 494 INTERNSHIP tures. Prerequisites: MGT 330, MGT 428. 3 crs. Orientation is required prior to registration. An internship may fulfill major elective credits or part of MGT 424 LEGAL ISSUES OF your capstone requirements in the major. Prerequi- MANAGING THE HUMAN ORGANIZATION site: MGT 402. 3 crs. Labor law is a dynamic area that is being significantly reshaped by the changing nature of workplaces and MGT 456 APPLYING STRATEGIC MANAGEMENT working relationships. In many cases what has stood PRINCIPLES as precedent for many years may no longer apply to Strategic management is intended to be a capstone the employer-employee relationship as new bonds course taken at the end of a student’s program of and boundaries are created. Recent rulings and regu- study in the management discipline and requires a lations such as ADA, FMLA, and interpretations by student to draw on the accumulated knowledge OSHA have profound impacts on how organizations gained about effectively administering organizations. and their employees and contractors interact. These Students will engage finance, marketing, manage- and related issues will be addressed in this course as ment, statistics, research and human resource skills in it examines the reformulated workplace of today. Pre- concert to solve business problems. Prerequisite: requisites: MGT 322. 3 crs. completion of Business and Management core coursework. 6 crs. MGT 427 LIFE AND WORK: MULTIPLE PERSPECTIVES This course is for students emphasizing the Organiza- Department of Business and Management tional and Human Relations Concentration in their un- Marylhurst University dergraduate business degree program. The course ex- 17600 Pacific Highway (Hwy. 43) plores the many dimensions of the relationship individ- P.O. Box 261 uals have with organizations and how that relationship Marylhurst, OR 97036-0261 Portland Metro: (503) 699-6268 is balanced with other dimensions in their lives. Issues Outside Portland Metro: 1-800-634-9982, ext. 6268 such as time and stress management, interpersonal FAX: (503) 636-9526 skills, and achieving career/life balance will be ex- Email: [email protected] plored. Prerequisites: MGT 330, MGT 428. 3 crs. Web site: www.marylhurst.edu

45 COMMUNICATION Department of PROGRAM LEARNING OUTCOMES STUDIES COMMUNICATION STUDIES FOR B.A. IN COMMUNICATION STUDIES Students who receive a Bachelor of Arts degree with Chair: Jeff Sweeney an major in communication studies will be able to: 1. Formulate ideas and express them with clarity and Communication is the process through accuracy in both written and oral communication; which people interrelate in friendships, 2. Demonstrate effective communication skills in at families, groups, organizations, and cul- least two settings (interpersonal, intercultural, tures. Effective communication - spoken, small groups, organizational, electronically written, or nonverbal - depends upon a mediated); thoughtful understanding of concepts and 3. Accomplish a practical professional task in a their skillful application in specific con- specific communication setting; texts. Communication skills are essential to 4. Use recognized concepts from the field of communication to investigate human interaction; one’s health, social proficiency, lifelong 5. Discuss analytically the fundamental principles and learning, and professional achievement. contemporary perspectives in communication; and Contemporary communication is compli- 6. Develop solutions to specific communication cated by ever-changing information tech- problems. nologies, the global marketplace and deepening awareness of cultural difference MAJOR REQUIREMENTS within the human community. FOR B.A. IN COMMUNICATION The Communication Studies Department Communication Studies majors may pursue the designed degree track described below or apply to the offers degree programs and courses to help departmental advisor to create an individualized de- learners meet the challenges of the infor- gree plan. Courses/course categories marked below mation age, master professional communi- with an asterisk are required of Communication Stud- cation skills, and communicate more effec- ies majors regardless of concentration. tively. Learning Requirements Outcomes Credits THE PURPOSE OF THE COMMUNICATION *Communication Perspectives 1,4,5 9 STUDIES DEGREE • *CM 200 Introduction to Communication knowledge, competence, and mas- Communication Studies tery are • *CM 300 Patterns & Principles • the foundation skills of the lifelong learner of Communication • the tools with which society transforms itself and • *CM 400 Research & Discovery cultural communities may bridge their differences in Communication • essential for individual career success and the Effectiveness in Communication Settings 2 9 vitality of commercial enterprise • CM 321 Small Group Communication • critical to the whole development of a humane Choose two of these: person CM 322 Interpersonal Communication The study of communication challenges students (LAC–HCC5) to develop a wide spectrum of skills and knowledge. CM 333 Intercultural Communication Students will increase their familiarity with the theory (LAC–HCA5) and practice of human communication. Studying CM 340 Organizational Communication communication asks students to listen, reason, ques- (LAC–HCB8) tion, present, and persuade in a more responsive, in- CM 341 Interviewing formed, coherent, and effective manner. Students will CM 345 Team Building increase their communication confidence in ethically, CM 346 Conflict Management culturally, or technologically complex contexts, as (LAC–HCC6) well as learn to apply effective communication strate- Communication Theory & Analysis 1,4,5 9 gies in a variety of social systems and professional set- • CM 324 Nonverbal Communication tings. Choose two of the following: CM 336 Humor & Communication CAREER PATHS CM 337 Gender & Communication The study of communication provides pathways to ca- CM 344 Power & Influence reers or advanced study in business and high technolo- CM 351 Media & Reality (LAC–HCD3) gy industries, public relations and advertising, govern- CM 363 Understanding Media ment, social and human services, counseling, law, and (LAC–HCD3) education. Concentrations within the Communication CM 432 Leadership Communication Studies major provide professional preparation for ca- CM 441 Communication & Aging reers in corporate communications, training, or con- CM 457 Organizational Culture sulting. The B.A. with a major in Organizational Com- & Climate munication prepares students to be more effective CM 458 Managing Transitions within various communication systems that operate in CM 350 Persuasion in Information Age 46 public and private sector organizational contexts. CM 370-379/470-479 Topics Training and Development – min 24 crs. COMMUNICATION in Communication • CM 407 Principles of Instructional Design STUDIES *Advanced Effectiveness Courses 2,6 6 • CM 442 Assessment & Evaluation for Trainers Choose two of these: • CM 446 Helping Adults Learn CM 421 Advanced Small Group • CM 447 Designing Creative Training Communication • CM 448 High Impact Training Materials CM 433 Advanced Intercultural • CM 450 Classroom Communication Techniques Communication for Trainers CM 420 Professional Presentations: Related Professional Application Courses (6 credits; Adv. Speaking choose two or more of these) CM 422 Advanced Interpersonal CM 420 Professional Presentations Communication CM 423 Advanced Listening CM 423 Advanced Listening CM 426 Facilitating Work Groups CM 493 Research Project in CM 458 Managing Transitions Communication (by arrangement) TOTAL CREDITS FOR MAJOR: 61 credits *Internship/Senior Project 3 min. 4 Choose one of these: REQUIREMENTS FOR THE MINOR CM 494 Internship in Communication Students majoring in another area may also minor in (by arrangement) Communication, Public Relations, or Training and De- CM 397/497 (PLA Portfolio credit in velopment. Requirements appear below. communication) (The following options are for Minor in Communication Studies - Public Relations Concentration Learning Outcomes 2, 3, 6; 36 crs. students only:) CM 200 Introduction to Communication Studies PR 494 Internship in Public Relations CM 320 Public Presentations (by arrangement) CM 323 Effective Listening PR 397/497 (PLA Portfolio credit CM 324 Nonverbal Communication in public relations) CM 337 Gender & Communication CM 363 Understanding Media Concentration Requirements - CM 321 Small Group Communication Learning Outcomes: 3,6 CM 322 Interpersonal Communication Communication Studies majors may choose one of the CM 333 Intercultural Communication following designed concentrations. The selected areas CM 340 Organizational Communication concentration is identified on transcripts and diploma CM 341 Interviewing upon graduation. CM 346 Conflict Management

Human Communication – 24 crs. Minor in Public Relations - Choose four or more of these: Learning Outcomes 2, 3, 6; 36 crs. CM 346 Conflict Management See requirements for Public Relations Certificate CM 347 Negotiation CM 348 Mediation Process Minor in Training & Development - CM 325 Communication of Self-Esteem Learning Outcomes 2, 3, 6; 36 crs. CM 336 Humor & Communication Communication Concepts & Skills (9 crs.) CM 327 Emotion in Communication CM 200 Introduction to Communication Studies CM 332 Honoring Diversity CM 320 Public Presentations CM 335 Communication Anxiety CM 340 Organizational Communication CM 366/466 Professional Development Seminars Training and Foundations (21 crs.) CM 407 Principles of Instructional Design Public Relations – 27 crs. CM 429 Professional Presentations Foundation Courses - 6 crs. CM 442 Assessment & Evaluation for Trainers Completed these before enrolling in other P.R. courses: CM 446 Helping Adults Learn • PR 261 Writing for the Media CM 447 Designing Creative Training • PR 360 Principles of Public Relations CM 448 High Impact Training Materials Techniques Courses - 12 crs. (4 crs. each) CM 450 Classroom Communication Techniques Prerequisites: PR 261, PR 360, and admission to de- for Trainers gree or certificate program: Organizational Applications (5 crs.) • PR 361 Public Relations Research & Planning Choose two or more of these: • PR 365 Public Relations Writing & Production CM 426 Facilitating Work Groups • PR 368 Public Relations Graphics & Electronic Media CM 432 Leadership Communications Context Courses - 9 crs. CM 445 Prof. Practices in Consulting & Training • PR 362 Ethics & Law in Public Relations CM 458 Managing Transitions • PR 367 Marketing Communications CM 466 Professional Development Seminars • PR 363 Advertising & Promotion

47 COMMUNICATION PROGRAM LEARNING OUTCOMES FOR CM 397/497 (PLA Portfolio credit in STUDIES B.A. IN ORGANIZATIONAL communication) COMMUNICATION TOTAL CREDITS FOR MAJOR: 61 crs. Students who complete the B.A. degree with a major TOTAL WITH PR CONCENTRATION: 64 crs. in organizational communication will be able to: REQUIREMENTS FOR THE MINOR 1. demonstrate effective communication skills in at Students majoring in another area may also minor in least two settings (organizational and one or more Organizational Communication. Requirements appear of the following: interpersonal, intercultural, small below. group, electronically mediated); 2. recognize business trends transforming the human Minor in Organizational Communication - environment, leadership, and how change comes Learning Outcomes 1, 3, 5; 36 crs. about in organizations; Communication Skills & Problem Solving (24 crs.) 3. accomplish a practical professional task in CM 321 Small Group Communication organizational communication; and CM 322 Interpersonal Communication 4. relate communication concepts to business CM 333 Intercultural Communication practices and management principles CM 341 Interviewing 5. develop solutions to specific problems in CM 345 Team Building organizational communication. CM 346 Conflict Management CM 347 Negotiation MAJOR REQUIREMENTS FOR B.A. IN Choose one of these: ORGANIZATIONAL COMMUNICATION CM 426 Facilitating Work Groups CM 420 Professional Presentations Learning CM 456 Open Thinking: Creativity & Conflict Requirements Outcomes Credits Concepts of Organizational Communication (12 crs.) Communication Effectiveness Courses 1 12 CM 340 Organization Communication • CM 321 Small Group Communication CM 407 Principles of Instructional Design • CM 322 Interpersonal Communication PR 360 Principles of Public Relations • CM 333 Intercultural Communication Choose one of these: • CM 340 Organizational Communication CM 432 Leadership Communication Communication Theory Analysis Courses 2,4 9 CM 457 Organizational Culture & Climate • CM 432 Leadership Communication CM 458 Managing Transitions • CM 457 Organizational Cultures & Climate • CM 458 Managing Transitions CERTIFICATE IN PUBLIC RELATIONS Professional Focus/ The Communication Studies Department offers a pro- Problem-Solving Courses 3,5 12 fessional Certificate in Public Relations designed to Choose four of these: facilitate learners seeking a career change into the CM 341 Interviewing field of public relations, to prepare current job seek- CM 345 Team Building ers for professional expertise in public relations, and CM 346 Conflict Management to educate those currently employed in developing CM 332 Honoring Diversity public relations. CM 347 Negotiation Public Relations Foundation Courses - 6 crs. CM 407 Principles of Instructional Design These should be completed before enrolling in other PR 360 Principles of Public Relations public relations courses: Business Management Courses 4 18 • PR 261 Writing for the Media • MGT 322 Ethics, Law & • PR 360 Principles of Public Relations Principled Management Techniques Courses - 12 crs. (4 crs. each) • MGT 330 Understanding Prerequisites: PR 261, PR 360, and admission to de- Administration of Organizations gree or certificate program: Choose one of these: • PR 361 Public Relations Research & Planning MGT 428 The Human Organization • PR 365 Public Relations Writing & Production MKT 438 Marketing & Business Research • PR 368 Public Relations Graphics & Electronic Advanced Effectiveness Courses 1,3 6 Media • CM 400 Research & Discovery Context Courses - 9 crs. in Communication • PR 362 Ethics & Law in Public Relations Choose one of these: • PR 367 Marketing Communications CM 420 Professional Presentations: • PR 363 Advertising & Promotion Adv. Speaking Capstone Courses - 6 crs.: CM 421 Advanced Small Group • PR 494 Internship in Public Relations Communication (by arrangement 4 crs.) CM 426 Facilitating Work Groups • PR 490 Project in Public Relations Internship/Senior Project 3 4 (by arrangement - 2 crs.) Choose one of these: Professional Electives - 3 crs. CM 494 Internship in Communication For example: (by arrangement) 48 PR 366/466 Professional Development Seminars PR 470-479 Topics in Public Relations COURSES COMMUNICATION CM 350 Persuasion in the Information Age STUDIES CM 363 Understanding Media CM 101 SPEAKING TUTORIAL: CM 300 Patterns & Principles of Communication TO- INDIVIDUAL ASSISTANCE TAL REQUIRED FOR CERTIFICATE: 36 crs. min. For students who wish to develop basic public communication skills or improve on those they already CERTIFICATE IN TRAINING & DEVELOPMENT possess. Students have three consultations with the The Communication Studies Department offers a Cer- instructor to work on development of a specific skill, tificate in Training and Development. This focuses on preparation for a particular event, or practice to im- communication skills and knowledge appropriate as prove one’s image as an effective oral communicator. preparation for a career as a trainer, training designer 1 cr. or consultant providing training. These courses can be taken as non-credit or continuing education credit for CM 150 LISTENING AND SPEAKING professional development purposes. A practical introduction to the art of oral communica- Recommended prerequisites: Students with no aca- tion with special emphasis on listening and speaking demic background in Communication Studies are rec- effectively in small and large group settings. 3 crs. ommended to complete coursework in one or more of the following topics before entering the certificate CM 200 INTRODUCTION program. TO COMMUNICATION STUDIES An overview of the field of human communication in- Introduction to Communication Studies cluding personal, social, and cultural dimensions, ver- Small Group Communication bal and nonverbal elements of interaction, and basic Interviewing features of common contexts: interpersonal, organiza- Interpersonal Communication tional, small group, speaker and audience-event, tech- Organizational Communication nology-mediated and mass communication. The rela- Required Certificate Courses tionship of communication studies to professional op- • CM 407 Principles of Instructional Design portunities and employment options is explored. 3 crs. • CM 442 Assessment & Evaluation for Trainers • CM 446 Helping Adults Learn CM 220 SPEAKING TO AN AUDIENCE • CM 447 Designing Creative Training A practical introduction to the art of public speaking. • CM 448 High Impact Training Materials Topics include how to find out about listeners; choos- • CM 450 Classroom Comm. Techniques for Trainers ing interesting, useful information for a speech; cop- Related Professional Application Courses (3 crs.) ing with nervousness, perfectionists, too little prepa- Choose two or more: ration time; learning from what listeners say about a CM 420 Professional Presentations presentation. Students deliver in-class presentations CM 426 Facilitating Work Groups of their own design. Intended for those with no pre- CM 458 Managing Transitions vious instruction in public speaking. 3 crs. CM 466 Professional Development Seminars TOTAL REQUIRED FOR CERTIFICATE: 21 crs. min. CM 221 MEETING MANAGEMENT: MAKING MEETINGS WORK CERTIFICATE IN The key to successful professional meetings is confi- CONFLICT COMMUNICATION dent leadership and skillful command of decision- The Communication Studies Department offers a Cer- making processes. Discussion leadership, parliamen- tificate in Conflict Communication focused on tech- tary processes, agenda setting, task and maintenance niques of dispute resolution, mediation, and intercul- functions, and member roles are examined. 3 crs. tural interaction. The certificate is designed to prepare students for positions requiring skill in dispute resolu- CM 222 RELATIONSHIPS: INTERPERSONAL SKILLS tion, negotiation, advocacy, and third-party mediation Perception, empathy, assertiveness, openness, and applicable to a variety of professional, personal, or trust: These are learned skills are fundamental to suc- community settings. cess in forming, maintaining, and ending personal relationships. Participants discuss and experiment with Required Certificate Courses basic strategies for addressing common challenges of Choose at least one of these (3 crs.): acquaintanceship, friendship, and intimacy. 3 crs. CM 322 Interpersonal Communication CM 323 Effective Listening CM 300 PATTERNS AND PRINCIPLES Choose at least one of these (3 crs.): OF COMMUNICATION CM 321 Small Group The study of communication provides a unique per- CM 341 Interviewing spective on human interaction, including personal, CM 333 Intercultural Communication interpersonal, group, and public situations. By explor- CM 346 Conflict Management ing the important concepts and applications of com- CM 347 Negotiation munication, participants discover the individual’s CM 348 Mediation roles and responsibilities in relating communication Choose one of the following: to self and society. Prerequisite: CM 200 and WR 122 CM 494 Internship in Communication or equivalent. Writing Intensive course co-requisite: CM 490 Project in Conflict Communication WR 303. 3 crs. TOTAL REQUIRED FOR CERTIFICATE: 20 crs. min. 49 COMMUNICATION CM 320 PUBLIC PRESENTATIONS nurturing relationships, and organizational excel- STUDIES The professional environment demands that people lence. Through affirming messages people communi- express ideas clearly and confidently. This course re- cate acceptance, respect, appreciation, caring, love views the methods and practice of public speaking, and intimacy. This course will examine verbal and concentrating on interpersonal delivery style, speech nonverbal strokes, listening, and touch. Selected re- organization, and succeeding in a variety of speaking search will focus on the effects of these messages, or situations. Class activities include practice of speaking lack thereof, on children, primary relationships, and skills in a supportive setting. 3 crs. employee satisfaction within organizations. 3 crs.

CM 321 SMALL GROUP COMMUNICATION CM 332 HONORING DIVERSITY: PRACTICAL In our complex and interdependent society, commu- STRATEGIES FOR DEALING WITH DIFFERENCE nicating effectively in groups is a necessity. Decision Through the application of intercultural theory, this making, problem solving, conflict resolution, and pre- course explores the dynamics of differences that oc- sentation all demand special skills in group settings. cur in interpersonal relationships, in small groups and Drawing on current theory and research in communi- in the culturally diverse work environment. Includes cation, this course explores the concepts and teaches interaction with guest speakers representing a variety the skills necessary for improved leadership and mem- of socio-cultural perspectives. 3 crs. bership in groups. 3 crs. CM 333 INTERCULTURAL COMMUNICATION CM 322 INTERPERSONAL COMMUNICATION What does it mean to be thrown into contact with Increase effectiveness in both personal and profession- others whose life-styles and values differ from one’s al interaction through developing one’s interpersonal own? Such interactions are often complex and con- communication skills. The course focuses on aware- fusing. This course examines face-to-face intercultural ness and adaptation, social roles, conflict manage- communication – focusing on cultural awareness, val- ment, and systems of relating. May be applied to Lib- ues, perception, and recognizing differences as a re- eral Arts Core outcome HCC5. 3 crs. source. May be applied to Liberal Arts Core out- CM 323 EFFECTIVE LISTENING: come HCA5. 3 crs. FROM COMPREHENSION TO CRITICAL EVALUATION CM 335 COMMUNICATION ANXIETY Careful and discriminating listening is essential to ef- In a supportive environment, participants will explore fective communication. In this course, students exam- ways in which different communication contexts may ine the effects of listening style on personal relation- effect anxiety level; identify personal areas of commu- ships and public interaction. Students will assess lis- nication confidence and apprehensions; and learn tening strengths and weaknesses, and work to im- practical information and tools to reduce anxiety and prove listening proficiency through in-class exercises increase communication confidence. 3 crs. and other activities. This course meets Liberal Arts Core outcome LLC1. 3 crs. CM 336 HUMOR AND COMMUNICATION “Humor is the shortest distance between two peo- CM 324 NONVERBAL COMMUNICATION ple.” – Victor Borge. This class will explore the cre- Explore the nonverbal messages that are intrinsic to ation and uses of humor, theories of humor, in print interpersonal and public communication settings. Stu- and audiovisual media, in personal and group interac- dents increase awareness of their body language as tions, as a tool in communications. 3 crs. well as their understanding of concepts and principles of nonverbal communication. 3 crs. CM 337 GENDER AND COMMUNICATION Students examine the role of gender in communica- CM 325 COMMUNICATION OF SELF-ESTEEM tion and identify many of the personal and public fac- A person’s sense of self inescapably influences the de- tors involved in communication between men and gree of success experienced when communicating women. Topics include sex-differentiated language with others. One’s feeling of self-worth is closely and conversational styles; the impact of the mass me- linked to motivation, aspiration, and achievement. Stu- dia on sex roles; how intimacy is expressed in same dents examine perspectives on self-esteem, review and opposite sex friendships; and the question of methods of enhancing personal pride, and explore ap- what constitutes ethical communication when it proaches to communicating self-esteem in personal comes to “gender talk.” 3 crs. and professional contexts. 3 crs. CM 327 EMOTION IN COMMUNICATION CM 340 ORGANIZATIONAL COMMUNICATION Expressing emotion is regarded as a healthy thing to Whether participants are frustrated by a particular do, yet emotions are often feared as uncomfortable “corporate culture” or merely curious about develop- and destructive. This course will examine the nature ing a more productive climate, this course assists of communicating emotion effectively: how to identify them in improving organizational environments what you are feeling; taking responsibility for your through communication. Students examine the orga- feelings; and appropriate and assertive communication nizational communication paradigm, explore the of feelings. 3 crs. communication implications of organizational structure, assess formal and informal network relation- CM 328 THE COMMUNICATION OF AFFIRMATION ships, and learn strategies for organizational diagnosis The capacity to communicate affirmation to others is and change. May be applied to Liberal Arts Core out- 50 critical to the development of individual self-esteem, come HCB8.3 crs. CM 341 INTERVIEWING standards. Through the analysis of real-world persua- COMMUNICATION The complex nature of the interview situation de- sive campaigns in advertising, politics, change-agen- STUDIES mands a high level of professional skill, whether con- try and news media, the course helps participants un- ducting or participating in an interview. This course derstand how they can respond effectively to influ- examines a variety of interviewing contexts, includ- ence. 3 crs. ing employment, correction, counseling, and information-gathering and develops appropriate skill in re- CM 351 MEDIA AND REALITY ducing defensiveness, initiating and maintaining com- The power of mass media to influence the public munication, questioning, closure, and effective listen- agenda and personal values is one of the most studied ing. 3 crs. and controversial topics in our culture. How much does society internalize media reality and with what CM 344 POWER AND INFLUENCE effect? Students examine the relationship between According to Bertrand Russell, “The fundamental con- themselves and media, explore the impact of media cept in social science is Power, in the same sense in messages on major social concerns, and discuss issues which Energy is the fundamental concept in physics.” of censorship, media ethics, and public education. The course examines agents exercising power, types May be applied to Liberal Arts Core outcome of power, uses and abuses of power, and particular HCD3. 3 crs. power issues, including power at work, and power between women and men. 3 crs. CM 352 MEDIA PRODUCTION 1: THE ART OF COMMUNICATING WITH VISUAL IMAGES CM 345 TEAM BUILDING A professional filmmaker teaches students to com- It takes more than just a gathering of people to be a bine images, music, and editing to tell their stories “team.” In a team, individuals work effectively togeth- with power and imagination. Through extensive er to achieve a common goal – and enjoy doing it. hands-on exercises, students will be able to create a Team building is the deliberate process of creating narrative structure, combine pictures and sounds, such a team. This course will explore the process of and learn to communicate in the media of print, tele- creating an effective team, including relationships, in- vision, and film. 3 crs. dividual and team dynamics, trust building, valuing team member differences, and the development of CM 354 MEDIA PRODUCTION 2 open team feedback. 3 crs. Participants have hands-on training as videographers, producers, writers. Using broadcast-quality equip- CM 346 CONFLICT MANAGEMENT ment, students design and video a production con- Since conflict is inevitable in life and even necessary cept. Prerequisite: CM 352 or consent of instructor. for positive change, the intelligent action is to man- 3 crs. age the conflict. A constructive approach is developed by learning to diagnose conflict, clarify values, CM 355 MEDIA PRODUCTION 3 and select appropriate interventions. Listening, asser- A continuation of CM 354, focusing on completion of tiveness, and conflict communication will be prac- video projects and practical considerations of those ticed in structured simulations. May be applied to preparing to enter the communications industry. Pre- Liberal Arts Core outcome HCC6. 3 crs. requisite: CM 352, CM 354. 3 crs.

CM 347 NEGOTIATION CM 363 UNDERSTANDING MEDIA Opportunities for resolving conflict through negotia- How do the mass media persuade, educate, entertain, tion present themselves frequently in one's personal and sell? Do the media shape – or merely reflect – so- and professional lives. Successful conflict resolution ciety? This course provides tools for understanding through interest-based negotiation involves self- the languages of film, television, and print media. awareness, communication skills, and specific tech- This course builds a foundation for media literacy, en- niques. Students explore and develop awareness and abling participants a more fluid movement between communication skills, and practice the processes uti- the role of consumer and product of images and lized in win-win negotiation. 3 crs. ideas. May be applied to Liberal Arts Core outcome HCD3. 3 crs. CM 348 THE MEDIATION PROCESS Mediation is a specific third-party intervention that is be- CM 366 PROFESSIONAL DEVELOPMENT coming widely recognized as an effective conflict man- SEMINARS agement strategy. The mediation process is an exten- Practical instruction to improve specific professional sion of negotiation, offering a valuable approach to re- communication skills. Topics vary; check Schedule of solving differences when negotiations fail to reach a set- Courses for current offerings. 1-3 crs. tlement. This course explores basic skills to enhance one’s experience of the mediation process. 3 crs. CM 386/486 INDIVIDUALIZED TRAVEL STUDY A variety of individualized options are available for CM 350 PERSUASION IN THE INFORMATION AGE those seeking college credit while traveling and Our world has never been more saturated with mes- studying abroad. If students are traveling indepen- sages competing for attention and response. This dently and wish to earn credit in communication course investigates the persuasion process, the values through individualized study with a Marylhurst in- underlying persuasive campaigns, the motives to structor, contact the Communication Studies Depart- ment, (503) 699-6269. 1-6 crs. which persuaders appeal, and contemporary ethical 51 COMMUNICATION CM 400 RESEARCH AND DISCOVERY CM 426 FACILITATING WORK GROUPS STUDIES IN COMMUNICATION Designed for those who have worked with groups Effective research is an essential component in devel- and have a basic understanding of group process and oping and writing about concepts related to human theory, this course focuses on developing leadership communication. This overview introduces skills, skills and facilitative functions in groups. Issues of knowledge, terminology, and process important in confidence, competence, and accuracy of percep- training and development, including the use of train- tions are addressed through experiential and practice- ing and development in solving organizational prob- oriented sessions. Prerequisite: CM 321 or CM 345, or lems, and instructional design steps used to plan, equivalent training or experience with instructor con- present, and evaluate training. Prerequisite: CM 300, sent. 3 crs. CLL 373, WR 303 Writing Intensive course. 3 crs. CM 432/432GR LEADERSHIP COMMUNICATION CM 407 PRINCIPLES IN INSTRUCTIONAL DESIGN Leadership can be defined as communication behav- This overview introduces skills, knowledge, terminolo- ior that is designed to influence the attitudes and ac- gy, and processes important in training and develop- tions of others, something people do each day. Mod- ment, including the use of training and development in els of leadership behavior, theories of power and in- solving organizational problems, and the instructional fluence, and a review of leadership research are pre- design steps (ADDIE model) used to plan, present, and sented. Students identify their own leadership style, evaluate training. The ADDIE model is the framework and learn to anticipate the impact of their style on dif- for the Training Series so students taking the series are ferent types of organizations. Prerequisite: CM 321 or encouraged to take this course first. 3 crs. CM 340. 3 crs.

CM 420/420GR PROFESSIONAL PRESENTATIONS: CM 433/433GR ADVANCED INTERCULTURAL ADVANCED TECHNIQUES FOR SPEAKERS COMMUNICATION Speaking well gets results whether representing an What patterns of belief underlie “naive” diagnoses of organization, a proposal, a product, a lesson, or one- difficulties in cross-cultural communication? Students self. Topics include effective rehearsal and delivery sharpen their ability to anticipate alternative cultural techniques; using automated visual aids, coping with perceptions; learn how decision making in cross-cul- disinterested and “difficult” listeners; persuasive pre- tural situations is undermined by “group-think,” fa- sentation strategies; facilitating group activities. For tigue, stress, time-constraints, and other out-of-aware- those who want a more effective presentation and a ness factors; explore the roles of culture and language “polished” presence. Prerequisite: CM 320, CM 220, on identity development, and cognitive change; and or equivalent training and experience with instructor investigate the global implications of social constructiv- consent. 3 crs. ism on defining ethical behavior in intercultural contexts. Prerequisite: CM 333 or equivalent training and CM 421 ADVANCED SMALL GROUP experience with instructor consent. 3 crs. COMMUNICATION Drawing on current theory and research in communi- CM 441/441GR COMMUNICATION AND AGING cation, this course reviews the structural properties Late life can be a time of creativity and personal of groups, motivational processes, group functions growth as well as adaptation to changing needs and and cultures, and the dynamics of power. Prerequi- physical limitations. This course explores the normal site: CM 321 or equivalent training and experience transitions of aging and the communication needs with instructor consent. 3 crs. that accompany those transitions. It is designed to broaden the student’s understanding of the aging pro- CM 422/422GR ADVANCED INTERPERSONAL cess and to provide skills that enhance relationships COMMUNICATION with older adults. Prerequisite: advanced standing in This course goes beyond the fundamental issues ad- communication major or instructor consent. 3 crs. dressed in the interpersonal communication course. Topics such as self-disclosure, listening, conflict reso- CM 442 ASSESSMENT AND EVALUATION lution, and patterns of communication are looked at FOR TRAINERS in greater depth with attention given to differences Needs Assessment, or Front-End Analysis, is the first within the general population. Students examine critical step in designing training, workshops, or in- their communication behavior as well as develop interventions. Used by consultants to assess problems, dividual communication skills. Prerequisite: CM 322 by educators to design instruction, these analysis or equivalent training and experience with instructor techniques are applicable across diverse professions. consent. 3 crs. This performance-based course will cover a variety of needs assessment techniques: surveys, focus groups, CM 423 ADVANCED STUDY IN LISTENING interviews, observation. Prerequisite: CM 407 recom- Students assess their own level of listening effective- mended. 3 crs. ness, identify others’ listening styles, and examine the impact of power on listening behavior. Two key ar- CM 445/445GR PROFESSIONAL PRACTICES IN eas, “listening research” and “skill-building in every- CONSULTING AND TRAINING day life” are the focus of intensive term projects. Pre- Being a consultant – is it an attainable ambition, an requisite: CM 323 or instructor consent. 3 crs. unrealistic dream, or a little of both? Many people with in-department backgrounds in the social scienc- 52 es, communication, and business have developed ideas and approaches which they want to disseminate CM 456 OPEN THINKING: COMMUNICATION through workshops, conferences, and free-lance con- CREATIVITY AND CONFLICT STUDIES sulting. This course is designed to help students ex- Creativity and conflict co-exist as distinct realities in amine the professional field of consulting and train- people’s daily lives. Although seemingly opposites, one ing, including marketing, contracting, and partner- cannot exist without the other. Connections, relationships. Prerequisite: CM 407 recommended. 3 crs. ships, and ambiguities between conflict and creativity will be explored, especially the correlation between CM 446 HELPING ADULTS LEARN creative problem solving and conflict resolution. As adults, persons learn every day. It is important for Through readings, lecture, exercises, discussion, and adult educators and trainers to understand the dynam- dialogue, the class examines theoretical elements of ics of adult learning in order to facilitate effective and both concepts with emphasis on practical applica- impactful learning environments for their students. tions. Prerequisite: CM 346 or equivalent training and Participants learn how to apply current principles of experience with instructor consent. 3 crs. adult development, the psychology of learning, and experiential training techniques. Topics also include CM 457/457GR ORGANIZATIONAL CULTURES motivation and performance, and adult learning The concept of culture applied to corporations is more styles. Prerequisite: CM 407 recommended. 3 crs. than a passing trend in organizational development. Through the use of anthropology, intercultural com- CM 447/447GR DESIGNING CREATIVE TRAINING munications, and organizational psychology, this Aimed at those presenting training, this course focuses course examines how culture is created, manifested, on selecting and using a variety of creative training maintained, and influenced in the organizational con- techniques and learning activities (guided teaching, text. Prerequisite: junior standing. 3 crs. group role-plays, games, and simulations) to achieve training goals, while enhancing and accelerating adult CM 458 MANAGING TRANSITIONS learning. The course also covers the design and plan- This course investigates the systemic dynamics of ning process necessary to create active results-oriented change in organizations and large systems – its types, training. Prerequisite: CM 407 recommended. 3 crs. phases, facilitators, and inhibitors, and its ripple effects. The roles of various participants in the change CM 448 HIGH IMPACT TRAINING MATERIALS process will be discussed. Attention will be devoted Focuses on developing training materials that aid learn- to understanding theories of organizational change as ing and support the participant’s training objectives. A well as behaviors and techniques known to influence creative, handson experience for trainers, teachers, the outcome of change processes. Prerequisite: jun- and presenters in selecting, designing, and producing ior standing. 3 crs. effective written handouts, overhead transparencies, flipcharts, posters, computer slides, audio- and video- CM 466 PROFESSIONAL DEVELOPMENT tapes. Covers techniques using both computer-generat- SEMINARS ed materials and manual, non-computer production. Practical instruction to improve specific professional Prerequisite: CM 447 or equivalent training and expe- communication skills. Some seminars may be avail- rience with instructor consent. 3 crs. able for graduate credit. Topics vary; check Schedule of Courses for current offerings. 1-3 crs. CM 450 CLASSROOM COMMUNICATION TECHNIQUES FOR TRAINERS CM 490 PROJECTS IN COMMUNICATION Students learn competencies important for instructors Students interested in pursuing independent research and trainers in the face-to-face class or training room or an application project utilizing skills and knowledge environment. Topics include maintaining instructor acquired in regular coursework may contract with the credibility; working with different learning environ- Communication Studies Department to receive credit ments; using effective communication, presentation, for their activities. An appropriate member of the fac- and questioning skills; providing learning and task clar- ulty is assigned to help the student develop a plan for ification; providing feedback to learners; informally the project, standards for evaluation, and achievement evaluating learning during the training; and preparing dates. Learning contracts are subject to approval by learners for other types of evaluation. Prerequisite: the Communication Studies Department and degree CM 320 and CM 447 or instructor consent. 3 crs. advisor prior to registration. 3 crs.

CM 451 HUMAN COMMUNICATION CM 494 INTERNSHIP IN COMMUNICATION AND TECHNOLOGY Students majoring in Communication Studies are re- Computer networks, video teleconferencing, and in- quired to complete four credits in supervised field teractive multimedia are among the tools transform- work in one or more voluntary placements during ing the way persons work, learn, play, and communi- their senior year. Completion of a total of 120 hours cate with each other. Explore communication tech- on site enables students to utilize knowledge and nologies and their effects on society. Through critical skills from coursework in actual work or service set- readings, discussion, demonstration, and presenta- tings culminates in a Senior Project report to be sub- tions from a variety of professionals involved in devel- mitted to department prior to graduation. Prerequi- oping and using these tools, students will explore the site: advanced standing in a communication major, at- human response evoked by our changing communi- tendance at an orientation meeting at least one term cation landscape. Prerequisite: junior standing. 3 crs. prior to planned internship, consent of the internship coordinator. 4 crs. 53 COMMUNICATION PR 070 PREPARING FOR ACCREDITATION IN PR 366/466 PROFESSIONAL DEVELOPMENT STUDIES PUBLIC RELATIONS (NON-CREDIT) SEMINARS An in-depth review of PR theory, practice, and proce- Practical instruction to improve specific professional dures designed specifically to prepare candidates for communication skills. Check Schedule of Courses for the accreditation examination of the Public Relations current listing. 1-2 crs. Society of America. The seminar updates students on developments in the field, refreshes knowledge of ef- PR 367 MARKETING AND PUBLIC RELATIONS: fective practices, and provides test-taking strategies, AN INTEGRATED APPROACH techniques, and sample examinations. Experience or How can profit and non-profit organizations adopt knowledge of public relations required. Non-credit business techniques to effectively meet their bottom line and social agendas? This course is designed to PR 261 WRITING FOR THE MEDIA help communication professionals and PR Certificate Writing is indisputably the basic tool of the public rela- students use marketing concepts and techniques to tions practitioner. To produce clear, concise, correct be more effective. Students learn successful market- writing requires well-developed language skills. Profes- ing and public relations practices by using a case sional standards of writing for print and electronic me- study approach, looking at national and local organi- dia are introduced. Topics include grammar and spell- zations and “adopting” a small non-profit as a class ing, AP style, data-gathering techniques, and editing for project. 3 crs. readability and interest. Prerequisite: college-level composition coursework or equivalent writing proficiency. PR 368 GRAPHICS FOR THE PUBLIC RELATIONS Required for PR Certificate students. 3 crs. PRACTITIONER From designers to desktop publishing systems, this PR 360 PRINCIPLES OF PUBLIC RELATIONS course explains how to use the graphic tools that of- Introduces the purposes and practices of public rela- ten confront (and confuse) the public relations practi- tions and its importance and function in society. Top- tioner. Printing terms and technology, typography, ics covered include career paths of the public relations and graphic “special effects” will be defined and dem- professional, the public relations process, an overview onstrated. Also includes special presentations on re- of the media and public relations history. Required for cycled paper and computerized pre-press prepara- PR Certificate students. 3 crs. tion. A portion of each class is devoted to developing PR 361 PUBLIC RELATIONS RESEARCH hands-on desktop publishing skills. Prerequisite: PR AND PLANNING 261 or equivalent writing experience approved by in- Explores practical and cost-effective methods of re- structor. Prerequisite: PR 261 and PR 360. 4 crs. search available to public relations professionals and use of research results to accurately budget and write public PR 490 PROJECTS IN PUBLIC RELATIONS Students may contract with the Communication Stud- relations plans. Prerequisite: PR 261 and 360. Must be ies Department to receive credit for performing a admitted to degree or certificate program. 4 crs. professional task utilizing skills and knowledge ac- PR 362 ETHICS AND LAW IN PUBLIC RELATIONS quired in public relations coursework. A member of Legal questions and ethical issues involving public re- the public relations faculty is assigned to help the stu- lations professions are increasingly complex, yet prac- dent plan goals, procedures, and critical features of titioner must be vigilant of laws and regulations while the project. 1-6 crs. strongly committed to ethical requirements of the field. Examines the relationship between ethical prin- PR 494 PUBLIC RELATIONS INTERNSHIP Designed to advance the student toward career goals, ciples and legal standards in light of pressures that strengthen existing skills, and provide opportunities may be created by clients or corporate employers. to practice new skills. The student develops an indi- Prerequisite: PR 261 or equivalent writing experi- vidualized internship with the assistance of the in- ence, approved by the instructor. Required for PR ternship coordinator. A variety of internships are cur- Certificate students. 3 crs. rently available at local and regional agencies, corpo- PR 363 ADVERTISING rations, and non-profit organizations, including Explore the connections of advertising communica- Marylhurst University. Prerequisite: a minimum of 15 tion to public relations practices. Participants exam- credits in public relations courses. Instructor consent ine practical concepts of advertising including prod- required. Required for Public Relations Certificate stu- uct analysis, creative strategies, marketing keyed to dents and seniors majoring in communication with target audiences, and agency operations. 3 crs. public relations specialization. Variable credit

PR 365 PUBLIC RELATIONS WRITING AND PRODUCTION Department of Communication Studies Essential for career success in public relations is the Marylhurst University ability to communicate clearly in writing – to write 17600 Pacific Highway (Hwy. 43) “lean and clean” on demand. This course prepares P.O. Box 261 participants to write in a range of professional con- Marylhurst, OR 97036-0261 Portland Metro: (503) 699-6268 texts - including brochures, backgrounders, speeches, Outside Portland Metro: 1-800-634-9982, ext. 6268 newsletters, and collateral pieces. Prerequisite: PR FAX: (503) 636-9526 261 and 360. Must be admitted to degree or certifi- Email: [email protected] 54 cate program. 4 crs. Web site: www.marylhurst.edu Department of tural and Historical Studies will be able to clearly in- CULTURAL AND CULTURAL AND HISTORICAL STUDIES terpret the relationships between power and ideolo- HISTORICAL gy in the local and global communities of the contem- STUDIES Chair: David Denny, Ph.D. porary world system. Thus, majors will be well-prepared to bring to bear a practical and critical understanding of their workplaces, cultures, and communi- The Department of Cultural and Historical ties. Studies is dedicated to interdisciplinary inquiry about historical and contemporary Required Core Courses cultures, informed by current theories and The first 300-level courses are designed to expose students to the central theoretical, methodological, and methods from philosophy, literary theory, practical approaches utilized in this field of inquiry. social sciences, social history, media stud- The midpoint seminar consolidates this learning and ies, gender studies, and film. The depart- invites students to engage in more advanced reading ment offers a variety of courses in cultural and discussion. The synthesis and action course pre- and philosophical topics, history, and for- pares students to apply their theoretical understand- eign language, as well as cross-listed cours- ing to a research project. es with other academic departments, espe- Required Electives Courses: cially with the English Literature and Writ- The required electives courses provide a more ad- ing and Human Sciences Departments. Stu- vanced exposure to the key questions and problems dents design a focus area within cultural considered in Cultural and Historical Studies inquiry, studies with the academic advisor. such as historical representations of identity, nature, art, science, gender, and the body. THE PURPOSE OF A CULTURAL AND HISTORICAL STUDIES DEGREE Focus Area Courses: Cultural and Historical Studies examines the mean- A key feature of the Cultural and Historical Studies ings and contexts of social identity by studying and major is that students customize their course of study interpreting spaces, events, and practices that have by determining the content of their focus area. In shaped everyday life in the past and present. consultation with the academic advisor, students cre- The discipline of Cultural Studies is the source of ate a program of courses from Cultural and Historical the core methodology for the Cultural and Historical Studies and allied disciplines that define and support Studies major. This field emerged about fifty years a particular field of interest. Examples of focus areas ago as a response to the increasing demand for repre- would include social history, gender studies, litera- sentation along gender, class, and ethnic lines. The ture, human sciences, Celtic studies, and global and result is a relevant, activist pedagogy and critical post-colonial studies. methodology. Today this is one of the most vital PROGRAM LEARNING OUTCOMES FOR fields of study in current academia. It now enables A B.A. IN CULTURAL AND HISTORICAL STUDIES students of all kinds to gain a critical understanding Students graduating with a B.A. in Cultural and Histor- of the social functions of age, race, class, gender, and ical Studies will be able to: media; and to explore how these characteristics inter- 1. Understand culture as a network of social act to structure the diverse cultures of everyday life. institutions and relationships and be able to The B.A. in Cultural and Historical Studies includes interpret texts, objects, and events as meaningful a required core sequence of courses in the theoretical in the context of social processes and power methods and perspectives, a range of required topical relations. electives, a midpoint advanced methods course, and a 2. Be able to describe how self and subjectivity are capstone synthesis/action project. constructed by the sociocultural categories of race, class, gender, and age in a particular CAREER PATHS Cultural and Historical Studies majors will be pre- historical moment. pared to contribute to fields such as education, the 3. Demonstrate how Cultural Studies offers a critique non-profit sector, international policy organizations, of what has been accepted to be common sense multinational business, community organization and or natural. activism, publishing, news media, and other fields 4. Discuss how the interdisciplinary nature of that require analytical skills and practical sensitivity to Cultural Studies affects discourses that exist within cultural differences. Students seeking graduate and an original discipline. post-baccalaureate training and education will find 5. Demonstrate how popular culture is a legitimate opportunities in communication studies, urban stud- subject for academic inquiry. ies, literature, philosophy, geography, education, so- 6. To apply the methodology and practice of Cultural cial sciences, cultural studies, history, and law. Studies to an area of specialization; such as, Majors will have gained skills in critical analysis, literature, history, gender studies, Celtic studies, interpretive methods, communication, and writing – or the human sciences. an understanding of how to ask pertinent questions for effective research in any educational and working environment. Based on these skills, students of Cul- 55 CULTURAL AND MAJOR REQUIREMENTS FOR cal essays, literature and film while developing their HISTORICAL A B.A. IN CULTURAL AND HISTORICAL STUDIES argumentative skills. Prerequisites: permission of in- STUDIES Learning structor and department chair. This course can be Requirements Outcomes Credits used to meet a learning outcome for the HUMAN COMMUNITY of the Liberal Arts Core. 3 crs. Required Core Courses CHS 301 Reading Social 1, 3, 5 3 CHS 301 READING SOCIAL TEXTS: Texts: Introduction to INTRODUCTION TO CULTURAL AND Cultural & Historical Studies HISTORICAL STUDIES CHS 302 Reading History: 4 3 This course focuses on questions of interpretation and Theories & Practices meaning in media, art, and cultural objects and activi- (Midpoint Seminar) CHS 401 3, 4 3 ties. Students will examine how people use different Advanced Theories & kinds of social texts to understand and organize their Methods in Cultural Studies experience of the world and to coordinate their activi- (Senior-Yr. Seminar) CHS 490 6 3 ties in social groupings. Students will use objects and Cultural & Historical events in popular culture, media, and the arts to study Studies: Synthesis & Action theories of interpretation, and actively engage in prac- TOTAL REQUIRED CORE COURSES: 12 tices of interpreting the structures of everyday life. This course can be used to meet a learning outcome Required Elective Courses for the HUMAN COMMUNITY of the Liberal Arts (students choose four of the following six courses) Core. 3crs. CHS 303 Global Media 1, 5 3 & Consumer Society CHS 302 READING HISTORY: CHS 304 Histories 2, 3, 4 3 THEORIES AND PRACTICES of Modern Identity This seminar will examine the conditions and ideas CHS 320 Narrative, Memory, 2, 3, 5 3 out of which the discipline of history emerges in the & Postmodern Identities nineteenth century as a privileged concept. Students CHS 330 Art, Culture, 3,4 3 will discuss how such attentiveness to history helped & Technology develop the philosophies of Hegel, Marx, Nietzsche, CHS 345 Nature, Culture, 3, 4 3 and Freud. This class is crucial for students in order & Science to appreciate the climate out of which Cultural Stud- CHS 355 Introduction to the 2, 4 3 ies emerges as a discipline, as well as to familiarize Cultural & Literary Con- themselves with the figures that inform much cultural Constructions of Feminine Identity and critical theory to come. Prerequisite: CHS 301. TOTAL REQUIRED ELECTIVE COURSES: 12 This course can be used to meet a learning outcome TOTAL REQUIRED CORE & ELECTIVE COURSES: 24 for the HUMAN COMMUNITY of the Liberal Arts Core. 3 crs. Focus Area Courses 36 In consultation with the academic advisor, students CHS 303 GLOBAL MEDIA AND take 36 or more credits (12 courses) from an area of CONSUMER CULTURE study that works within the discipline of Cultural and How do persons make sense of local experiences with Historical Studies. The objective of the focus area is global process? How do new practices of global con- to apply the theoretical and methodological perspec- sumption change people’s understanding of them- tives gained from the core courses and apply them to selves as national or global citizens? This course criti- a more directed study. cally examines social and economic linkages by follow- TOTAL CREDITS FOR MAJOR: 60 ing the flows of consumption and production between the “developed” and “developing” worlds. Students COURSE RECOMMENDATIONS will consider how consumers, workers, and citizens FOR THE LIBERAL ARTS CORE participate in modern globalized consumer culture, Students completing a B.A. in Cultural and Historical challenging older distinctions between the First and Studies have no special requirements for the Liberal Third World. This course can be used to meet a learn- Arts Core and should feel free to take coursework in ing outcome for the HUMAN COMMUNITY of the Lib- this area according to their interests and degree eral Arts Core. 3 crs. needs. CHS 304 HISTORIES OF MODERN IDENTITY This class will examine the historical and conceptual COURSES changes, from the sixteenth through the nineteenth CHS 201 EXPLORING AMERICAN CULTURE century, concerning the understanding of human THROUGH MINORITY AND MAJORITY ISSUES imagination, subjectivity, identity, nature, and the This course is part of the English as a Second Lan- body. students will read and view cultural literary guage Foundation program and is integrated with a forms, such as medical documents, criminal records, Pacific International Academy writing course. It is pri- and art, alongside the respective philosophical fig- marily intended for international students with condi- ures. This course can be used to meet a learning tional admission to Marylhurst University. Students outcome for the HUMAN COMMUNITY of the Liber- will explore U.S. culture through contemporary criti- al Arts Core. 3 crs. 56 CHS 320 NARRATIVE, MEMORY, AND CHS 360 SPECIAL TOPICS: CULTURAL AND CULTURAL AND POSTMODERN IDENTITIES HISTORICAL STUDIES HISTORICAL Conceived as a sequence to CHS 304, this seminar Special Topics in Cultural and Historical Studies offers STUDIES provides an examination of postmodern literary and students an in-depth look at a focused area of history. cultural forms, which explore the vicissitudes of iden- This course heading may be repeated for credit as tity in a postmodern world. Students will view films, course topics change. The following courses have read literature and theory in order to discuss the way been offered in the past: popular culture, media, and technology have affected Amish in Las Vegas questions of identity, memory, and body. This course Cultures of the World can be used to meet a learning outcome for either Women in Literature, Art, Media the HUMAN COMMUNITY or the ARTS & IDEAS of Film Criticism the Liberal Arts Core. 3 crs. CHS 375/376 CULTURAL GEOGRAPHY: CHS 330 ART, CULTURE, AND TECHNOLOGY FROM MODERNIZATION TO GLOBALIZATION How has the Socratic quarrel between art and philos- How can one understand the ethnocentric designation ophy become, in the nineteenth and twentieth centu- “Third World” and “developing” countries alongside? ries, a quarrel between art and technology? By exam- Do these designations foster a complacent relation to ining such concepts as mimesis (imitation), authentic- the ethical problem of diversity? These classes examine ity, aura, creativity, reproducibility, and translatabili- the diverse cultural values held by peoples of different ty, this seminar will discuss how this quarrel is played ethnic group, race, and class, and how the movement out in cultural terms. Students will discuss a range of from modernization to globalization have radically af- artistic forms: from Greek Tragedy, to Baudelaire, to fected these values. 3 crs. Andy Warhol. This course can be used to meet a CHS 401 ADVANCED THEORIES AND METHODS learning outcome for either the HUMAN COMMUNI- IN CULTURAL STUDIES TY or the ARTS & IDEAS of the Liberal Arts Core. This seminar examines in greater detail some of the 3 crs. most influential cultural and critical theories to emerge CHS 345 NATURE, CULTURE, AND SCIENCE after World War II, such as, semeiotics, French post- Distinctions between nature and culture have long structuralism, post-colonial thought, psychoanalysis, preoccupied Western cultures. Whether nature is and feminism. Prerequisites: CHS 301/302. 3 crs. used to model political or social identity or is per- CHS 490 SENIOR-YEAR SEMINAR: ceived as an unruly and primitive force that must be SYNTHESIS AND ACTION tamed, the difference between nature and culture has In this course every student will define and undertake been insistently applied and maintained. However, a research project in his or her area of focus. The form some recent theories and practical advances in sci- and final product of the research will be determined ence are making the nature/culture distinction prob- by the instructor. Prerequisite: senior status plus com- lematic in very pragmatic ways. This course will ex- pletion of at least 40 credits in the major. amine the historical framework of this distinction as well as how modern technologies have heightened ADDITIONAL COURSES the stakes of this ancient debate. This course can be In addition, students will choose from many already used to meet a learning outcome for the NATURAL developed and developing 400-level courses. The 400- WORLD and HUMAN COMMUNITY of the Liberal level course will be advanced studies in specific topics Arts Core. 3 crs. that employ and further methodological and critical skills learned in the 300-level courses. These classes can CHS 350 SURVEY OF CELTIC CULTURES be used to complete focus areas in Cultural and Histori- This class will study the literature, history, language, cal Studies or cross-listed to fulfill other focuses when music, spirituality, and culture of the six Celtic na- applicable. Contact Chair of Cultural and Historical Stud- tions. Using film, lectures, and quest speakers, stu- ies for information on the following courses: dents will focus on the Irish, Welsh, and Scottish, Violence and Representation with brief forays into the Cornish, Breton, and Manx. Networks & New Maps: Art, Culture, 3 crs. & Embodied Technology Trauma Studies CHS 355 INTRODUCTION TO CULTURAL AND Critical Geographies: Thinking Space LITERARY CONSTRUCTIONS OF FEMININE IDENTITY Exploring Celtic Mythology This class will reveal historical issues around the defini- Ancient Celtic History tion of womanhood through careful readings of con- Modern Mass Culture and the Individual’s Fate temporary feminist criticism. Students will examine Post-Colonial Revisions roles of women in society through literature, art, imag- Post-Colonial Theory Gender Studies es, and feminist criticism. The female body will Sex, Sexuality, and Power emerge as the site of cultural battles to define women. Michel Foucault This course will focus on the ways in which women French Feminism are questioning the definitions, roles, and stigmas im- Film and U.S. Culture posed on the female body and on the ways in which Ethics-Politics-Subjectivity: Contemporary women are repossessing the body and ultimately femi- French Thought ninity. This course can be used to meet a learning Ancient Rhetoric and Contemporary Theory outcome for either the HUMAN COMMUNITY or Food in History ARTS & IDEAS of the Liberal Arts Core. 3 crs. 57 CULTURAL AND HISTORY HST 325 HISTORY OF FILM HISTORICAL This course concentrates on nine phases in the histo- STUDIES HST 220 HISTORY OF THE UNITED STATES: ry of film between 1898 and 1970: cinema prehistory, EXPLORATIONS TO 1870 D.W. Griffith and the development of film technique, This survey course encompasses the history of the Soviet montage theory, early documentary, German United States from early attempts at exploration and Expressionism, French Realism, Italian Neo-realism, discovery to the reconstruction of the Union follow- film noir, and the French New Wave. By studying and ing the Civil War. It will examine colonial beginnings, writing about these milestones of film history, stu- rebellion against colonial rule, development of demo- dents may become more fully conversant with the na- cratic institutions, and reform movements such as ab- ture and aesthetics of film today. This course can be olition and women’s rights. This course can be used used to meet a learning outcome for the HUMAN to meet a learning outcome for the HUMAN COM- COMMUNITY of the Liberal Arts Core. 3 crs. MUNITY of the Liberal Arts Core. 3 crs. HST 329 WOMEN’S POLITICAL CULTURE: HST 221 HISTORY OF THE UNITED STATES: 1820 TO PRESENT 1870 TO PRESENT This class will examine how the connection between This survey course encompasses the history of the culture, gender, and politics impacted women’s lives United States from Segregation to the rise of the glo- in the past. What active role did women play in creat- bal economy. In addition, it will examine Populism, ing the world around them, and how was that action the Depression, the New Deal, World War II, the Red political? A variety of topics may be discussed, includ- Scare, Cold War, Civil Rights Movement, feminism, ing the cult of domesticity, temperance, suffrage, the and Vietnam. Primary sources will be utilized. This politics of the welfare state, and the rise of feminism. course can be used to meet a learning outcome for This course can be used to meet a learning outcome the HUMAN COMMUNITY of the Liberal Arts Core. for the HUMAN COMMUNITY of the Liberal Arts 3 crs. Core. 3 crs.

HST 240 MODERN EUROPEAN HISTORY: HST 344 TWENTIETH-CENTURY AFRICAN- 1789-1914 AMERICAN STUDIES In this course students will learn about changes in Learn about the Great Migration, the Harlem Renais- forms of government, economic, and industrial devel- sance, the effects of World War II on the U.S. African- opment, imperialism and the causes of World War I. American population, the civil rights movement – Students will focus on the political, social, and eco- from Martin Luther King, Jr. to the Black Panthers, nomic context of these major trends and look at and present-day struggles through literature, film, art, many specific examples in a variety of countries in and the recollections of participants. This course can Europe. This course can be used to meet a learning be used to meet a learning outcome for the HUMAN outcome for the HUMAN COMMUNITY of the Liber- COMMUNITY of the Liberal Arts Core. 3 crs. al Arts Core. 3 crs. HST 361 REFORMERS AND SOCIAL MOVEMENTS HST 241 MODERN EUROPEAN HISTORY II: IN THE UNITED STATES 1914 TO PRESENT In this course students are introduced to a variety of In this course, students will learn about economic, reforms and social movements in nineteenth- and political, and social developments in Europe since twentieth-century U.S. history. The intent is to under- World War I. Students will explore liberalism, democ- stand the successes and failures of reformers and the racy, fascism, and socialism as they developed as in- social, political, and religious movements they mobi- tellectual concepts as well as the economic recovery lize. Emphasis will be placed on analyzing the histori- of Europe since World War II, the consolidation and cal context, the issues at stake, the role of the media disintegration of the U.S.S.R. and its satellites, the de- and of public opinion, and the strategy and tactics of velopment of the two blocs during the Cold War, the each movement. This course can be used to meet a emergence of the welfare state, results of decoloniza- learning outcome for the HUMAN COMMUNITY of tion, and the creation of the European Union. This the Liberal Arts Core. 3 crs. course can be used to meet a learning outcome for the HUMAN COMMUNITY of the Liberal Arts Core. HST 399 SPECIAL TOPICS IN HISTORY 3 crs. Special Topics in History offers students an in-depth look at a focused area of history. This course heading HST 321/323 NATIVE AMERICAN STUDIES: may be repeated for credit as course topics change. PARTS I, II The following courses have been offered in the past: The first term spans precontact to the Trail of Tears The Holocaust in 1830. The second term from the 1830s to the Histories of the 1960s present. These courses will explore evolving federal Indian policy, native resistance, the resettlement of the west, the surge of Indian activism in the 1960s and 1970s, and local issues such as treaty fishing rights. This course can be used to meet a learning outcome for the HUMAN COMMUNITY of the Liber- al Arts Core. 3 crs. 58 ADDITIONAL COURSES ADDITIONAL COURSES CULTURAL AND In addition, students will choose from many of the In addition, The Cultural and Historical Studies pro- HISTORICAL already developed and developing 400-level cours- gram will be working closely with the English Litera- STUDIES es. The following 400-level courses will be advanced ture and Writing program and the Human Sciences studies in more topical subject matter and specific program. The following lists include courses, from time frames. both departments, that will be cross-listed with Cul- Family, Work, and Religion in Early America tural and Historical Studies. Actual course descrip- Politics and Culture of the Great Depression tions or information can be found on pages 60-65 for Culture and Politics in the Age of the Cold War the English Literature and Writing Department and Slavery and the Atlantic World pages 66-78 for the Human Sciences Department. Modern Latin American History Coming from the Americas: Latino Immigration to the United States ENGLISH LITERATURE AND WRITING Ethnicity and Immigration in the Modern United States Literary Theory Studies in Literature: Eighteenth-Century Culture Studies in Literature: Nineteenth-Century Culture FOREIGN LANGUAGE COURSES Studies in Literature: Modernist Culture The Foreign Language and Culture courses provide Studies in Literature: Postmodern Culture students with skills in speaking, listening comprehension, reading, and writing, as well as basic introduc- HUMAN SCIENCES tions into the cultures of the respective language un- Race & Ethnic Relations der study. Gender Relations Weber & the Sociology of Religion LNG 221/222/223 ELEMENTARY SPANISH Classical Social Theory LANGUAGE AND CULTURE I, II, III Critical & Postmodern Sociology LNG 241 LAKOTA LANGUAGE AND CULTURE Social Systems in Later Life Embodiment in Later Life LNG 242 LAKOTA LANGUAGE AND LEGEND Seminar in Psychoanalytic Theory

LNG 251/252/253 ELEMENTARY JAPANESE LANGUAGE AND CULTURE I, II, III Department of Cultural and Historical Studies LNG 261/262/263 ELEMENTARY IRISH Marylhurst University LANGUAGE AND CULTURE I, II, III 17600 Pacific Highway (Hwy. 43) P.O. Box 261 LNG 321/322/323 INTERMEDIATE SPANISH Marylhurst, OR 97036-0261 LANGUAGE AND CULTURE I, II, III Portland Metro: (503) 699-6268 Outside Portland Metro: 1-800-634-9982, ext. 6268 LNG 361/362/362 INTERMEDIATE IRISH FAX: (503) 636-9526 LANGUAGE AND CULTURE I, II, III Email: [email protected] Web site: www.marylhurst.edu

59 ENGLISH Department of strong foundation for a range of post-graduate work – LITERATURE ENGLISH LITERATURE AND WRITING such as degrees in English, rhetoric, and composition, AND WRITING journalism, creative writing, law, or business. Gradu- Chair: David Plotkin, Ph.D. ate schools and prospective employers recognize and value the specific skills in interpretation, writing, and speaking that a degree in English Literature and Writ- By investigating the complex relationship ing provides. They also recognize the insight and between language, self, and society, stu- problem-solving ability that come with this major’s dents in the English Literature and Writing broad-based explorations of culture, literary art, and program achieve a rich sense of the cultur- history. al values which inform specific uses of lan- PROGRAM LEARNING OUTCOMES FOR THE guage. Learners also develop their abilities B.A. IN ENGLISH LITERATURE AND WRITING, in interpreting and composing works in WITH A LITERATURE CONCENTRATION English by reflecting on their own lan- Students completing the Literature Concentration guage practices while exploring human will be able to: creativity. The interdisciplinary nature of 1. Compose varied forms of writing with a confident the curriculum reveals the larger role of voice and a clear understanding of convention and language and writing in human life and audience. promotes critical understanding and elo- 2. Discuss the relationship between writing, culture, and the demands of critical citizenship in a quence. democratic society. 3. Articulate the differences and connections THE PURPOSE OF THE ENGLISH LITERATURE between the study of English Literature and other AND WRITING DEGREE disciplines in the humanities and social sciences. The English Literature and Writing Department pro- 4. Demonstrate familiarity with current research and vides students with a broad-based exposure to and thinking about literary history and literary theory understanding of different types of writing, including through research projects. a critical awareness of the history of literature in the 5. Develop well-argued interpretations of literary English language; a practitioner’s knowledge of pro- texts based on close reading. fessional, journalistic, or creative writing; and insight 6. Understand the concept of literary genre and into the imaginative processes which are the basis of apply it in the analysis of literature. all writing. 7. Discuss critically the relationship between Students who are curious about literature and literature and socio-historical context. language will find that the coursework in English Literature and Writing intensifies their interest, abili- MAJOR REQUIREMENTS FOR B.A. IN ENGLISH ty, and knowledge. Majors entering the program gain LITERATURE AND WRITING, WITH A LITERATURE crucial skills in written and oral communication and CONCENTRATION become adept at understanding and interpreting chal- Learning lenging texts. Requirements Outcomes Credits There are three concentrations available to students: Required Core for all Majors • Literature, which emphasizes the act of WR 222 Introduction 1, 2, 3 3 interpretation with a knowledge of literary, to Literature & Writing historical, and social contexts to guide the LIT 223 Introduction 5, 6 3 understanding of meaning; to Literary Genres • Writing and Rhetoric, which emphasizes the LIT 321 Literary Theory 3, 4 3 skill of composition, with a grounding in Two topical Surveys 4, 5 6 rhetorical and communications theory; and in Literature, • Creative Writing, which combines core courses (e.g., LIT 333/334/338) in literature and writing with specialized Required Courses in Literature Concentration workshops designed to refine skills in creative An additional Surveys in 4, 5 3 writing. Literature course While each concentration stresses different as- (e.g., LIT 333/334/338) pects of language practice, all students investigate the LIT 370 Major Author: 5, 7 3 interrelated aspects of the program – interpretation, Shakespeare to 1600 composition, and creativity. OR LIT 371 Major Author: CAREER PATHS Shakespeare 1600-1612 Graduates with this major are well-prepared to enter LIT 380 Studies in Literature: 5, 7 3 a variety of professions which require strong writing Eighteenth-Century Culture ability coupled with critical thinking skills, for in- OR LIT 381 Studies in stance, teaching, law, communications, journalism, Literature: The Romantics, and business. In addition, students will find that the OR LIT 382 Nineteenth- English Literature and Writing curriculum provides a Century Culture 60 LIT 384 Studies in Literature: 5, 7 3 Required Courses in Writing and Rhetoric ENGLISH Modernist Culture Concentration LITERATURE OR LIT 385 WR 322 Writing as Rhetoric 2, 4 3 AND WRITING Postmodern Culture An Expository Writing 1, 6 3 A Studies in Literary 6 3 OR Professional Writing Genre course course (e.g., WR 323/324, (e.g., LIT 326/327/328/329) 261/364/365/366/466 ) A Literature in Translation 3, 5 3 A Rhetorical Studies course 3, 4 3 course (e.g., LIT 353/356) (e.g. WR 344/350/351/352) A Topics in Literature 5 3 A Literature in 3, 5 3 course (e.g., LIT 411/414/415) Translation Course WR 490 Senior Project 1, 4 3 (e.g., LIT 353/354/355/356) LIT 380 Studies in Literature 5, 7 3 CREDIT SUMMARY Eighteenth-Century Total English Literature & Writing core: 15 Culture OR LIT 382 Total crs. in Literature Concentration: 24 Studies in Literature: Electives for English Literature & Writing Major: 21 Nineteenth-Century TOTAL CREDITS FOR MAJOR: 60 Culture OR LIT 384 Studies in Literature: PROGRAM LEARNING OUTCOMES FOR THE Modernist Culture B.A. IN ENGLISH LITERATURE AND WRITING, OR LIT 385 Studies WITH A WRITING AND RHETORIC in Literature: CONCENTRATION Postmodern Culture Students completing the Writing and Rhetoric Con- A Topics in Literature 5 3 centration will be able to: Course, 1. Compose varied forms of writing with a confident (e.g., LIT 411/414/415) voice and a clear understanding of convention and WR 430 Writing Pedagogy: 3 3 audience. Teaching & Tutoring Writing 2. Discuss the relationship between writing, culture, WR 490 Senior Project 1, 4 3 and the demands of critical citizenship in a democratic society. CREDIT SUMMARY 3. Articulate the differences and connections Total English Literature & Writing core: 15 between the study of Rhetoric and Composition, Total crs. in Writing & Rhetoric Concentration: 24 including writing pedagogy, and other disciplines Electives for English Literature & Writing Major: 21 in the humanities and social sciences. TOTAL CREDITS FOR MAJOR: 60 4. Demonstrate familiarity with current research and thinking about rhetorical history, rhetorical PROGRAM LEARNING OUTCOMES FOR THE theory, and literary theory. B.A. IN ENGLISH LITERATURE AND WRITING, 5. Develop well-argued interpretations of literary WITH A CREATIVE WRITING CONCENTRATION texts based on close reading. Students completing the Creative Writing Concentra- 6. Demonstrate, through coursework or writing tion will be able to: projects, an understanding of the processes, 1. Compose varied forms of writing with a confident conventions, and demands of writing in a voice and a clear understanding of convention and professional setting, for example, technical audience. writing, business writing, journalism, publishing, 2. Discuss the relationship between writing, culture, or some other writing-centered vocation. and the demands of critical citizenship in a 7. Discuss critically the relationship between writing democratic society. and socio-historical context. 3. Articulate the differences and connections between developing skills in Creative Writing and MAJOR REQUIREMENTS FOR B.A. IN ENGLISH other disciplines in the humanities and social LITERATURE AND WRITING, WITH A WRITING sciences. AND RHETORIC CONCENTRATION 4. Demonstrate familiarity with current research and Learning thinking about literary history and literary theory. Requirements Outcomes Credits 5. Develop well-argued interpretations of literary texts based on close reading. Required core for all Majors 6. Understand the concept of literary genre and WR 222 Introduction 1, 2, 3 3 apply it in the creation of literary works. to Literature & Writing 7. Demonstrate technical skills appropriate to the LIT 223 Introduction to 5, 6 3 student’s chosen genre in such areas as plot; Literary Genres characterization; pacing; use of the sounds and LIT 321 Literary Theory 4 3 rhythm of language appropriate to form; Two topical Surveys in 4, 5 6 application of narrative tools in non-fiction; or Literature, (e.g., LIT 333/334/338) writing dialogue.

61 ENGLISH MAJOR REQUIREMENTS FOR B.A. IN ENGLISH LIT 222 INTRODUCTION TO LITERARY GENRES LITERATURE LITERATURE AND WRITING, WITH A CREATIVE Prerequisite: only open to admitted Early Scholars. AND WRITING WRITING CONCENTRATION 3 crs. Learning Requirements Outcomes Credits LIT 223 INTRODUCTION TO LITERARY GENRES Students in this course investigate the theory of genre Required Core for All Majors and its application to interpreting literature through WR 222 Introduction to 1, 2, 3 3 an exploration of the various forms that literary cre- Literature & Writing ation can take: poetry, fiction, drama, film, the many LIT 223 Introduction to 5, 6 3 varieties of literary essays, and other literary nonfic- Literary Genres tion. The evolution of these forms over time and their LIT 321 Literary Theory 4 3 relationship to culture will provide a context for ap- Two topical Surveys 4, 5 6 proaching literature. Core requirement for the major. in Literature, Meets Arts & Ideas Liberal Arts Core outcome. 3 crs. (e.g., LIT 333/334/338) LIT 321 LITERARY THEORY Required Courses in Creative Writing Concentration (cross-listed with Cultural and Historical Studies, CHS A Surveys in Literature 4, 5 3 321) This course examines definitions of literature OR Studies in Literature and considers the history of literary theory while fo- course (e.g., LIT 333/334/ cusing on significant contemporary approaches to lit- 338/380/382/384/385) erary interpretation. Students will explore the rela- A Literature in Translation 3, 5 3 tionship between literature and various other disci- course plines such as philosophy, history, linguistics, psy- (e.g., LIT 353/354/355/356) chology, and women’s studies. Core requirement for A Studies in Literary Genre 6 3 the major. Meets some Arts & Ideas and Human course Community Liberal Arts Core outcomes. 3 crs. (e.g., LIT 326/327/328/329) Three Writing Seminar I 1, 6, 7 9 LIT 370 MAJOR AUTHOR: courses SHAKESPEARE TO 1600 (e.g., WR 366/367/368/369) This course looks at Shakespeare’s early drama, em- A Writing Seminar II course 1, 6, 7 3 phasizing close and critical reading of the texts. Stu- (e.g., WR 466/467/468/469/470) dents will explore the relationships between the WR 490 Senior Project 1, 7 3 texts and Renaissance cultural contexts, issues of practical stagecraft, and Shakespeare’s use of lan- CREDIT SUMMARY guage. Meets Arts & Ideas Liberal Arts Core out- Total English Literature & Writing core: 15 come. 3 crs. Total crs. in Creative Writing Concentration: 24 Electives for English Literature & Writing Major: 21 LIT 371 MAJOR AUTHOR: TOTAL CREDITS FOR MAJOR: 60 SHAKESPEARE 1600-1612 This course focuses on Shakespeare’s later tragedies, LIBERAL ARTS CORE REQUIREMENTS “problem” comedies, and romances, emphasizing There are no special recommendations or exceptions close and critical reading of the texts. Students will for English Literature and Writing majors. explore the relationships between the texts and Re- naissance cultural contexts, issues of practical stage- COURSES craft, and Shakespeare’s use of language. Meets Both Literature and Writing Courses are divided into Arts & Ideas Liberal Arts Core outcome. 3 crs. two sections: 1) specific individual courses which are offered regularly and 2) categories of courses with LIT 380 EIGHTEENTH-CENTURY CULTURE shared outcomes, but varying topics. (cross-listed with Cultural and Historical Studies, CHS 380) This interdisciplinary course examines eighteenth-century literature in relation to social and his- LITERATURE: INDIVIDUAL COURSES torical texts and contexts. The course focuses on a special topic each term, using cultural studies meth- LIT 200 EXPLORING AMERICAN CULTURE odology to think critically about the period. Examples THROUGH LITERATURE AND FILM of special topics for a particular term include home This course is part of the English as a Second Lan- and domesticity; the transatlantic slave trade; or em- guage Foundation program and is integrated with a pire and colonialism. Meets Arts & Ideas and Human Pacific International Academy (PIA) writing course. It Community Liberal Arts Core outcome. 3 crs. is primarily intended for international students with conditional admission to Marylhurst University. Stu- LIT 382 NINETEENTH-CENTURY CULTURE dents will explore U.S. culture through contemporary (cross-listed with Cultural and Historical Studies, CHS literature and film while developing their analytical 382) This interdisciplinary course examines nine- writing skills. Prerequisites: Permission of instructor teenth-century literature in relation to social and his- and department chair. Meets Arts & Ideas Liberal torical texts and contexts. The course focuses on a Arts Core outcome. 3 crs. 62 special topic each term, using cultural studies meth- LITERATURE IN TRANSLATION COURSES ENGLISH odology to think critically about the period. Examples Students in these courses focus on works in transla- LITERATURE of special topics include women’s writing; the con- tion, arranged around a major author, period, or top- AND WRITING struction of childhood; or culture and ethnography. ic. These courses consider the problems of transla- Meets some Arts & Ideas and Human Community tion and the relationship between writer, reader, and Liberal Arts Core outcomes. LIT 382 can be taken as a linguistic community. Some examples of topics cov- a Writing Intensive Course to fulfill writing require- ered include ments. 3 crs. LIT 353 Literature in Translation: Kafka; LIT 356 Literature in Translation: Irish Literature. LIT 384 MODERNIST CULTURE Meets some Arts & Ideas and Human Community (cross-listed with Cultural and Historical Studies, CHS Liberal Arts Core outcomes. 3 crs. 384) This interdisciplinary course examines early twentieth-century literature in relation to social and STUDIES IN LITERATURE COURSES historical texts and contexts. The course focuses on a These courses allow students to focus on a particular special topic each term, using cultural studies meth- period or topic, providing for indepth explorations odology to think critically about the period. Examples and specialized knowledge. Some examples of topics of special topics include feminist modernism; surreal- covered include ism and psychoanalysis in art and literature; left poli- LIT 386 Studies in Literature: Contemporary tics in U.S. art; or the Harlem Renaissance. Meets Fiction; some Arts & Ideas and Human Community Liberal LIT 387 Studies in Literature: Contemporary Poetry; Arts Core outcomes. 3 crs. LIT 388 Studies in Literature: Film in Literature; LIT 390 Studies in Literature: The New Americans, LIT 385 POSTMODERN CULTURE LIT 394 Studies in Literature: Written on the Body: (cross-listed with Cultural and Historical Studies, CHS Text, Image, Femininity (cross-listed with CHS 385) This interdisciplinary course examines contem- 355). porary literature in relation to social and historical Meets Arts & Ideas Liberal Arts Core outcome. Select- texts and contexts. The course focuses on a special ed Studies in Literature courses can be taken as a topic each term, using cultural studies methodology Writing Intensive Course to fulfill writing require- to think critically about the period. Examples of spe- ments. 3 crs. cial topics include literature and chaos; diaspora and hybrid cultures; technoscience and virtual culture; or TOPICS IN LITERATURE COURSES global literacies. Meets some Arts & Ideas and Hu- These courses are narrowly focused on a sub-genre, man Community Liberal Arts Core outcomes. 3 crs. author, or form. Students in these courses can pursue a very specialized topic at a more advanced level. LITERATURE: COURSE CATEGORIES Some examples of Topics courses include: LIT 414 Topics in Literature: The Legends of King STUDIES IN LITERARY GENRE COURSES Arthur; These courses provide students with an intensive LIT 415 Topics in Literature: Science Fiction; look at a particular genre, giving them an indepth LIT 420 Topics in Literature: Post-Colonial study of a specific form and its relation to interpreta- Revisions. tion. The major genres are covered in Meets Arts & Ideas Liberal Arts Core outcome. Pre- LIT 326 Studies in Literary Genre: Drama; requisites: WR 221 or equivalent introduction to liter- LIT 327 Studies in Literary Genre: Poetry; ature course and one upper-division literature course. LIT 328 Studies in Literary Genre: Short Story; 3 crs. LIT 329: Studies in Literary Genre: Novel. Meets Arts & Ideas Liberal Arts Core outcome. 3 crs. WRITING: INDIVIDUAL COURSES

SURVEYS IN LITERATURE COURSES WR 121 PRACTICAL SKILLS The thematic survey courses provide breadth of liter- FOR IMPROVING WRITING ary knowledge and a strong understanding of literary This course will help students learn the conventions history while still focusing on a particular theme as it of academic writing and critical thinking through is found in literary works across time. Some examples reading, writing, and discussions. Prerequisite: admit- of topics covered include ted Early Scholars only. 3 crs. LIT 331 Surveys in Literature: Nature Literature; LIT 333 Surveys in Literature: From Utopia to WR 122 ARGUMENT AND PERSUASION Dystopia; Students in this class will practice developing logical LIT 334 Surveys in Literature: The Fantastic Mirror; and coherent arguments that are adequately support- LIT 338 Surveys in Literature: The Literature of ed and documented. Prerequisite: admitted Early Home. Scholars only. 3 crs. Selected Surveys in Literature courses can be taken as a Writing Intensive Course to fulfill writing requirements. Meets Arts & Ideas Liberal Arts Core outcome. 3 crs.

63 ENGLISH WR 205 EXPRESSIVE WRITING: WR 322 WRITING AS RHETORIC LITERATURE MEMORIES, PLACES, AND PEOPLE How is writing, including literary writing, an act of AND WRITING Developing self-confidence in the student’s writing persuasion? What are the roles the writer plays in a skills is a major objective of this course. Students will democratic society? Through the lens of contempo- enjoy the challenge of experimenting with a number rary rhetorical theories, students will examine the na- of writing techniques focused on personal insights ture of writing as a rhetorical act and apply that un- and memories. Required for some students based on derstanding to a variety of writing projects. Students their ASSET or equivalent COMPASS score in writing. will examine how different authors make appeals to 3 crs. readers while exploring their own voice and skills. Meets some Arts & Ideas and Writing Liberal Arts WR 225/226/227/228 DIRECTED WRITING Core outcomes. 3 crs. FOR PLA STUDENTS These directed study courses help PLA students de- WR 323 EXPOSITORY WRITING: velop and refine essay writing skills for Prior Learning REVIEWING THE ACADEMIC ESSAY Assessment (PLA) by focusing on foundational writ- College writers are expected to produce good aca- ing skills such as syntax, composition techniques, and demic essays on a variety of subjects, often outside awareness of style and audience. 1-2 crs. their major or area of expertise. This advanced class will help students who want to write high quality pa- WR 221 INTRODUCTION TO EXPOSITORY pers with minimal stress by reviewing the writing WRITING AND CRITICAL THINKING process and the conventions for various types of col- This course will help students learn the conventions lege writing. Meets Writing Liberal Arts Core out- of academic writing and critical thinking through come. Prerequisites: ASSET score of 50 or COMPASS reading, analytical writing, and discussions. Required equivalent, OR WR 221. 3 crs. for some students based on their ASSET or equivalent COMPASS score in writing. Meets Writing Liberal WR 324 EXPOSITORY WRITING: Arts Core outcome. 3 crs. ADVANCED RESEARCH WRITING In this class, students will pursue academic interests WR 222 INTRODUCTION TO LITERATURE through an active research, writing, and presentation AND WRITING process. The class will utilize and evaluate traditional This course serves as an introduction to the major by and electronic sources, discuss field research and in- familiarizing students with three central activities in terviews, and work as a part of a writing group to literature and writing: the interpretation of literary bring research interests to fruition. Prerequisites: AS- works, creative and expository writing, and the ex- SET score of 50 or COMPASS equivalent, OR WR 221. ploration of the imaginative process. Students ex- 3 crs. plore and create various forms of writing through the lens of a special topic, which may change from term WR 351 RHETORICAL STUDIES: to term. Core requirement for the major. Meets some CONTEMPORARY RHETORICAL THEORY Arts & ideas and Writing Liberal Arts Core out- This course explores the intersections of rhetorical comes. 3 crs. studies with contemporary critical and literary theory. Students will consider the relationships between WR 250 RESEARCH WRITING writer, language, audience, and culture through anal- Students in this class will learn the appropriate skills yses of such central categories as gender, power, eth- and tools to undertake academic and field research at nicity, and class. 3 crs. the undergraduate level. Prerequisite: admitted Early Scholars only. 3 crs. WR 430 WRITING PEDAGOGY: TEACHING AND TUTORING WRITING. WR 301 WRITING CONFERENCES In this seminar, students will explore current compo- These intensive, one-on-one conferences provide guid- sition theory and pedagogy for tutors and potential ance and assistance with concepts, techniques, and teachers. Through the lens of the tutorial process, mechanics for self-motivated writers. This advanced tu- students will reflect on the educational significance torial works through private, informal discussion and and interpersonal richness of the teaching and tutor- critique and is designed to help experienced writers ing experience, coming to terms with important bring their projects to effective completion. Prerequi- philosophical and psychological implications of writ- sites: 12 crs. upper-division writing; permission of ining pedagogy. Prerequisites: one upper-division writ- structor and department chair. 1-2 crs. ing course and permission of department chair. 3 crs.

WR 303 WRITING LAB WR 432 WRITING/READING IN PRACTICE This workshop is a co-requisite to writing intensive Students can earn credit through internships that courses and provides a structure for reviewing the stress professional writing, by tutoring at the Writing writing process, working on revision, and receiving Center, or via service learning projects that stress lit- feedback and assessment from a writing teacher. Stu- eracy activism. Prerequisites: permission of depart- dents should take WR 303 when they take the writing ment chair. 1-3 crs. intensive course in their major. Meets Writing Liberal Arts Core outcome. Prerequisites: ASSET score of 50 or COMPASS equivalent, OR WR 221; registration in 64 writing intensive course in major. 1 cr. WR 490 SENIOR PROJECT WRITING SEMINAR II COURSES ENGLISH Students work together in this course in peer writing Students with a particular interest in a specific genre LITERATURE groups and one-on-one tutorials with the instructor to work at an advanced level to hone their skills in these AND WRITING develop and research a topic for their research or cre- writing workshops. Students will typically be asked ative project. The completed project serves as the to read closely and critically each others’ work as capstone piece for the English Literature and Writing well as the best examples from significant authors in major. Prerequisites: Completion of core courses for a given genre. Prerequisites: a Writing Seminar I major and senior status. 3 crs. course or permission of the instructor and department chair. WRITING: COURSE CATEGORIES WR 466 Writing Seminar II: Creative Non-Fiction WR 467 Writing Seminar II: Poetry PROFESSIONAL WRITING COURSES WR 468 Writing Seminar II: Short Fiction Often cross-listed with communication studies, these WR 469 Writing Seminar II: Screenwriting courses provide students with knowledge about writ- WR 470 Writing Seminar II: Writing the Novel ing in a business or professional setting. They provide Meets Arts & Ideas Liberal Arts Core outcome. 3 crs. strategic understanding of how to write for specific audiences and technical experience working with RHETORICAL STUDIES COURSES particular writing conventions. Some examples of Students examine issues in communications, rhetori- topics covered in this category include cal theory, and cultural studies in these classes, WR 261 Professional Writing: Writing for the which may be cross-listed as Communications cours- Media (cross-listed with Communication Studies es. These courses are intended to provide an under- PR 261); standing of the role of writing and persuasion in con- WR 364 Professional Writing: Grant Writing; temporary society. Some examples of topics covered WR 365 Professional Writing: Public Relations in this category include Writing & Production (cross-listed with WR 344 Rhetorical Studies: Power & Influence Communication Studies PR 365). (cross-listed with Communication Studies Meets some Human Community and Writing Liber- CM 344); al Arts Core outcomes. Varying prerequisites. 3 crs. WR 350 Rhetorical Studies: Persuasion in an Information Age (cross-listed with Communication WRITING SEMINAR I COURSES Studies CM 350); These courses are workshop-style creative writing WR 351 Rhetorical Studies: Contemporary courses which emphasize writing, critique, and revi- Rhetorical Theory; sion. Students will typically be asked to read closely WR 352 Rhetorical Studies: Media Bias: The and critically each others’ work as well as the best ex- Framing of the News (cross-listed with amples from significant authors in a given genre. Communication Studies CM 352). WR 366 Writing Seminar I: Creative Non-Fiction Meets some Human Community Arts & Ideas Liber- WR 367 Writing Seminar I: Poetry al Arts Core outcomes. 3 crs. WR 368 Writing Seminar I: Short Fiction WR 369 Writing Seminar I: Screenwriting Meets Arts & Ideas Liberal Arts Core outcome. 3 crs.

Department of English Literature and Writing Marylhurst University 17600 Pacific Highway (Hwy. 43) P.O. Box 261 Marylhurst, OR 97036-0261 Portland Metro: (503) 699-6268 Outside Portland Metro: 1-800-634-9982, ext. 6268 FAX: (503) 636-9526 Email: [email protected] Web site: www.marylhurst.edu

65 HUMAN Department of nature of human and non-human systems, and the SCIENCES HUMAN SCIENCES ways these systems organize, interconnect and relate, and evolve new forms and processes. Chair: Jennifer Sasser-Coen, Ph.D. Human Studies is an excellent choice for learners who are self-directed, critically and actively engaged in their own learning, and interested in doing aca- The Human Sciences include a wide variety demic work that transcends and resists traditional dis- of academic disciplines and fields of study ciplinary categories. that take as their primary focus under- Coursework within the major is organized into standing the complexities of human behav- four clusters: Human Studies Integrative Foundation ior and what it means to be a human being. Colloquia; Required Topics; Related Electives; and In- quiry/Action. At Marylhurst, the disciplines under the Human Studies Integrative Foundation Colloquia Department of Human Sciences include provide the theoretical and methodological ground- Human Studies, Psychology, Sociology, An- ing for the Human Studies major. Each of the six col- thropology, Economics, and Political Sci- loquia are predicated on the assertion that human be- ence. Three undergraduate degree options ings are holistic, functioning systems – minds, bodies, are available: a Bachelor of Arts in Human and spirits – and further, that human existence is a re- Studies; a Bachelor of Arts in Social Scienc- lational phenomenon. As such, the integrative foun- es; and a Bachelor of Arts in Psychology. dation colloquia synthesize a wide range of disciplin- Each course of study represents a variation ary perspectives and traditions – literature, cultural studies, natural sciences, social sciences, communica- on the theme of studying human beings. tion, philosophy, ethics, religion and spirituality, and systems science – to explore the intrapersonal, social, GENERAL LEARNING OUTCOMES environmental, and transcendent facets of human ex- FOR HUMAN SCIENCES perience. Students completing an undergraduate degree in the Human Studies Required Topics: Required Topics Department of Human Sciences will: courses are designed to provide focused inquiry in HS1. Develop a basic understanding of the historical each of four thematic areas: 1) Learning – the nature and philosophical origins of the Human and processes of thought, knowledge, creativity, and Sciences. memory; 2) Development – growth and change in the HS2. Develop a basic understanding of how mind, body, and spirit over the life course; 3) Systems knowledge in a discipline or field of study is – the ways human and non-human systems organize, produced and used. interrelate, and evolve new forms and processes; and HS3. Demonstrate a working understanding of 4) Methods – perspectives and tools for collecting, in- disciplinary perspectives, theoretical terpreting, and using information. frameworks, methodologies, and practices used Related Electives: This cluster allows learners to in the Human Sciences. customize their Human Studies degree by utilizing HS4. Use critical reflection to synthesize personal courses from the Human Sciences and other academ- experiences and insights with academic ic departments, as well as prior learning and transfer understanding. credits. In consultation with their academic advisor, learners craft their related electives cluster around THE HUMAN SCIENCES SEMINAR their educational and professional interests and com- HS 304 THE PHILOSOPHY AND HISTORY mitments. OF THE HUMAN SCIENCES Inquiry/Action: The Human Studies degree is pred- All students pursuing undergraduate study in the De- icated on the ideology that learning is incomplete un- partment of Human Sciences are required to partici- til meaningfully and responsibly enacted. The inqui- pate in the Human Sciences Seminar. The purpose of ry/action requirement provides learners with the op- HS 304: The Philosophy and History of the Human portunity to demonstrate and use their understanding Sciences is to provide Human Studies, Social Science, of issues related to Human Studies through an intern- and Psychology majors with a common meeting place ship or research project. for engagement in a rich and comprehensive survey of the historical and intellectual contexts out of CAREER PATHS which the central theories, methodologies and prac- By intent and design, the Human Studies program ex- tices in the Human Sciences developed. poses learners to a powerful holistic intellectual sensi- bility that can be harnessed on behalf of a wide vari- THE PURPOSE STATEMENT FOR ety of personal, educational, and professional endeav- THE HUMAN STUDIES DEGREE ors. Human Studies majors participate successfully in The Human Studies program provides an integrated, post-baccalaureate and graduate-level training and ed- interdisciplinary course of study for learners interest- ucation in disciplines such as social work, education, ed in utilizing a critical systems approach to consider rehabilitation, art therapy, and interdisciplinary stud- the complex contexts that shape and are shaped by ies. Human Studies students often go on to work in individuals as they develop and learn, enact their un- the helping professions, the social services, consult- derstandings, and travel through the life course. A ing, business and marketing, and elementary and secondary education. 66 “critical systems approach” emphasizes the holistic PROGRAM LEARNING OUTCOMES COURSES HUMAN FOR THE B.A. IN HUMAN STUDIES SCIENCES In addition to demonstrating the learning outcomes INTEGRATIVE FOUNDATION COLLOQUIA for the Department of Human Sciences, students earning their B.A. in Human Studies will: HMS 388 HUMANS BEING HMS1. Understand and apply a systems theory In this colloquium students examine many of the fac- approach to consider the complex ets of human nature and human existence. Personal interconnections between individual, social, and scholarly inquiry, assessment, and dialog provide cultural, ecological, spiritual, and historical the means for the class (a community of learners) to contexts. develop perspectives on the issues selected for con- HMS2. Understand and enact theoretical sideration. Process and content will contribute to un- frameworks, methodologies, and practices derstanding the connectedness and integration of hu- used in Human Studies. man beings physically, cognitively, and spiritually. HMS3. Think critically and holistically about Meets HUMAN COMMUNITY Liberal Arts Core out- perennial and contemporary issues related to come. 3 crs. human experience. HMS4. Demonstrate a working knowledge of ways HMS 480 HUMAN STUDIES PERSPECTIVES human beings learn, adapt, and develop over In this seminar learners gather amid the voices of po- the life course. ets, fiction writers, spiritual sages, philosophers, and HMS5. Develop increased skills and confidence in their own ripening to listen, press down roots, con- thinking and writing in an integrative, template the nature of humanity, our relationships interdisciplinary, and scholarly fashion. with other, the earth, the transcendent, and the self. Meets HUMAN COMMUNITY Liberal Arts Core out- MAJOR REQUIREMENTS come. 4 crs. FOR A B.A. IN HUMAN STUDIES HMS 481 HUMAN STUDIES: Learning RELATIONSHIP WITH THE SELF Requirements Outcomes Credits Perceptions of self, others, and the world all contribute to the development of a self-concept and an ap- Human Sciences Seminar HS 304 History & HS1, HS2, HS3, HS4 3 preciation of our living experience. In this course, Philosophy of the students study their experience of being, the person- Human Sciences al and social processes at work, and the effects of change. Models of human experience will also be ex- Integrative Foundation Colloquia amined and used to promote growth of awareness HMS 388 Humans Being HMS1, HMS3 3 and understanding of self and others and how hu- HMS 480 Human Studies HMS1, HMS2, HMS3 4 mans relate to all aspects of their existence. Meets Perspectives HUMAN COMMUNITY Liberal Arts Core outcome. HMS 481 Relationship HMS1, HMS3 4 4 crs. with the Self HMS 482 Relationship HMS1, HMS3 4 HMS 482 HUMAN STUDIES: with Others RELATIONSHIP WITH OTHERS HMS 483 Relationship with HMS1, HMS3 4 This course is designed to enhance a learner’s aware- the Environment ness of social interactions and their perceptions, atti- HMS 484 Relationship HMS1, HMS3 4 tudes, and behaviors. Both theoretical contributions with the Transcendent and personal experiences are examined as a basis for Total Human Studies Foundation Colloquia: 23 understanding individual and group dynamics. While emphasis is placed on the interactional processes Required Topics (choose 3 of the 4 topics) within families, larger groupings are also examined. Topic 1: Learning HMS1, HMS4 3 u.d. Meets HUMAN COMMUNITY Liberal Arts Core out- Topic 2: Development HMS1, HMS4 3 u.d. come. 4 crs. Topic 3: Systems HMS1, HMS2 3 u.d. Topic 4: Methods HMS2, HMS5 3 u.d. HMS 483 HUMAN STUDIES: Total Required Topics: 9 RELATIONSHIP WITH THE ENVIRONMENT “Environment” encompasses everything that sur- Research and Action rounds us, both natural and constructed, and may be HMS 494 Human Studies HMS2, HMS5 3 experienced in any number of ways from functional Internship to aesthetic. This course is designed to increase OR HMS 493 Human awareness of human aesthetic, ecological, and eco- Studies Research Project nomic relations with the surrounding and supporting ecosystems and the values that we impose upon and Related Electives 22 derive from our environments. Modern and historical (min. 12 u.d) effects of human actions and belief systems on the TOTAL CREDITS FOR MAJOR: 60 health and sustainability of ecosystems and society are examined. Meets HUMAN COMMUNITY Liberal Arts Core outcome. 4 crs. 67 HUMAN HMS 484 HUMAN STUDIES: RELATIONSHIP WITH HMS 373 LIVING INTERCONNECTIONS SCIENCES THE TRANSCENDENT Living interconnections are dynamic networks of rela- In this course students focus on the psychological, tionships, the “oneness of things”. This seminar will developmental, and religious dimensions of their rela- use the theoretical lenses of deep ecology and living tionship with the transcendent. Students are empow- systems to focus on the profound relationships hu- ered to define more clearly the meaning of the tran- mans share with all the living world: the cell, the or- scendent in their lives and how this impacts their re- ganism, and the ecosystem. Current and emerging lations with self, others, and the environment. Meets texts in the natural and social sciences, science stud- HUMAN COMMUNITY Liberal Arts Core outcome. ies, and philosophy will be used. This seminar can 4 crs. be used to fulfill the SYSTEMS course requirement for Human Studies majors. Meets HUMAN COMMU- REQUIRED TOPICS NITY Liberal Arts Core outcome. 3 crs.

HMS 301 METHODS OF HMS 382 WOMEN AND CHANGE INTERDISCIPLINARY INQUIRY This course focuses on the change process and wom- In this course students are introduced to the various en’s major life transitions within a systems theory modes and methods of inquiry common to academic context. Included are theories of human develop- disciplines and the assumptions different disciplines ment, feminist and interactionist models of adult de- make about the nature of knowledge. Students will velopment, women and work, emerging life issues, learn tools for navigating these often complimentary challenges and barriers for self-fulfillment, cross-cul- though sometimes dissonant assumptions. Emphasis tural perspectives on change, and large systems will be placed on understanding selected methods of change. This seminar can be used to fulfill the DE- academic inquiry and the unique contribution of in- VELOPMENT course requirement for Human Stud- terdisciplinary thought and scholarship. The seminar ies majors. Meets HUMAN COMMUNITY Liberal Arts can be used to fulfill the METHOD course require- Core outcome. 3 crs. ment for Human Studies majors. 3 crs. HUMAN PROCESS SERIES Process Work is on the cutting edge of the interface HMS 302 SYSTEMS THINKING: between psychology, contemporary physics, educa- THEORY AND APPLICATION What is systems theory and why is it an important tion, conflict resolution, organizational development, theoretical perspective? The intent of this seminar is and spirituality. The Human Process series of courses to 1) familiarize learners with the core concepts and presents an introduction to this transdisciplinary structures of systems theory; 2) explore some current field. At the heart of Process Work is the assumption applications; and 3) consider Human Studies and oth- that the seeds to a problem’s resolution are present er course content from a systems theory perspective. within the problem itself. Learning to uncover those This seminar can be used to fulfill the SYSTEMS seeds and allow them to grow is a primary goal. Upon course requirement for Human Studies majors. completion of the series students will have acquired Meets HUMAN COMMUNITY Liberal Arts Core out- new knowledge and skills, together with a growing come. 3 crs. ability to move more fluidly in and out of the various systems encountered in daily life. HMS 352 BIO/PSYCHO/SPIRITUAL INTEGRATION HMS 321 HUMAN PROCESSES I Throughout the life-span, humans experience con- This is a course for learning about the connections stant change and growth in body, mind, and spirit. between dreaming and waking, physical symptoms Exploring different views and practices from around and relationship conflicts, addictions and spirituality, the world through readings, discussion, and experien- inner work and work in the world. Throughout the tial exercises, the goal of this seminar is to expand course students will be looking for ways to acknowl- one’s awareness and understanding of the processes edge the Spirit behind the spirits and to enact under- involved in holistically integrating the growth of standing through just actions based on deep compas- body, mind, and spirit. This seminar can be used to sion. This seminar can be used to fulfill the METH- fulfill the SYSTEMS or DEVELOPMENT course re- ODS or DEVELOPMENT course requirement for Hu- quirement for Human Studies majors. Meets HU- man Studies majors. Meets HUMAN COMMUNITY MAN COMMUNITY Liberal Arts Core outcome. 3 crs. Liberal Arts Core outcome. 3 crs. HMS 360 LEARNING: HMS 322 HUMAN PROCESSES II A FUNDAMENTAL HUMAN PROCESS Students explore human processes in relationships, Learning is fundamental for human survival and devel- considering a range of issues such as dreaming, trust, opment – at both the individual and cultural level. sexuality, spirituality, emotions, roles, and conflicts. This course explores learning as a lifelong process, In addition, the connection between physical symp- beginning at birth and continuing throughout the en- toms and relationship problems, and the ways indi- tire life course. A holistic, interdisciplinary approach vidual and world systems affect relationships, are ex- is used to examine a variety of learning theories, as amined. Students also explore relationship myths and well as the application of these theories in practice. develop skills for resolving conflicts. Prerequisite: This seminar can be used to fulfill the LEARNING HMS 321. This seminar can be used to fulfill the DE- course requirement for Human Studies majors. VELOPMENT course requirement for Human Stud- Meets HUMAN COMMUNITY Liberal Arts Core out- ies majors. Meets HUMAN COMMUNITY Liberal Arts 68 come. 3 crs. Core outcome. 3 crs. HMS 422 HUMAN PROCESSES III: THE SPIRIT • Psychology aims to understand the intrapersonal HUMAN At the heart of human processes is a sense of the un- and interpersonal causes, correlates, and SCIENCES known or the mysterious. When a process unfolds, consequences of human behavior. Through experiences looking and feeling like the primordial theory, case study, observation, experiment, and experiences that gave rise to the major religions of therapeutic intervention, psychology provides the world sometimes emerge. In this course, students insight into development, personality, behaviors, will explore some of these primordial experiences, and attitudes throughout the human life span. the place where Spirit and spirits meet; where Mys- • Sociology examines society – social behavior, social tery interrupts the familiar; and where not-doing in- institutions, social movements, and social develop- terrupts doing. Prerequisite: HMS 321 or junior status. ment and change. How groups form, relate, dis- This seminar can be used to fulfill the DEVELOP- criminate, influence, aggress, acquiesce, worship, MENT course requirement for Human Studies ma- educate, work, adjudicate, and endure are just a jors. Meets HUMAN COMMUNITY Liberal Arts Core few of the collective transactions that are addressed outcome. 3 crs. in sociological theory, research, and application. • Political Science describes and explains the theo- HMS 476 HUMAN PROCESSES IV: WORLDWORK retical basis for and structure and functioning of In this course participants will open themselves to the component parts of governments. Considering thinking and feeling beyond the boundaries to possi- topics such as political campaigns, elections, pub- bilities. They will inquire into changes in how leader- lic assistance, national security, and international ship is perceived and what happens when it’s regard- relations, political scientists show the ways in ed as a role accessible to all. And, they’ll experiment which individuals, groups, and political institu- with tools for processing issues like racism, sexism, tions exercise power and help conceive, imple- privilege and hierarchy, nationalism and classism. Pre- ment, and change policy. requisite: HMS 321 or junior status. This seminar can • Anthropology is concerned with examining and be used to fulfill the DEVELOPMENT or SYSTEMS describing the full range of human cultural and bi- course requirement for Human Studies majors. ological variations. Often but not always achieved Meets HUMAN COMMUNITY Liberal Arts Core out- through fieldwork and naturalistic description, an- come. 3 crs. thropologists focus on all aspects of human culture – such as language, art, child-rearing, and HMS 477 HUMAN PROCESSES V This is the capstone course in the Human Process se- means of sustenance – as well as physical charac- ries and is devoted to exploring the link between the teristics of modern humans and their ancestors. theory and practice of process work. The focus will Focused work within the concentration discipline be on unfolding the dreaming process as it manifests provides majors with a solid foundation in theory, in personal feelings, physical symptoms, and the ten- methodology, and application. This course of study is sions in group relationships. Students will explore the a good fit for learners who prefer to telescope out as connections between sensory-grounded information they consider and research human behavior, cultural and the meaning embedded in that information. Pre- systems, and social institutions. requisite: HMS 321 or junior status. This seminar can Coursework within the major is organized into be used to fulfill the DEVELOPMENT course require- four clusters: Required Social Science Core; Required ment for Human Studies majors. Meets HUMAN Multidisciplinary Core; Required Concentration Core; COMMUNITY Liberal Arts Core outcome. 3 crs. and Concentration Electives. : The courses in the HMS 493 HUMAN STUDIES RESEARCH PROJECT Required Social Science Core This arranged course takes the student through the required Social Science Core are designed to provide steps of designing and implementing a research learners with a multidisciplinary exposure to the cen- project selected by the student. Arrangements must tral theoretical, methodological, and practice ap- be made with the Chair of Department of Human Sci- proaches in the Social Science disciplines. Through- ences prior to registration. Variable crs. out the core curricula learners have the opportunity to acquire and practice academic researching and HMS 495 INDEPENDENT STUDY writing skills. In addition, Social Science majors par- IN HUMAN STUDIES ticipate in an internship or advanced research project This is an arranged course for students wishing to do related to their disciplinary focus and future educa- advanced study in a specialized area of Human Studies. tional and professional interests and goals. Students must prepare a brief proposal. Permission of Required Multidisciplinary Core: The Required Mul- the Chair of Department of Human Sciences and in- tidisciplinary Core is responsible for delivering learners structor is required prior to registration. Variable crs. a broad exposure to the four Social Science disciplines emphasized at Marylhurst. In addition to completing THE PURPOSE STATEMENT FOR the introductory seminars in each of the four Social Science disciplines, as well as Introduction to Econom- THE SOCIAL SCIENCES DEGREE ics, majors select two upper-division courses from The Social Science degree program offers learners a among the non-concentration disciplines. For exam- rich, multidisciplinary approach through which to ple, a learner concentrating in Sociology might supple- gain broad exposure to the Social Science disciplines ment the introductory courses within each of the four emphasized at Marylhurst while doing concentration disciplines with an upper-division Psychology course work in one discipline in Psychology, Sociology, An- and an upper-division Anthropology course. thropology, or Political Science. 69 HUMAN Required Concentration Core: This cluster is com- SS 394 Social Science Action SS2, SS6 3 SCIENCES posed of nine additional credits and provides learners or Research the opportunity to strengthen their understanding of Total Required Social Science Core: 16 the key content areas and perspectives in their chosen concentration discipline. The required concentra- Required Multidisciplinary Core PSY 201 Introduction to SS1, SS3 3 tion core courses in each discipline are demarcated in Psychology course descriptions with an asterisk. SOC 201 Introduction to Sociology SS1, SS3 3 Concentration Electives: By strategically selecting ANT 201 Introduction to SS1, SS3 3 advanced electives in their concentration discipline Anthropology Social Science majors can create a dynamic, custom- EC 201 Introduction to Economics SS1, SS3 3 ized course of study. PS 201 Introduction to SS1, SS3 3 CAREER PATHS Political Science Social Science majors participate successfully in post- Additional course in non- SS1, SS6 3 baccalaureate and graduate-level training and educa- concentration discipline tion in all the Social Sciences disciplines. Because of Additional course in non- SS1, SS6 3 the multidisciplinary scope of the Social Science ma- concentration discipline jor, learners receive excellent preparation for occupa- Total Required Multidisciplinary Core: 21 tional pursuits in counseling and social work, the le- Required gal system, politics and government, business, public Concentration Core SS4, SS6 9 relations and administration, journalism, and the help- (see course descriptions for ing professions. list of required courses in each PROGRAM LEARNING OUTCOMES concentration discipline) FOR THE B.A. IN SOCIAL SCIENCE Concentration Electives SS4, SS6 12 In addition to demonstrating the learning outcomes for TOTAL CREDITS FOR MAJOR: 61 the Department of Human Sciences, students earning an undergraduate degree in the Social Sciences will: THE PURPOSE STATEMENT FOR SS1. Demonstrate a basic working knowledge of the THE PSYCHOLOGY DEGREE distinctions between and commonalties among The Psychology degree program by intent and design each of the five social science disciplines. allows learners to pursue a more focused, disciplinary SS2. Understand and enact the process of scholarly study of the influences on, correlates of, and outcomes inquiry to answer questions appropriate for for human behavior and experience. Students selecting social science research. this major receive a solid foundation in Social Science SS3. Demonstrate a basic working knowledge of theories, methodologies, and applications, but conduct methods used for collecting and analyzing data the majority of their major work in Psychology. The in social scientific research. Psychology major is a good fit for students who antici- SS4. Develop a rich understanding of the pate pursuing a graduate degree in psychology and predominant theories of their concentration working in a clinical or research setting. discipline, and a basic understanding of at least Coursework within the Psychology major is orga- two additional social science disciplines. nized into three clusters: Required Social Science Core; SS5. Think critically about the elements of sound Required Psychology Core; and Related Electives. research methodology, including when and Required Social Science Core: The courses in the how different statistical methods are used to Required Social Science Core are designed to provide aid description and explanation. learners with a multidisciplinary exposure to the cen- SS6. See the personal and public application of tral theoretical, methodological, and practice ap- social scientific theories and findings, proaches in the Social Science disciplines. Throughout especially but not exclusively within their the core curricula learners have the opportunity to ac- concentration discipline. quire and practice academic researching and writing MAJOR REQUIREMENTS skills. In addition, Psychology majors participate in an FOR A B.A. IN SOCIAL SCIENCES internship or advanced research project related to Learning their disciplinary focus and future educational and Requirements Outcomes Credits professional interests and goals. Required Psychology Core: The courses in this Human Sciences Seminar cluster provide Psychology majors with a comprehen- HS 304 History & HS1, HS2, HS3, HS4 3 sive consideration of the foundational content areas, Philosophy of theories, methodologies, and practice approaches in the Human Sciences Psychology. Required Social Science Core Related Electives: This cluster allows learners to SS 202 Introduction to SS1, SS2 4 customize their Psychology degree by utilizing cours- Social Science Inquiry es in Psychology and other Human Sciences disci- SS 212 Research Methods SS2, SS3, SS5 3 plines, as well as prior learning and transfer credits. In & Statistics I consultation with their academic advisor, learners SS 304 Research Methods SS2, SS3, SS5 3 craft their related electives cluster. & Statistics II 70 CAREER PATHS PSY 328 Developmental P2, P4 3 HUMAN The narrow, disciplinary focus of the Psychology ma- Psychology OR PSY 363 SCIENCES jor prepares learners for advanced educational and Child Psychology OR professional work in research, clinical, and applied PSY 364 Adolescent psychology. Psychology OR PSY 360G Adult Devel- PROGRAM LEARNING OUTCOMES opment & Aging FOR THE B.A. IN PSYCHOLOGY PSY 375 Disorders of P3, P4 3 In addition to demonstrating the learning outcomes Personality OR for the department of Human Sciences, students com- PSY 338 Roots of pleting an undergraduate degree in Psychology will: Psychopathology P1. Trace the history and progression of PSY 316 Social Psychology P4 3 psychological theory and practice. OR PSY 318 Cultural P2. Attain an understanding of the processes of Psychology OR PSY 377 thought, learning and development. Psychology of Groups P3. Recognize the ways in which theory, scientific PSY 370 Biopsychology P2, P4 3 investigation, politics, and public opinion OR PSY 371 Individual influence the classification and treatment of Differences psychological disorders. P4. Develop an understanding of the contributions Total Required Psychology Core: 24 crs. of social and biological influences on human behavior. Electives for Psychology Major P5. Think critically about the elements of sound Psychology: 9-21 crs. research methodology, including when and how Other Human Science: 0-12 crs. different statistical methods are used to aid Coursework all outcomes 21 crs. description and explanation. TOTAL CREDITS FOR MAJOR: 61 crs. P6. Demonstrate a basic working knowledge of the distinctions between and commonalties among B.A. IN PSYCHOLOGY AS PREPARATORY TRACK each of the four social science disciplines. FOR M.A. IN ART THERAPY P7. Understand and enact the process of scholarly Requirements for persons completing the B.A. in Psy- inquiry to answer questions appropriate for chology in order to prepare to apply to the master of social science research. arts degree in art therapy program are: • 61 credits in psychology including PSY 334 MAJOR REQUIREMENTS Personality Theory, PSY 336 Abnormal FOR A B.A. IN PSYCHOLOGY Psychology, PSY 328 Developmental Psychology Learning and PSY 362 Counseling Strategies Requirements Outcomes Credits • 27 credits in art, including 9 in painting, 9 in drawing, and 9 in sculpture. Human Sciences Seminar • 5 credits in art therapy: HS 304 History & HS1, HS2, HS3, HS4 3 • Art Therapy: Exploring the Profession, 1 cr. Philosophy of the Introduction to Art Therapy Workshop, 1 cr. Human Sciences Art Therapy Media and Methods, 1 cr. Introduction to Child Art Therapy, 1 cr. Required Social Science Core Library Research Methods for Human Services SS 202 Introduction to P1, P6, P7 4 Practitioners, 1 cr. Social Science Inquiry SS 212 Research Methods P5, P7 3 SOCIAL SCIENCE COURSES & Statistics I SS 304 Research Methods P5, P7 3 SS 202 INTRODUCTION & Statistics II TO SOCIAL SCIENCE INQUIRY PSY 394 Psychology Internship P3 3 By intent and design, this course provides students OR PSY 493 Research Project with an introduction to inquiry in the Social Sciences. Total Social Science Core: 16 “Inquiry” has to do with the entire systematic process through which we pose and explore and attempt to Required Psychology Core answer our questions about human phenomena. In- PSY 201 Introduction to P1, P4 3 quiry also has to do with the sources from and the Psychology procedures with which we collect information and PSY 334 Personality Theory P1, P4 3 the standards and forms for how we communicate PSY 336 Abnormal P1, P3, P4 3 our understanding through scholarly writing. Stu- Psychology dents will consider the issues and problems scientists PSY 320 Learning: Funda- P2 3 working within each discipline are interested in, and mental Human Process the ways they describe, define, and study the subject OR PSY 308 Behavior of their inquiry. This course will also provide stu- Modification OR PSY 432 dents with a collaborative environment in which to Cognitive Psychology explore more systematically what it means for them to be a Psychology and Social Science major, and, 71 HUMAN perhaps, a future Social Scientist. Required course for PSY 316 SOCIAL PSYCHOLOGY SCIENCES all Social Science and Psychology majors. This course This course examines the phenomena of social behav- replaces SS 202 Social Science Perspectives I. 4 crs. ior and the psychological experience of individuals in social contexts. Special attention is given to the for- SS 212 RESEARCH METHODS AND mation of attitudes, values, and beliefs, as well as to STATISTICS IN THE SOCIAL SCIENCES I the ways social groups and societal structures influ- This course focuses on the interrelationship between ence individual behavior. Prerequisite: PSY 201 or data collection and analysis and is designed to equip equivalent. This course is an option for the required the budding researcher or anyone who encounters re- psychology core for Psychology majors. 3 crs. search findings in their daily lives (all of us!) with a basic understanding of the research methodologies PSY 318 CULTURAL PSYCHOLOGY and statistics used in the Human Sciences. Topics will This course examines the area of cross-cultural psy- include ethical considerations, research designs, sam- chology. Students learn about differences in the expe- pling and generalizability, central tendency, variabili- riences of diverse ethnic groups and how those differ- ty, hypothesis testing, and meta-analysis. Prerequi- ences influence client needs and affect the therapeu- sites: Math 95, 102, 107 or equivalent. Required tic or consultative process. Gender and age differenc- course for all Social Science and Psychology majors. es within cultures will be examined as well as the stu- This course replaces SS 212 Statistics in the Social Sci- dent’s own multicultural identity. Prerequisite: PSY ences. 3 crs. 201 or equivalent. This course is an option for the required psychology core for Psychology majors. Meets SS 304 RESEARCH METHODS AND STATISTICS HUMAN COMMUNITY Liberal Arts Core outcome. IN THE SOCIAL SCIENCES II 3 crs. The second course in the sequence, SS 304 will delve more deeply into research methods and statistics that * PSY 320 LEARNING: support discovery and understanding. Topics covered A FUNDAMENTAL HUMAN PROCESS include instrumentation, experimental design and Learning is fundamental for human survival and devel- group comparison, observational design and correla- opment – at both the individual and cultural level. This tional analysis, reliability and validity, and statistical course will explore learning as a lifelong process, be- and practical significance tests. Prerequisite: SS 212. ginning at birth and continuing throughout the entire Required course for all Social Science and Psychology life course. Students will utilize a holistic, interdiscipli- majors. This course replaces SS 304 Research Meth- nary approach to examine a variety of learning theo- ods in the Social Sciences. 3 crs. ries, as well as the application of these theories in practice. Prerequisite: PSY 201 or equivalent. Required PSYCHOLOGY SEMINARS course for all Social Science majors concentrating in Psychology, and is an option for the required psycholo- * PSY 201 INTRODUCTION TO PSYCHOLOGY gy core for Psychology majors. 3 crs. This course provides a survey of the basic principles and theories of psychology. Topics include the nature PSY 325 LEFT BRAIN/RIGHT BRAIN: POWER OF of consciousness, intelligence, emotion, stress, motiva- THE TWO-SIDED MIND tion, personality, and development as well as psycho- This course provides a theoretical and experiential logical disorders, therapy, and interpersonal issues. understanding of basic functions of the brain, as well This course is a prerequisite for many upper-division as neurological differences between men and wom- psychology courses. Required course for all Social Sci- en. Topics include modes of thinking and problem ence and Psychology majors. Meets HUMAN COMMU- solving, communication between left-brain and right- NITY Liberal Arts Core outcome. 3 crs. brain people, multi-sensory learning in art, music, and movement, and the use of intuition in business deci- PSY 304 PSYCHOLOGY IN EVERYDAY LIFE sions. Emphasis is on right hemispherical functions. The focus of this course is on the application of cen- Prerequisite: PSY 201 or equivalent. 3 crs. tral psychological concepts and principles to issues of everyday life. In addition, the relevance of psycholog- PSY 326 PSYCHOLOGY OF INTUITION ical theories for understanding interpersonal relation- This class explores the ways human intuition manifests ships and professional activities is addressed. 3 crs. in and affects our lives. Students will consider cross- cultural and interdisciplinary explanations, and influen- PSY 308 BEHAVIORAL MODIFICATION tial differences in personality. Students will experiment This course provides a survey of recent developments with and reflect upon different approaches to cultivat- in the application of behavioral modification theory ing intuition, learn how to record and find meaning in to understanding and treating psychological prob- their insights, practice cognitive approaches to amplify lems. Topics considered include sexual dysfunction, and translate impressions, and gain a better under- stress, phobias, and anxieties, as well as depression, standing of their personal intuitive style. Prerequisite: marital discord, addictions, and interpersonal con- PSY 201 or equivalent. Meets HUMAN COMMUNITY flict. Prerequisite: PSY 201 or equivalent. This course Liberal Arts Core outcome. 3 crs. is an option for the required psychology core for Psy- chology majors. 3 crs. * PSY 328 DEVELOPMENTAL PSYCHOLOGY This course, which is required for all students majoring or concentrating in psychology, examines the 72 central theories of psychological development. Em- phasis is placed on processes of growth and matura- PSY 362 COUNSELING THEORIES AND STRATEGIES HUMAN tion throughout the life course. Prerequisite: PSY 201 This course introduces students to several counseling SCIENCES or equivalent. Required course for all Social Science theories. These theoretical approaches are blended majors concentrating in psychology, and is an option with relevant skill training in order to increase stu- for the required psychology core for Psychology ma- dent knowledge of and effectiveness in counseling jors. Meets HUMAN COMMUNITY Liberal Arts Core roles. Prerequisite: PSY 201 or equivalent. 3 crs. outcome. 3 crs. PSY 363 CHILD PSYCHOLOGY * PSY 334 PERSONALITY THEORY This course examines development of the child from This core course in the psychology curriculum looks conception to preadolescence, emphasizing the theo- at the history and critiques of selected theories of per- ries associated with the development of cognition, sonality, including Humanistic, Psychoanalytic, and physical and visual-motor skills, personality, and so- Behavioral models. Particular attention is focused on cial behavior. Consideration will be given to the im- the principles of personality development, the con- pact of family and environment on the child. Applica- cept of the self, and identity. Prerequisite: PSY 201 or tion of principles for helping the troubled child will equivalent. Required course for all Psychology majors be addressed. Prerequisite: PSY 201 or equivalent. and Social Science majors concentrating in psycholo- This course is an option for the required psychology gy. 3 crs. core for Psychology majors. 3 crs. * PSY 336 ABNORMAL PSYCHOLOGY This seminar examines distortions in behavior, emo- PSY 364 ADOLESCENT PSYCHOLOGY This course explores normal adolescent psychology tions, thoughts, and perceptions. Topics include anxi- and issues that interfere with the process of develop- ety, depression, schizophrenia, and other psychotic ment. Normal as well as problematic cognitive, social, disorders. Students also learn about approaches for and emotional development will be explored. Topics diagnosis and treatment. Prerequisite: PSY 201 or include the impact of family functioning on the teen, equivalent. Required course for all Psychology ma- identity development, development of healthy rela- jors. 3 crs. tionship and communication skills, and issues leading PSY 338 ROOTS OF PSYCHOPATHOLOGY to adolescent problems such as substance abuse, ag- How do emotional and behavioral disorders develop? gression, depression, and feelings of isolation. Prereq- What are historical as well as state-of-the-art theoreti- uisite: PSY 201 or equivalent. This course is an option cal and practice approaches to analyzing and treating for the required psychology core for Psychology ma- psychopathologies? This seminar addresses these jors. 3 crs. questions, emphasizing the history of psychiatry and psychotherapy as professional disciplines, the devel- PSY 368 FAMILY DYNAMICS opment of psychoanalysis, and the cultural and histor- The purpose of this course is to examine how fami- ical contexts that shape how persons think about and lies organize themselves over time. Students will ex- treat psychological disorders. Prerequisites: PSY 201 plore the family system as a collection of relation- and PSY 336 or equivalent. This course is an option ships – at the individual, group, and sociocultural lev- for the required psychology core for Psychology ma- els. Prerequisite: PSY 201 or equivalent. 3 crs. jors. 3 crs. PSY 369 FAMILY AND COUPLES THERAPY PSY 340 UNDERSTANDING TRAUMA This course teaches fundamental interpersonal skills AND ITS TREATMENT such as forming a relationship, deciding which behav- The course introduces students to the range of psy- iors are important, analyzing what the problems are, chological, emotional, and behavioral problems asso- and strategies for intervention. The foremost theories ciated with the experience of traumatic events. Stu- will be compared. The format includes simulated family dents learn about physiological and psychological interviews where students will practice their skills, train- consequences of trauma and the range of treatments ing films of master clinicians, and videotaped demon- used in helping clients resolve these symptoms. At- strations. Prerequisite: PSY 201 or equivalent. 3 crs. tention is also given to the role of the mental health professional in helping communities cope with disas- PSY 370 BIOPSYCHOLOGY ters and extraordinary events. Prerequisite: PSY 201 Recent technological changes and increasing under- or equivalent. 3 crs. standing of the brain have fortified the union between psychology and neuroscience – that is, to understand PSY 360 SPECIAL TOPICS IN PSYCHOLOGY why we behave as we do, we must address such ques- Courses numbered 360 are topical courses designed tions as how and why does the brain develop as we to address important and timely subject areas in psy- grow and age? Which genetic and environmental fac- chology. Content will vary from term to term. 3 crs. tors are influential? What structures and functions are PSY 361 YOUTH AT RISK associated with memory, learning, addiction, love, per- This course explores the challenges faced by youth in sonality, intellect, disorders, or disability? What are the the United States, with a focus on psychological, fa- implications for enhancement or treatment? How far milial, and sociocultural risk factors, and prevention can we, or should we, go? Prerequisite: PSY 201 or and intervention. Subjects include pregnancy, sub- equivalent. This course is an option for the required stance use and abuse, school life, and aggressive be- psychology core for Psychology majors. Meets HU- haviors. Prerequisite: PSY 201 or equivalent. 3 crs. MAN COMMUNITY Liberal Arts Core outcome. 3 crs. 73 HUMAN PSY 371 INDIVIDUAL DIFFERENCES ties will be considered from educational, develop- SCIENCES This course examines the relative contributions of mental, and psychological perspectives. Emphasis genes and the social environment to account for indi- will be on identification and intervention in the vidual differences among people. Attention is given schools, as well as on relevant special education laws. to such topics as intelligence, personality, interests, Prerequisite: PSY 201 or equivalent. Required course social attitudes, occupation, and abnormal behavior, for all Music Therapy majors. 3 crs. and how these are influenced by genetic inheritance and social experience. Prerequisite: PSY 201 or equiv- PSY 377 PSYCHOLOGY OF GROUPS alent. This course is an option for the required psy- This course explores group dynamics from a Jungian- chology core for Psychology majors. Meets HUMAN oriented, depth psychology perspective. Emphasis is COMMUNITY Liberal Arts Core outcome. 3 crs. placed on how groups impact individual authenticity, creativity, and autonomy; how group dynamics can PSY 372 EVOLUTIONARY PSYCHOLOGY lead to destruction; and processes for creating This course explores the origins of human behavioral healthy group environments. Types of groups ex- predispositions from the perspective of natural selec- plored include religious cults, mobs, hate groups, ex- tion. Questions addressed include why we tend to tremists, and economic and political organizations. think in stereotypical ways when we are taught to val- Prerequisite: PSY 201 or equivalent. This course is an ue individualism, why many commit adultery when we option for the required psychology core for Psycholo- are taught to respect the vows of marriage, why we gy majors. Meets HUMAN COMMUNITY Liberal Arts consume large quantities of salt, sugar, and fat despite Core outcome. 3 crs. repeated warnings, why men resist stopping for directions, and women know where the ketchup is. Prereq- PSY 379 INTRODUCTION TO SOCIAL WORK uisite: PSY 201 or equivalent. 3 crs. This course considers the fundamental principles of social work practice, its historical background, val- PSY 373 ISSUES AND ETHICS IN THE ues, and ethics. It is intended to provide information HELPING PROFESSIONS to help students assess their interest in social work as This course provides a comprehensive overview of a possible career. Some of the key topics considered professional issues and ethical standards in mental include personal empowerment, managed mental health. Topics include professional burnout and self- health, and welfare reform. Prerequisite: PSY 201 or care, values and the helping relationship, clients’ equivalent. 3 crs. rights, professional responsibilities, confidentiality, ethical and legal issues, managing boundaries and PSY 432 COGNITIVE PSYCHOLOGY This upper-division seminar provides students with multiple relationships, training and supervision, and an introduction to the history, theory, and research of multicultural and diversity issues in individual, mari- the subdiscipline of cognitive psychology. The appli- tal, family, and group treatment and current issues in cation of cognitive techniques in the treatment of de- the managed health care industry. Prerequisite: PSY pression, anxiety, and interpersonal conflicts is em- 201 or equivalent. 3 crs. phasized. PSY 201, or equivalent, and junior status. PSY 374 PSYCHOLOGY OF LOSS AND GRIEF This course is an option for the required psychology The course examines processes of attachment, sepa- core for Psychology majors. 3 crs. ration, and loss. Different types of loss, including sud- PSY 446 INTRODUCTION den and anticipated, and the grief reaction experi- TO JUNGIAN PSYCHOLOGY enced by the bereaved, will be covered along with a This advanced seminar provides an introduction to task-based model for mourning. Facilitation of adjust- Carl Jung’s theoretical system. The primary focus is ment to loss will also be explored. Prerequisite: PSY on interrelationships between Jungian concepts 201 or equivalent. 3 crs. and how they are applied in therapy and interpersonal relations. PSY 201, or equivalent, and junior PSY 375 DISORDERS OF PERSONALITY status. 3 crs. This course examines disorders of personality, focusing on the contributions of ego psychology, object re- PSY 447 PSYCHOLOGY OF WOMEN lations theory, and self-psychology to studying the ori- The psychological dynamics that shape a women’s gins of personality disorders. In addition, the implica- experience are addressed from a Jungian standpoint tions of a therapeutic diagnosis and treatment options as well as more recent theory and research. Topics in- are considered. Psychodynamic, behavioral, and bio- clude feminine archetypal patterns, the kinds of logical approaches will be covered. Prerequisite: PSY knowledge that women value and how that knowl- 201 and PSY 334 or equivalents. This course is an op- edge is constructed, women’s perspectives on relation for the required psychology core for Psychology tionships, and goals for individual development. PSY majors. Meets HUMAN COMMUNITY Liberal Arts 201, or equivalent, and junior status. 2 crs. Core outcome. 3 crs. PSY 448 PSYCHOLOGY OF RELATIONSHIPS PSY 376 EXCEPTIONAL CHILDREN From a Jungian perspective, the factors that bring IN THE SCHOOLS people together in intimate relationships and the cir- This course explores some of the common childhood cumstances that separate them are studied. Attention exceptionalities encountered by educators in the is given to the stages of relationship development, school system, including learning disabilities, sensory the development of the self as crucial to creating 74 impairments, and talented youth. These exceptionali- greater intimacy, and the techniques for resolving the usual concerns that couples face and for improving and methods used by anthropologists. The four major HUMAN relationship satisfaction. PSY 201, or equivalent, and fields of inquiry – cultural anthropology, physical an- SCIENCES junior status. 3 crs. thropology, linguistics, and archeology – will be explored to show how and why anthropologists pro- PSY 449 JUNGIAN DEVELOPMENT: duce the results they do. Required course for all So- PATHWAYS TO INDIVIDUATION cial Science majors. Meets HUMAN COMMUNITY Lib- This seminar is designed for learners to deepen and eral Arts Core outcome. 3 crs. enhance their understanding of the individuation process and what is meant by consciousness. The focus ANT 304 APPLIED ANTHROPOLOGY will be on the practical and personal, as well as col- This course addresses the application of anthropolog- lective and cross-cultural examples. PSY 201, or ical concepts and principles to everyday life, examin- equivalent, and junior status. 3 crs. ing music, dance, play, art, humor, and values as well as reproduction and child-rearing practices. Prerequi- PSY 450 DREAMS IN PSYCHOTHERAPY site: ANT 201 or equivalent. Meets HUMAN COMMU- In this seminar, Gestalt, Jungian, Senoi Indian, Psy- NITY Liberal Arts Core outcome. 3 crs. chodrama and other techniques will be the tools for exploring in depth the world of dreams. Additional * ANT 310 CULTURAL ANTHROPOLOGY topics will include the use of a dream journal and the This course offers students an opportunity to engage application of the various techniques in counseling in a comparative study of culture. In particular, varia- and therapy settings. PSY 201, or equivalent, and jun- tions in the socio-cultural organization, customs, val- ior status. 3 crs. ues, and beliefs of human groups around the world are examined, as well as the role that cultural anthropolo- PSY 451 ANIMA AND ANIMUS: gists play in gathering and disseminating information THE FEMININE AND MASCULINE PRINCIPLE about cultures familiar and not. Prerequisite: ANT 201 IN JUNGIAN PSYCHOLOGY or equivalent. Required course for all Social Science According to Jung, within every man there is a reflec- majors concentrating in anthropology. Meets HUMAN tion of a woman and within every woman there is a COMMUNITY Liberal Arts Core outcome. 3 crs. reflection of a man. This class focuses on the inner masculine principle and the inner feminine principle * ANT 338 HUMAN EVOLUTION within each of us, the understanding of which can This course examines how evolution occurs through lead to a deeper and more profound understanding of natural selection, and events and patterns of human ourselves and of our relationships. PSY 201, or equiv- evolution over the last five million years as informed alent, and junior status. 3 crs. by the methods and findings of primatologists, biolo- gists, chemists, geographers, and anthropologists. Oth- PSY 460 PSYCHOSOCIAL ASPECTS OF DISABILITY er topics covered will include the nature of the similar- The course will review the physical, psychological, so- ities and differences among modern human popula- cial, and spiritual aspects of human response to disabil- tions and medical anthropology. Prerequisite: ANT 201 ity and chronic illness. Students will examine the social or equivalent. Required course for all Social Science and psychological aspects of physical and mental dis- majors concentrating in anthropology. 3 crs. abilities and how they contribute to the individual’s and society’s perceptions of, and attitudes toward, ANT 360 SPECIAL TOPICS IN ANTHROPOLOGY chronic illness and disability. The course will also re- Courses numbered 360 are topical courses designed to view individual and family strategies for coping with address important and timely subject areas in anthro- disability and loss. PSY 201, or equivalent, and junior pology. Content will vary from term to term. 3 crs. status. Meets HUMAN COMMUNITY Liberal Arts Core outcome. 3 crs. * ANT 364 PEOPLES AND SOCIETIES OF THE WORLD PSY 493 RESEARCH PROJECT IN PSYCHOLOGY Students in this course will gain a better understand- This arranged course takes the student through the ing of the interrelationship between human activities steps of designing and implementing a research (culture) and the physical environment (nature). Em- project selected by the student. Arrangements must phasizing populations outside of the United States, be made with the Chair of the Department of Human students will see the mosaic of life-styles of various Sciences prior to registration. Variable crs. peoples and their prevailing values and beliefs through a survey of population and human move- PSY 495 INDEPENDENT STUDY IN PSYCHOLOGY ment, language, religion, race, politics, economics, This is an arranged course for students wishing to do rural and urban development. Prerequisite: ANT 201 advanced study in a specialized area in psychology. or equivalent. Required course for all Social Science Students must prepare a brief proposal. Permission of majors concentrating in anthropology. Meets HUMAN the Chair of the Department of Human Sciences and COMMUNITY Liberal Arts Core outcome. 3 crs. instructor is required prior to registration. Variable crs. ANT 493 RESEARCH PROJECT IN ANTHROPOLOGY ANTHROPOLOGY SEMINARS This arranged course takes the student through the steps of designing and implementing a research * ANT 201 INTRODUCTION TO ANTHROPOLOGY project selected by the student. Arrangements must This seminar focuses on the study of human culture, be made with the Chair of the Department of Human origins, and history, and the wide array of theories Sciences prior to registration. Variable crs. 75 HUMAN ANT 495 INDEPENDENT STUDY changing character of military power, national securi- SCIENCES IN ANTHROPOLOGY ty, and the liberal institutional paths to peace will be This is an arranged course for students wishing to do ad- covered. Prerequisite: PS 201 or equivalent and junior vanced study in a specialized area in anthropology. Stu- standing. Required course for all Social Science ma- dents must prepare a brief proposal. Permission of the jors concentrating in political science. Meets HUMAN Chair of the Department of Human Sciences and in- COMMUNITY area of the Liberal Arts Core. 3 crs. structor is required prior to registration. Variable crs. * PS 436 POLITICAL THEORY POLITICAL SCIENCE SEMINARS In this course students will examine basic concepts in political theory – for example, sources of power, hu- * PS 201 INTRODUCTION TO POLITICAL SCIENCE man rights, and human nature – and how different This is a beginning-level course that examines the fun- views of those concepts lead to ideological variations damental concepts of politics and government. The such as democracy, socialism, Marxism, and fascism. course is designed to help citizens to better understand Prerequisite: PS 201 or equivalent and junior standing. the operation of their political system as well as other Required course for all Social Science majors concen- systems in the world. Attention is given to topics includ- trating in political science. Meets HUMAN COMMUNI- ing the distribution and legitimacy of political power, TY area of the Liberal Arts Core. 3 crs. the relationship between individuals and the state, how individuals can participate in and shape public policy, PS 460 WOMEN AND POLITICS and the expression of political positions. Required This course uses an interdisciplinary approach to un- course for all Social Science majors. Meets HUMAN derstanding the political status and situation of women COMMUNITY Liberal Arts Core outcome. 3 crs. in the United States and around the world. Subjects covered include women’s social movements, psycho- PS 302 APPLIED POLITICAL SCIENCE logical gender differences important in the political This course is designed to allow students to see how arena, the “gender gap” in voting behavior, and wom- politics influence our daily lives – how we educate, en as candidates and elected officials. Prerequisite: PS work, provide health care, and form family units. The 201 or equivalent and junior standing. Meets HUMAN power of ideology, history, media, social influence, COMMUNITY area of the Liberal Arts Core. 3 crs. and technology will be assessed. Prerequisite: PS 201 or equivalent. Meets HUMAN COMMUNITY Liberal PS 493 RESEARCH PROJECT IN POLITICAL SCIENCE Arts Core outcome. 3 crs. This arranged course takes the student through the steps of designing and implementing a research * PS 322 UNITED STATES POLITICS This course examines the U.S. Constitution, political project selected by the student. Arrangements must participation, and elections. Students will consider the be made with the Chair of the Department of Human three branches of government: how Congress operates, Sciences prior to registration. Variable crs. including the politics of pleasing constituents and insid- PS 495 INDEPENDENT STUDY IN POLITICAL SCIENCE er politics; the powers, politics, and bureaucracy of the This is an arranged course for students wishing to do Presidency; and the Supreme Court’s decision-making advanced study in a specialized area in political sci- process and the implications those rulings have on all ence. Students must prepare a brief proposal. Permis- citizens of the United States. Prerequisite: PS 201 or sion of the Chair of the Department of Human Scienc- equivalent. Required course for all Social Science majors es and instructor is required prior to registration. concentrating in political science. Meets Human Com- Variable crs. munity Liberal Arts Core outcome. 3 crs. SOCIOLOGY SEMINARS PS 360 SPECIAL TOPICS IN POLITICAL SCIENCE Courses numbered 360 are topical courses designed to * SOC 201 INTRODUCTION TO SOCIOLOGY address important and timely subject areas in political This beginning-level course introduces students to so- science. Content will vary from term to term. 3 crs. ciology as a social science, and to some of the methods of social research. Students will learn about the basic PS 360S STATE AND LOCAL GOVERNMENT concepts and principles of sociology, such as social This course considers state and local government struc- structure, norms, deviance, stratification, and change, tures, processes, and policies, including the importance and about micro- and macro-social institutions, social of political culture, socialization, political parties, and interactions, and the meaning of culture. Required participation. Focusing on Oregon politics, as well as course for all Social Science majors. Meets HUMAN other states of student interest, students will learn COMMUNITY area of the Liberal Arts Core. 3 crs. about sub-national politics, federalism and the problems of federal-state-local cooperation, elections, and specific SOC 310 APPLIED SOCIOLOGY policy areas including pollution, law, taxation, and edu- The purpose of this course is to intentionally apply cation. Prerequisite: PS 201 or equivalent. Meets HU- sociological principles to everyday life. Students will MAN COMMUNITY Liberal Arts Core outcome. 3 crs. examine the impact that sociological processes have on individuals and their families as well as on their * PS 428 INTERNATIONAL RELATIONS communities. Topics include socialization and social This course surveys international relations with refer- reality, urban relations, friendship and love, and ence to major political paradigms, current political health and illness, among others. Prerequisite: SOC happenings, and how international affairs affect all of 201 or equivalent. Meets HUMAN COMMUNITY area our lives. Increasing world interdependence, the glo- of the Liberal Arts Core. 3 crs. 76 balized political economy, the United Nations, the * SOC 316 SOCIAL PROBLEMS on American scholars, including Mead, Parsons, Mills, HUMAN This course presents the sociological approach to con- Goffman, Garfinkel, and Marcuse, whose inquiries SCIENCES temporary social problems, including crime, violence, ranged from participant-observation studies, to struc- gender relations, urban growth, racism, homelessness, tural-functionalist theorizing, to a critique of American and poverty. Analytical thinking and methodological society. Questions addressed by these theorists include study of social problems will be emphasized in regard the dynamics of social systems, interactions between to understanding and reducing the impact of these is- individuals, and between individuals and social groups. sues. Prerequisite: SOC 201 or equivalent. Required 3 crs. Prerequisite: SOC 201 or equivalent. Required course for all Social Science majors concentrating in course for all Social Science majors concentrating in sociology. Meets HUMAN COMMUNITY area of the sociology. Meets HUMAN COMMUNITY area of the Liberal Arts Core. 3 crs. Liberal Arts Core. 3 crs.

SOC 325 MINORITIES IN THE UNITED STATES SOC 360 SPECIAL TOPICS IN SOCIOLOGY In this course students examine minorities in the Unit- Courses numbered 360 are topical courses designed ed States, paying particular attention to the perspectives to address important and timely subject areas in soci- and experiences of such groups as African-Americans, ology. Content will vary from term to term. 3 crs. Latinos, Native Americans, Middle Easterners, and Asians. Prerequisite: SOC 201 or equivalent. Meets HU- SOC 364 SOCIOLOGY OF FAMILIES MAN COMMUNITY area of the Liberal Arts Core. 3 crs. The family as a social institution. Topics include alternative family forms, interaction patterns in families, SOC 329 GENDER RELATIONS marriage, divorce, parenthood in all its variations, Men and women are different in many ways – al- dual-worker families, and the future of the family as a though less so than most of us suppose. This advanced social institution. 3 crs. course examines issues related to women’s and men’s socialization, emergent identities, and experiences. SOC 372 SOCIOLOGY OF EDUCATION Theory and research on gender formation are re- In this course students consider the educational insti- viewed with special attention paid to the influence of tution in the United States, the issues surrounding social institutions. Prerequisite: SOC 201 or equiva- public schools, and pressures on those in the teach- lent. Meets HUMAN COMMUNITY area of the Liberal ing profession. Emphasis is placed on the realities and Arts Core. 3 crs. potentialities of education from a sociological-educa- SOC 332 RACE AND ETHNIC RELATIONS tional perspective. Prerequisite: SOC 201 or equiva- In this class students will look at the issues of race, lent. Meets HUMAN COMMUNITY area of the Liber- ethnicity, and gender, study their interrelationships al Arts Core. 3 crs. with the contemporary global patterns of political fac- tionalism, economic disparity, religious fervor, and SOC 402 SOCIAL MOVEMENTS AND CHANGE ethnic nationalism. Students will also consider the im- This course dissects the relationship between the in- pact of these issues for developed and developing dividual and society, and the ways that people act col- countries throughout the world. Prerequisite: SOC 201 lectively to change their social and economic situa- or equivalent. Meets HUMAN COMMUNITY area of tions. Students will explore social movements of the the Liberal Arts Core. 3 crs. twentieth century that affect us locally and as a nation. Attention is given to the major classical and con- SOC 338 DEVIANT AND CRIMINAL BEHAVIOR temporary theories of social movements and change. This course surveys the constructs of deviant and Prerequisite: SOC 201 or equivalent and junior stand- criminal behavior, what traditional and modern theo- ing. Meets HUMAN COMMUNITY area of the Liberal rists have to say, and how society reacts and responds Arts Core. 3 crs. to such behaviors. Topics include physical aggression, family violence, suicide, sexual deviance, substance SOC 440 CRITICAL AND use and abuse, and white-collar crime. Prerequisite: POSTMODERN SOCIOLOGY SOC 201 or equivalent. Meets HUMAN COMMUNITY This is the third of a three-course sequence dealing area of the Liberal Arts Core. 3 crs. with modern, contemporary, and postmodern theories in sociology. In this course the focus is mainly on theo- * SOC 341 CLASSICAL SOCIAL THEORY rists from the Frankfurt School, as well as those associ- In this course attention is given to the works of the ated with Postmodernism. Attention will be given to founders of sociology – Durkheim, Marx, Weber, and the study of the works of Habermas, Foucault, Simmel – who examined the relationship between the Bourdieu, Baudrillard and feminist scholars. While individual and society. This is the first of a three-course some of these theorists wrestle with the disappoint- sequence dealing with modern, contemporary, and ments of bureaucratic- consumerist society, and by the postmodern theories in sociology. Prerequisite: SOC terrors of the holocaust and the gulags, others remain 201 or equivalent. Required course for all Social Science hopeful about the ultimate achievement of the goals of majors concentrating in Sociology. Meets HUMAN the enlightenment and modernity. In the end, each of COMMUNITY area of the Liberal Arts Core. 3 crs. these theorists contributes to deepening our under- SOC 350 AMERICAN AND MODERN standing of the individual’s position in contemporary SOCIAL THEORY society. Prerequisite: SOC 201 or equivalent and junior This is the second of a three-course sequence dealing standing. Required course for all Social Science majors with modern, contemporary, and postmodern theories concentrating in Sociology. Meets HUMAN COMMU- in sociology. In this course, the focus will be primarily NITY area of the Liberal Arts Core. 3 crs. 77 HUMAN * SOC 442 FUTURE OF SOCIETY gregates, such as Gross National Product, inflation, un- SCIENCES This course focuses on where society is headed over employment, money, and banking. Other key topics the next several decades – the ways in which it will be include the relationship between the government and organized, and how it might develop and function. The the economy, the functioning of the price system, the sources and rate of, reactions to, and costs and assess- character and nature of national economies, the foun- ments of change are a few of the topics that will be cov- dations of free trade, and alternative economic sys- ered as students examine components of change. Pre- tems. Prerequisite: EC 201 or equivalent. Meets HU- requisite: SOC 201 or equivalent and junior standing. MAN COMMUNITY Liberal Arts Core outcome. 3 crs. Required course for all Social Science majors concentrating in sociology. Meets HUMAN COMMUNITY area EC 336 APPLIED ECONOMICS This course is designed to inform the “average citi- of the Liberal Arts Core. 3 crs. zen” about personal financial planning and economic SOC 476 SOCIOLOGY OF SEXUALITY decision making, as well as about economic con- This course examines sociocultural discourses sur- cepts, problems and philosophies. A comparison of rounding human sexualities. Attention is given to the conservative, liberal, and radical views will be cov- contributions of biology and culture to the meanings ered. Meets HUMAN COMMUNITY Liberal Arts Core ascribed to sexualities, as well as the impact of gen- outcome. 3 crs. der, class, race/ethnicity, and sexual orientation of the individual’s self-identity and self-image. In addition, EC 360 SPECIAL TOPICS IN ECONOMICS Courses numbered 360 are topical courses designed the connection between violence and sexuality, and to address important and timely subject areas in eco- notions about “appropriate” behaviors, are also exam- nomics. Content will vary from term to term. 3 crs. ined. This course concludes with analysis of possible future perturbations of sexuality in U.S. society. Pre- EC 364 COMPARATIVE ECONOMIC SYSTEMS requisite: SOC 201 or equivalent and junior standing. In this course students will explore and compare eco- Required course for all Social Science majors concen- nomic experiences of different countries and systems trating in sociology. Meets HUMAN COMMUNITY and between periods of time. Beyond the characteris- area of the Liberal Arts Core. 3 crs. tics of the U.S. economic system, the aspects of so- cialist, communist, mixed, and developing structures SOC 493 RESEARCH PROJECT IN SOCIOLOGY will also be explored. Prerequisite: EC 201 or equiva- This arranged course takes the student through the lent. Meets HUMAN COMMUNITY Liberal Arts Core steps of designing and implementing a research outcome. 3 crs. project selected by the student. Arrangements must be made with the Chair of the Department of Human Sci- EC 372 INTERNATIONAL ECONOMICS ences prior to registration. Variable crs. In this seminar international trade, exchange rate systems, and mechanisms of currency adjustment are ex- SOC 495 INDEPENDENT STUDY IN SOCIOLOGY amined. In addition, particular focus is placed on in- This is an arranged course for students wishing to do ternational investment and the movement of capital advanced study in a specialized area in sociology. Stu- across national borders. Prerequisite: EC 201 or dents must prepare a brief proposal. Permission of the equivalent. This course can be used toward the Con- Chair of the Department of Human Sciences and in- centration in International Business for Business and structor is required prior to registration. Variable crs. Management majors. Meets HUMAN COMMUNITY ECONOMICS SEMINARS Liberal Arts Core outcome. 3 crs. EC 201 INTRODUCTION TO ECONOMICS EC 493 RESEARCH PROJECT IN ECONOMICS This course provides an introduction to the fundamen- This arranged course takes the student through the tal concepts of economics and their application to con- steps of designing and implementing a research temporary social issues. Topics include the essentials of project selected by the student. Arrangements must money and banking, the influence of international be made with the Chair of the Department of Human trade, factors affecting national income, the role that Sciences prior to registration. Variable crs. government plays in achieving economic stability and EC 495 INDEPENDENT STUDY IN ECONOMICS growth, and how humans behave in the face of scarci- This is an arranged course for students wishing to do ty. Required course for all Social Science majors. 3 crs. advanced study in a specialized area in economics. Stu- EC 312 PRINCIPLES OF MICROECONOMICS dents must prepare a brief proposal. Permission of the The purpose of this course is to help students gain an Chair of the Department of Human Sciences and in- understanding of the behavior, interaction, objectives structor is required prior to registration. Variable crs. and limits of individual units of the market system. Par- ticular emphasis is placed on consumer demand, production, business structures, the price system, re- Department of Human Sciences source allocation, and the application of government Marylhurst University policies in achieving economic stability and growth. 17600 Pacific Highway (Hwy. 43) Prerequisite: EC 201 or equivalent. Meets HUMAN P.O. Box 261 COMMUNITY Liberal Arts Core outcome. 3 crs. Marylhurst, OR 97036-0261 Portland Metro: (503) 699-6268 Outside Portland Metro: 1-800-634-9982, ext. 6268 EC 324 PRINCIPLES OF MACROECONOMICS FAX: (503) 636-9526 The course focuses on the fundamental aspects of the Email: [email protected] 78 capitalist system from the perspective of economic ag- Web site: www.marylhurst.edu Department of Third, academic excellence and interdisciplinary INTERDISCIPLINARY INTERDISCIPLINARY STUDIES methodologies are stressed throughout the degree STUDIES program. Students begin with a mission statement Chair: Simeon Dreyfuss that outlines their plan for study and the particular benefits of such an integrative approach. Students work closely with the interdisciplinary studies advi- The undergraduate interdisciplinary stud- sor throughout their degree, ensuring that all aspects ies program offers students both the op- of the degree plan are well connected to the stu- portunity to and the responsibility of de- dent’s mission statement and long-term goals. The signing their own degrees. Working closely program culminates with a senior project composed with the department chair, students plan a of two parts: 1. Action: an internship or service project that focused study of their own definition that applies the mission articulated by the student (this combines two or more academic disci- may be waived if students are already active in the plines according to their interests, utilizes field they are studying), and relevant transfer credit, and takes advan- 2. Reflection: a senior research paper of sound tage of credit for prior learning. The major- academic quality that explores learning from the ity of coursework in an undergraduate in- internship, service project, or work or volunteer terdisciplinary major is composed of stud- experience and applies research, theories, and ies in other academic disciplines either tools of analysis in a way that integrates the taught at Marylhurst or transferred to the disciplines represented in their concentrated study. University. Students learn both the theories and methodologies for the disciplines they CAREER PATHS combine as well as techniques and meth- Career paths for Interdisciplinary Studies majors ods for undertaking a major interdiscipli- range as widely as the human imagination. The de- nary project. gree teaches skills in articulating attainable goals and achieving them. It provides a solid foundation in at THE PURPOSE OF THE least two academic disciplines, at the same time it fosters the creative application of ideas, methods, and INTERDISCIPLINARY STUDIES DEGREE critical perspectives. It teaches intellectual flexibility The interdisciplinary studies program is designed and the ability to solve problems from a variety of with serious students in mind – students with eclectic perspectives. These are foundation skills for accom- interests, a clear sense of academic mission, and high plishment in all areas. expectations for their undergraduate experience. It’s Because the degree is highly customizable, stu- a great program for students who have followed a dents have designed majors which prepared them for few twists and turns in their life and schooling and an astonishing variety of long-range goals. Some stu- need to design a degree around their intellectual his- dents pursue an interdisciplinary degree for personal tory and diverse interests. It’s the right program for fulfillment, and remain in positions they held prior to students who don’t like to be told what to study and coming to Marylhurst. are looking for the opportunity to shape their own Other graduates have started their own businesses learning. It is a perfect program for students with an in areas as varied as financial planning, theatrical man- abiding passion and who are looking for a program agement, and picture framing. They have secured that will let them follow their dreams. new positions with major high-tech multinational The undergraduate interdisciplinary studies degree firms and other regional manufactures, both in man- offers benefits to students in three areas. First, agement and design functions. They have become through a structured process students gain experi- successful free-lance writers, graphic designers, pho- ence in defining a major goal and systematically at- tographers, and artists. They have become teachers taining it. The interdisciplinary degree process en- from the early childhood years through the collegiate courages students to plan their degree design in level. Graduates have entered traditional M.A. or broad terms at the same time it assists students in ar- Ph.D. programs in English, psychology, ministry, and ticulating the details of their learning goals and the the environmental sciences. They have also entered coursework needed to achieve those goals. This ex- interdisciplinary graduate programs such as law, art perience in long-term planning and follow-through is therapy, or the Master of Arts in Interdisciplinary a central outcome of the degree. Studies. Second, through concentrated study in two or more areas of scholarship, students learn the rich disciplinary traditions that are directly relevant to their goals. This apprenticeship to academic disciplines is one of the most important components to the solid foundation the interdisciplinary degree gives for future study and application.

79 INTERDISCIPLINARY PROGRAM LEARNING OUTCOMES Senior Project STUDIES FOR B.A. IN INTERDISCIPLINARY STUDIES composed of the following components: Students completing a B.A. in Interdisciplinary Stud- Senior Project Proposal 1 d, 2 c, d, e ies will be able to: (see your advisor) 1. Develop and fulfill an academic plan that is rooted INT 494 Internship 3 a 3 in a sense of personal mission. OR Service Project Specifically, students will: INT 497 Senior Paper 2 a-e 3 a. Write their own mission statement that reflects Completed Interdisciplinary all outcomes their personal, academic, career, and life goals. Studies Portfolio b. Demonstrate the common thread that connects TOTAL CREDITS FOR MAJOR: 60 credits the disciplines they are integrating. c. Identify the discipline-specific content of their SPECIAL NOTE about non-credit-bearing require- individual academic plan by identifying ments for the Interdisciplinary major: appropriate learning outcomes within the disciplines and the courses that deliver the The SENIOR PROJECT PROPOSAL is due prior to desired learning. registering for INT 494 or INT 497. The proposal d. Develop a plan for attaining their defined goals identifies the subject of the student’s senior project, and objectives, and take responsibility for the relationship of that project to the Mission State- monitoring, evaluating, and updating that plan. ment, and resources in terms of books, journals, arti- 2. Achieve an interdisciplinary perspective based on cles, or individuals that will be useful in fulfilling the solid academic attainments. senior project. The proposal also identifies the rela- Specifically, students will: tionship between the kind of internship or service a. Demonstrate strong research and writing skills. project the student will seek and the overall subject b. Clearly articulate and apply theories, methods, of the senior project. Those students seeking to and critical perspectives from at least two waive the internship requirement should use the pro- academic disciplines in a manner consistent posal to describe and document the professional or with the traditions of those disciplines. volunteer work they feel has already met the intent of c. Solve problems using methodologies from the internship requirement. Students should see their various disciplines. advisors for details about the format of the senior d. Discuss critically the points of convergence project proposal. and dissonance between the disciplines central The requirements for the INTERDISCIPLINARY to their mission. STUDIES PORTFOLIO are introduced in INT 300, In- e. Synthesize complimentary and divergent troduction to Interdisciplinary Studies. The finished theories, information, methods, and critical portfolio signals the completion of the Senior Project perspectives. and must be turned in prior to graduation. The port- 3. Share these accomplishments with the community folio is used to organize, integrate, and demonstrate through personal, civic, professional, or scholarly the structure of the student’s major. It includes such life. items as: Specifically, students will: • Mission statement and learning outcomes a. Make a personal and scholarly contribution to • Individual Degree Plan (detailed plan of intended the world beyond the University. coursework made in INT 300) b. Develop a plan for utilizing their completed • Course papers interdisciplinary degree for further study or • Course Rationales and Evaluations (brief professional life. statements on how the courses taken relate to the MAJOR REQUIREMENTS student’s mission and learning outcomes) FOR A B.A. IN INTERDISCIPLINARY STUDIES • Internship evaluation • Final draft of senior paper Learning • Program evaluation and post-baccalaureate plan Requirements Outcomes Credits (the student’s evaluation of the educational process and plan for the next steps in fulfilling Core their mission) (to be taken within one year of declaring a major in Interdisciplinary Studies) COURSE RECOMMENDATIONS INT 300 Introduction to 1 a-d 3 FOR THE LIBERAL ARTS CORE Interdisciplinary Studies Students completing a B.A. in Interdisciplinary Stud- INT 301 Methods of 1 b, 2 a, c, d 3 ies have no special requirements for the Liberal Arts Interdisciplinary Inquiry Core. For those students wishing to design an interdisciplinary major of greater than 60 credits, the Lib- Concentrated Study eral Arts Core provides an opportunity for additional Coursework in at least 2 b 48 min. coursework related to their mission statement. two disciplines No more than one third of total Concentrated Study may be lower-division credit 80 B.A. IN INTERDISCIPLINARY STUDIES AS A PRE- INT 494 INTERDISCIPLINARY INTERNSHIP INTERDISCIPLINARY PROFESSIONAL TRACK FOR ART THERAPY OR SERVICE PROJECT STUDIES Students in this program focus their studies in the ar- Through the interdisciplinary internship or service eas of art and psychology. They complete a minimum project students test the ideas at the core of their mis- of 27 credits in art, including a majority of studio sion statement and the learning gained through their classes in painting, drawing, and sculpture, and 18 concentrated study by applying them in real life set- crs. in psychology, including PSY 334 Personality tings. The internship or service project is an opportu- Theory, PSY 336 Abnormal Psychology, PSY 328 De- nity for students to place their learning in the service velopmental Psychology and PSY 362 Counseling of others. The interdisciplinary internship should be Strategies. Art Therapy classes include: viewed as a part of the overall senior project, com- • Art Therapy: Exploring the Profession, 1 cr. posed of this action or internship component and the • Introduction to Art Therapy Workshop, 1 cr. academic or reflective component, INT 497, the Se- • Art Therapy Media and Methods, 1 cr. nior Paper. INT 494 may be waived for students • Introduction to Child Art Therapy, 1 cr. who, in a professional or volunteer setting, have al- • Library Research Methods for Human Services ready been applying the ideas at the core of their Practitioners, 1 cr. interdisciplinary mission. Students interested in waiving INT 494 make the request as part of their COURSES senior project proposal. If INT 494 is waived INT 497 must be taken for 6 credits. Prerequisite: senior INT 300 INTRODUCTION TO standing, completed senior project proposal (see ad- INTERDISCIPLINARY STUDIES visor), and orientation with internship coordinator. This course introduces students to interdisciplinary 3 crs. studies, both as an academic major and as a contemporary trend in scholarship. Students will explore the INT 497 SENIOR PAPER SEMINAR rich history of liberal and interdisciplinary studies. A The Senior Paper is an analysis and synthesis paper significant outcome of this course is the student’s in- based on a topic or research interest that grows from terdisciplinary mission statement, the defining docu- the student’s interdisciplinary mission statement. In ment for the student’s self-designed interdisciplinary this course students receive guidance as they concep- major. The course also introduces the interdiscipli- tualize, research, and write their Senior Paper. The se- nary studies portfolio, which provides students with nior paper integrates the lessons gained though INT a forum to both see and show how the disciplines 494 with the cumulative knowledge of the student’s within the major blend into a unified field of study. concentrated study and any additional research con- Students majoring in interdisciplinary studies must ducted for this project. The Senior Paper is part of take this class within first two terms after declaring the overall senior project, composed of INT 494, the the major. Students taking INT 300 should plan to action or internship component, and this paper, the take INT 301 the term following completion of this academic or reflective component. Those students course. Prerequisites: Students should be declared infor whom INT 494 was waived through their senior terdisciplinary majors and have met with their advi- project proposal must take INT 497 for 6 credits. sor. 3 crs. Prerequisite: senior standing, completed senior project proposal (see advisor), and INT 494. 3 crs. INT 301 METHODS OF INTERDISCIPLINARY INQUIRY In this course students are introduced to the various Department of Interdisciplinary Studies modes and methods of inquiry common to academic Marylhurst University disciplines and the assumptions different disciplines 17600 Pacific Highway (Hwy. 43) make about the nature of knowledge. Students will P.O. Box 261 learn tools for navigating these often-complimentary Marylhurst, OR 97036-0261 though sometimes-dissonant assumptions. Emphasis Portland Metro: (503) 699-6268 Outside Portland Metro: 1-800-634-9982, ext. 6268 will be placed on understanding selected methods of FAX: (503) 636-9526 academic inquiry and the unique contribution of in- Email: [email protected] terdisciplinary thought and scholarship. The class is Web site: www.marylhurst.edu valuable for students in any discipline who are undertaking a major interdisciplinary project. This course should be taken immediately following INT 300 during the student’s second term as an interdisciplinary studies major. INT 301 can be taken as a Writ- ing Intensive Course to fulfil writing requirements. Prerequisite: INT 300 or approval of department chair, CLL 373 is useful but not required. 3 crs.

81 MUSIC Department of CAREER PATHS MUSIC The B.A. degree in Music allows for elective courses in the Liberal Arts Core while maintaining the fundamen- Chair: Greg A Steinke, Ph.D. tal core of study in music. This degree is appropriate Associate Academic Dean for the student who has a general interest in music, Music Therapy Program Director: but who may not seek to be a professional musician, Christine Korb, M.T.-B.C. or who needs to complete a bachelor's degree in an expeditious manner. Eighty-seven of the 180 total crs. The Music Department features an integrated are from music courses. program of study that combines traditional mentoring by master artists and teachers PROGRAM LEARNING OUTCOMES FOR THE BACHELOR OF ARTS DEGREE IN MUSIC with state-of-the-art computer-aided instruc- Students with a B.A. degree in art will be able to: tion. Music majors may work toward the 1. Utilize fundamental skills and concepts of music in completion of a generalized Bachelor of Arts order to produce music (performance or composition). degree, pursue performance studies, compo- 2. Fundamentally participate in critical discussion of sition or sacred music emphases within the their music and the music of others. Bachelor of Arts degree, or complete a Bache- 3. Demonstrate a fundamental knowledge of the lors of Music Therapy degree. Coursework theory and history of music. and both private and group performance is 4. Constructively participate in the music community. available for music majors and minors and THE BACHELOR OF ARTS DEGREE IN MUSIC for the general student body. The B.A. is a broad, flexible degree. Listed below are The faculty is committed to preparing the core requirements, but the student should consult the music graduate to compete in the mar- with their music advisor for more complete direction ketplace, whether it be in music therapy, in pursuing this degree so that this will fit their back- teaching, performance, the music industry, ground and future needs as well as to provide a partic- or to successfully matriculate to graduate- ular emphasis to the degree if he/she so wishes. level studies. For the non-major, the faculty BACHELOR OF ARTS MUSIC CORE is also committed to providing Marylhurst REQUIREMENTS: students and the community with courses Course # Course Name Credits that will enhance the college experience MU 111/112/113 Musicianship I 6 and provide enriching musical experienc- MU 101/102/103 Theory I 9 Must take 2 of the following 3 courses: 6 es. The department emphasizes providing MU 131 Global Music (3) the student with instruction in the techni- MU 132 Enjoyment of Music (3) cal skills necessary to meet new challenges MU 133 Development of Jazz/Popular Styles (3) in the continually changing music profes- MU 211/212/213 Musicianship II 6 sion. MU 201/202/203 Theory II 9 The Marylhurst University Music Depart- MU 341 Conducting 2 ment is a fully accredited member of the MU 331/332/333 Music History and Literature 12 MU *** Applied (private) Music 12 National Association of Schools of Music See course numbers and is a member of the American Music in term schedule Therapy Association with tentative approv- 6 l.d, 6 u.d. credits al pending final approval. MU 453 Senior Project 3 Participate in a Marylhurst Ensemble 12 THE PURPOSE OF THE MUSIC DEGREE (MU 241-247; 441-447) The purpose of the Music Department is to: 6 l.d., 6 u.d., minimum of 6 crs. in one of 1. Produce music graduates whose professional these ensembles at Marylhurst marketability is enhanced through education, Take 10 credits of the following: 10 which combines the latest technological advances MU 221 Music and Technology I (3) in music with a superb traditional background; MU 421 Music and Technology II (2) 2. Serve the entire campus community by providing MU 301 Counterpoint I (3) comprehensive, up-to-date music courses that may MU 302 Counterpoint II (3) be used to fulfill Liberal Arts Core requirements; MU 303 Form and Analysis (3) and MU 362 Choral Repertoire (3) 3. Provide musical performance opportunities for all MU 401 Orchestration I (3) members of the campus community and the region. MU 402 Orchestration II (3) MU 404 Jazz Arranging I (3) DEGREE PROGRAMS MU 405 Jazz Arranging II (3) Marylhurst University offers the Bachelor of Arts de- MU 342 Conducting (additional terms) (2) gree and the Bachelor of Music Therapy degree. The MU 411 Professional Practices in Music (2) Bachelor of Arts degree and the Bachelor of Music MU 431 New Music: 1950 to Present (2) Therapy degree programs require a minimum of 180 MU 466 History of Church Music (2) 82 credits to graduate. MU 465 Psalms/Hymns/Spiritual Songs (2) MU 475 Analytical Techniques (3) applied credits in performance or composition at the MUSIC MU 476 Contemporary Techniques (3) upper levels or show equivalent knowledge or compe- TOTAL: 87 tency. If class sizes warrant directed study in any of CREDIT SUMMARY these courses, the student should be aware of possible Bachelor of Arts Core Requirements: 87 crs. higher tuition costs. For more information on these pro- Electives (Music or Liberal Arts Core): 40 crs. grams, see a Music Department advisor. For a total of 127 crs. in the major and electives BACHELOR OF ARTS MUSIC CORE REQUIREMENTS COURSE RECOMMENDATIONS IN CONJUNCTION WITH AN EMPHASIS: FOR THE LIBERAL ARTS CORE Course # Course Name Credits Students completing degrees in music should use MU 111/112/113 Musicianship I 6 three credits of ensemble credit (Chorus, Marylhurst MU 101/102/103 Theory I 9 Symphony, etc.) to meet outcome AIB2 or if in a com- Must take 2 of the following 3 courses: 6 position emphasis three credits of composition study MU 131 Global Music (3) to meet outcome AIB1. Outcome AIB4 may be met by MU 132 Enjoyment of Music (3) MU 131, Global Music or MU 133 Development of MU 133 Development of Jazz/Popular Styles (3) Jazz and Popular Styles. Outcomes HCB 5-7 may be MU 211/212/213 Musicianship II 6 met by MU 331-3 Music History sequence or other MU 201/202/203 Theory II 9 music literature courses (e.g., MU 431 Music since MU 341 Conducting (2 terms) 4 1950). Please check with your advisor or current syl- MU 221/421 Music Technology I 3 labi in the Music Department for other courses meet- MU 401 Orchestration I 3 ing Liberal Arts Core outcomes. Please see pages 24- MU 411 Professional Practices in Music 2 30 for more information on the Liberal Arts Core. MU 331/332/333 Music History/Literature 12 Participate in a Marylhurst Ensemble 12 CAREER PATHS OF THE BACHELOR OF ARTS IN (MU 241-247; 441-447) MUSIC EMPHASIS PROGRAMS 6 l.d., 6 u.d., minimum of 6 in one The B.A. degree emphasis programs prepare a stu- of these ensembles at Marylhurst dent to enter a career in music in one of several spe- B.A. Emphasis students must take one cialties: composition, performance, or sacred music. of the following courses: 3 In these programs, approximately two-thirds of the MU 431 New Music: 1950 to Present (3) credits required for the music core and an emphasis MU 466 History of Church Music (2) are obtained from music courses. Here students must MU 465 Psalms, Hymns, and Spiritual Songs (2) complete a senior project specifically focused on a re- MU 362 Choral Repertoire (3) cital (composition or performance) or a senior B.A. Emphasis students must take 6 crs. project focused on some aspect of sacred music. from the following courses: 6 MU 301 Counterpoint I (3) PROGRAM LEARNING OUTCOMES FOR THE MU 302 Counterpoint II (3) BACHELOR OF ARTS DEGREE EMPHASIS MU 402 Orchestration II (3) PROGRAMS IN MUSIC MU 404 Jazz Arranging I (3) Students with a B.A. emphasis degree in music will be MU 405 Jazz Arranging II (3) able to: MU 303 Form and Analysis (3) 1. Produce or perform music in the area of emphasis MU 475 Analytical Techniques (3) informed by the concepts, concerns, and MU 476 Contemporary Techniques (3) techniques of the contemporary musician. SUBTOTAL: 81 2. Critically discuss their music and the music of others. BACHELOR OF ARTS EMPHASES 3. Demonstrate a fundamental knowledge of the B.A. students choose one of following three emphases: theory and history of music. 4. Choose among appropriate career paths COMPOSITION EMPHASIS (performer, composer, music minister, or Course # Course Name Credits continued study in a master's degree program). MU *** Applied (private) Music 12 5. Constructively participate in the music community. (See course numbers in term schedule) (6 l.d., 6 u.d. credits) THE BACHELOR OF ARTS DEGREE EMPHASIS MU 277/278/279 Composition Studies I: 6 PROGRAMS Sophomore Year The Bachelor of Arts (B.A.) degree emphasis programs MU 377/378/379 Composition Studies II: 6 are designed for students of exceptional motivation and Junior Year ability. They are offered in the areas of performance, MU 477/478/479 Composition Studies III: 9 composition, and sacred music. Students desiring these Senior Year emphasis programs may request admission to a particu- MU 471 Music Pedagogy: Teaching/Learning 5 lar emphasis program at any time. Acceptance is deter- Or the following my be substituted: mined by the department chair and the music faculty in MU 345,346 Piano Pedagogy I, II (6) the student’s primary area of emphasis on the basis of MU 312, 313 Vocal Pedagogy I, II (6) the student’s portfolio, performance level, and musician- MU 352 Junior Recital (Composition) 1 ship skills. A transfer student may request admission to MU 452 Senior Recital (Composition) 3 these degree programs after completing at least one full (can substitute for the senior project) term as a student at Marylhurst University. Students in MU *** Music Electives 4 the B.A. emphasis programs take a greater number of SUBTOTAL: 46 83 MUSIC CREDIT SUMMARY THE PURPOSE OF THE BACHELOR OF Bachelor of Arts Music Core Requirements: 81 crs. MUSIC THERAPY DEGREE Composition Emphasis: 46 crs. The Bachelor of Music Therapy degree is designed for For a total of: 127 crs. in the major students wishing a specialized, professional degree pro- Additional classes strongly recommended are: Form gram in music therapy. Music therapy, the Peace Corps and Analysis and New Music – 1950 to Present. of all music professions, unites the twin soul of music PERFORMANCE EMPHASIS as both art and science. Students desiring this degree Course # Course Name Credits need to request admission to the program at the outset MU *** Applied (private) Music 24 of their Marylhurst studies. Acceptance is determined (See course numbers in term by the Director of the Music Therapy Program in con- schedule) (12 l.d., 12 u.d. crs.) sultation with the department chair. A full interview, MU 471 Music Pedagogy: Teaching/Learning 5 audition, and essay must be presented for consider- Or the following my be substituted: ation. (Please see full admissions procedures under Ad- MU 345,346 Piano Pedagogy I, II (6) missions, page 8). Transfer or second degree (equiva- MU 312,313 Vocal Pedagogy I, II (6) lency) students must undergo a similar process. MU 445 Marylhurst Chamber Music 3 MU 303 Form and Analysis 3 CAREER PATHS MU 352 Junior Recital 1 The B.M.T. degree program prepares a student to enter MU 452 Senior Recital 3 a career in music therapy as a certified professional in (can substitute for the senior project) the field (MT-BC- Music Therapist- Board Certified). In MU *** Music Electives 7 this program approximately two-thirds of the credits re- SUBTOTAL: 46 quired for the music core and the music therapy spe- CREDIT SUMMARY cialty are obtained from music, music therapy, and se- Bachelor of Arts Music Core Requirements: 81 crs. lected behavioral and natural science courses. Students Performance Concentration: 46 crs. complete a senior project as well as a six-month intern- For a total of: 127 crs. in the major ship in addition to three years of practica-seminars. SACRED MUSIC EMPHASIS PROGRAM LEARNING OUTCOMES FOR THE Course # Course Name Credits BACHELOR OF MUSIC THERAPY DEGREE MU *** Applied (private) Music 18 Students with a B.M.T. degree will be able to: (See course numbers in term 1. Produce and perform music informed by the schedule) (6 l.d, 12 u.d.) concepts, concerns, and techniques of the (1 cr. each term of Fresh./Soph., contemporary musician. 2 crs. each term of Jr./Sr. ) 2. Critically discuss their music and the music of others. MU 363 Instruments in Worship 2 3. Demonstrate a fundamental knowledge of the MU 471 Music Pedagogy: Teaching/Learning 5 theory and history of music. Or the following may be substituted: 4. Experience a variety of clinical settings and field MU 345,346 Piano Pedagogy I, II (6) placements for increased understanding of and MU 312,313 Vocal Pedagogy I, II (6) confidence in their profession. MU 465 Psalms/Hymns/Spiritual Songs 2 5. Combine knowledge of music and behavioral/ MU 466 History of Church Music Seminar 2 social/natural sciences with their altruism and MU 352 Junior Recital 1 artistry to know how to serve society’s emotionally MU 452 Senior Project 3 and physically challenged individuals. Take the courses applicable: 9 6. Have special musical, artistic and scientific skills to Organ and Choral students must take help increase the quality of life on the planet. the courses applicable 7. Constructively participate in the music community. • Organ students must take: MU 124/125/126 Basic Training: Voice BACHELOR OF MUSIC THERAPY MUSIC CORE (3-term sequence) (6) REQUIREMENTS MU 365 Service Playing/Materials Course # Course Name Credits for Organists (3) MU 111/112/113 Musicianship I 6 • Choral students must take: MU 101/102/103 Theory I 9 MU 127/128/129 Basic Training: Organ MU 211/212/213 Musicianship II 6 (3-term sequence) (6) MU 201/202/203 Theory II 9 MU 362 Choral Repertoire (3) MU 221 Music & Technology II 3 • Students other than organ and choral, MU 341 Conducting 2 check with advisor. MU 131 Global Music 3 MU *** Music Electives 4 MU 331/332/333 Music History & Literature 12 SUBTOTAL: 46 MU *** Applied (private) Music 12 CREDIT SUMMARY (See course numbers in term Bachelor of Arts Music Core Requirements: 81 crs. schedule) (6 l.d., 6 u.d. credits) Sacred Music Concentration: 46 crs. Participate in a Marylhurst Ensemble 12 For a total of 127 crs. in the major (MU 241-247; 441-447) * Sacred music emphasis students should fulfill the 6 l.d., 6 u.d., minimum of 6 in one Liberal Arts Core AIB5 requirement by taking LTA of these ensembles at Marylhurst 230 The Year in Worship. 84 SUBTOTAL: 74 B.M.T. MUSIC THERAPY MUSIC REQUIREMENTS MU *** Ensemble Performance 3 MUSIC Course # Course Name Credits MU *** *Applied (Private Study) 3 MU 117/118/119 Basic Training: Guitar I, II, III 6 MU *** Approved Music Electives 9 Or Lessons TOTAL: 36 MU 121/122/123 Basic Training: Piano I, II, III 6 *Three terms of Basic Training Voice, Piano, or Organ Or Lessons (year sequence) may be taken in place of the Applied MU 124/125/126 Basic Training: Voice I,II,III 6 (Private Study). Or Lessons MU 120 Percussion Class 2 Residency requirement for the minor program speci- MU 180 Introduction to Music Therapy 3 fies that a minimum of 21 credits be taken through MU 275 Songwriting & Composition 2 Marylhurst University. For the Music Therapist MU 276 Keyboard Improvisation for 2 CERTIFICATE PROGRAMS IN MUSIC The Music Therapist MU 280 Music in Recreation and 3 CERTIFICATE IN SACRED MUSIC Special Education The Certificate in Sacred Music is a two-year program, MU 380/381/382 Psychology of Music I,II,III 9 which promotes the development of: MU 480 Music Therapy with Children 4 1. Technical musical competencies; and MU 481 Music Therapy with Adults 4 2. Liturgical, scriptural, and theological MU 285 Music Therapy Practicum & 3 understandings for practical use in music ministry. Seminar I (1/1/1) The certificate can lead to the Bachelor of Arts in Mu- MU 385 Music Therapy Practicum & 3 sic degree, or the Bachelor of Arts in Religious Studies Seminar II (1/1/1) and Philosophy degree with a specialization in liturgi- MU 453 Senior Project 3 cal arts and worship. Requirements for the certificate MU 485 Music Therapy Practicum & 3 include 48 credit hours. Seminar III (1/1/1) MU 489 Music Therapy Internship (2/2) 4 MUSIC CORE REQUIREMENTS SUBTOTAL: 63 Course # Course Name Credits MU 111/112/113 Musicianship I 6 Required Behavioral/Natural Science Courses MU 101/102/103 Theory I 9 PSY 201 Introduction to Psychology 3 MU 341 Conducting I 2 PSY 308 Behavior Modification 3 MU 348 Sacred Music Internship 2 PSY 336 Abnormal Psychology 3 MU 466 History of Church Music PSY 362 Counseling Theories & Strategies 3 Seminar 2 PSY 363 Child Psychology 3 MU *** Applied (private) Music 6 PSY 376 Exceptional Children in Schools 3 (See course numbers in term schedule) BIO 161 The Human Being 3 SUBTOTAL: 27 BIO 164 Human Anatomy 3 Additional Behavioral Science electives 6 RELIGIOUS STUDIES AND PHILOSOPHY SUBTOTAL: 30 REQUIREMENTS Note that most of the behavioral/natural science Course # Course Name Credits courses meet Liberal Arts Core outcomes. Please SSC 210 Introduction to Hebrew Bible: 3 check with your advisor for details. Pentateuch/Torah, Prophets, Writings (including Psalms) Bachelor of Music Therapy Core Requirements: 74 SSC 211 Introduction to Christian Bible 3 Bachelor of Music Therapy Music Requirements: 63 LTA 401 Theology of Worship 3 Additional BMT Requirements: 30 (Alt., LTA 409 Jewish Festivals TOTAL: 167 and Holidays) MINOR IN MUSIC THT 410 Essentials of Christian Theology: 3 The Music Minor is for the person who has an inter- Christ, Church, Sacraments (Alt., est in music, but is not a music major. Certainly, all of THT 411 Basic Teachings of these music classes would count toward a music ma- Judaism, PCR 412 Islam & Society) jor if so desired at a later time. This minor includes LTA 402 Shape of Sacred Services 3 the study of the structure of music, aural training, mu- THT 416 Formation of Believing 3 sic literature, and private and ensemble studies, Community (Alt., PCR 410 which is designed to yield a balanced music back- Religion & U.S. Culture) ground. (This curriculum can also be completed to LTA 406 Symbolism of World Religions 3 receive a general music certificate). SUBTOTAL: 21 Course # Course Name Credits CREDIT SUMMARY MU 111/112/113 Musicianship I 6 Music Core Requirements: 27 crs. MU 101/102/103 Theory I 9 Religious Studies and Philosophy: 21 crs. Must take 2 of the following 3 courses: 6 TOTAL: 48 crs. MU 131 Global Music (3) Residency requirement for the certificate program MU 132 Enjoyment/Music (3) specifies that a minimum of 21 credits be taken MU 133 Development of Jazz (3) through Marylhurst University. 85 MUSIC KEYBOARD PEDAGOGY CERTIFICATE the state-of-the-art Digital Keyboard Laboratory at The Keyboard Pedagogy Certificate provides the pri- Marylhurst University. The proficiency examination vate teacher with the necessary skills and knowledge covers a broad range of basic keyboard skills, ranging of methodology to teach keyboard students successful- from introductory score reading to basic harmoniza- ly. The program trains the teacher to identify different tion and transposition. Please see the Music Depart- learning styles among students, and it provides the ment Student Handbook for more information. teacher with state-of-the-art technical skills to be successful in the marketplace. To receive the certificate, MUSIC THERAPY PROFICIENCY the student must successfully complete 40 credits in See the Music Department Student Handbook or the music, 21 of which need to be taken through Music Therapy Program Director for more information. Marylhurst University. SENIOR PROJECT/RECITAL REQUIREMENTS Course # Course Name Credits All Bachelor of Arts and Bachelor of Music Therapy MU 111/112/113 Musicianship I 6 students must present a senior project in the senior MU 101/102/103 Theory I 9 year. Students who are pursuing a performance or sa- MU *** Applied (private) Music 6 cred music emphasis must present a 30-minute half- MU 244/444 Piano Ensemble 3 recital in the junior year and a 60-minute full recital in Take one of these: 3 the senior year as a senior project. Composition em- MU 245/445 Marylhurst Chamber phasis students also must present a 30-minute half-re- Music (2) or 2 hrs. additional in cital of original music and a 60-minute full recital in Marylhurst Piano Ensemble the junior and senior years respectively of original MU 221 Music and Technology I 3 music as a senior project. MU 245/345/445 Piano Pedagogy 9 MU 240/440 F.M. Alexander Technique 2 GRADUATION REQUIREMENTS TOTAL: 41 crs. Music students must complete all required courses, portfolios, performances, and senior projects prior to ADDITIONAL INFORMATION graduation. Junior and senior recitals must be evaluated and approved by a committee of the student’s pri- MUSIC STUDENT PLACEMENT mary instructor and two additional faculty members. After application to the Music Department, applicants All students who present a junior or senior recital are auditioned in performance, theory, and musician- must present a pre-recital for a music faculty commit- ship. These auditions determine the level at which the tee one-month prior to the performance. student can be placed in order to ensure success in the program. If the student has prior experience or COURSES training in theory and musicianship, either in high (NOTE: many music courses may be taken by non-ma- school or as a transfer student, then placement in a jors who have the appropriate prerequisites complet- higher course level is possible. If a deficiency in theory ed. This symbol [✔] denotes classes especially recom- or musicianship is determined, then the student will mended for beginners or non-majors). be placed in the appropriate course. A separate interview process for music therapy majors is required in MU 100E FUNDAMENTALS OF MUSIC ✔ addition to the above auditions. This course is designed for non-music majors and can be used as a precursor to the music theory sequence. PERFORMANCE STUDIES This course examines the materials of music, pitch, Music majors enroll for private instrumental or vocal rhythm, intervals, chords, and their notation. The out- study each quarter until applied music requirements comes will be an understanding of basic music theory are met for the major. Performance juries are required and the ability to read and write music. 3 crs. at the end of each quarter are required of each student who is enrolled in performance studies. MU 101/102/103 THEORY I An integrated introduction to the harmonic, melodic, PERFORMANCE ENSEMBLES rhythmic, and contrapuntal materials of music. In- All music majors are required to take twelve struction includes basic harmonic progression, triads, Marylhurst ensemble credits. Marylhurst University fea- seventh chords, secondary function, diatonic modula- tures several small and large performing ensembles. tion, non-harmonic devices, and basic jazz theory. The music major and non-major alike are assured of The student will receive basic instruction in Finale outstanding musical experiences during their years at notation software. Prerequisites: MU 100E, knowl- Marylhurst. The Marylhurst student is encouraged to edge of music fundamentals or permission of instruc- participate in small and large ensembles. Large ensem- tor; MU 101 for MU 102, MU 102 for MU 103. 3 crs. bles include the Marylhurst Concert Chorale, the Marylhurst Symphony, the Marylhurst Chorus, and the MU 111/112/113 MUSICIANSHIP I Marylhurst Jazz Ensemble. Small ensembles include Practical application of materials studied in Theory I. Marylhurst Piano Ensemble, Marylhurst Chamber Mu- Topics include sight-singing, melodic and harmonic sic, and Marylhurst Guitar Ensemble. dictation, keyboard improvisation, basic conducting patterns, and tutorial drill using Practica Musica and KEYBOARD PROFICIENCY other software. Prerequisites: knowledge of music All music majors must pass a keyboard proficiency test fundamentals or permission of instructor; MU 111 for 86 before graduating. The proficiency classes are taught in MU 112, MU 112 for MU 113. 2 crs. MU 117/118/119 BASIC TRAINING: ists who are new to the organ. Students begin with MUSIC GUITAR I, II, III ✔ fundamentals of organ technique, repertoire, and This guitar class is designed to introduce and develop hymn-playing skills. Student performances, faculty guitar skills. Introductory skills include fundamentals demonstrations, and a field trip to a builder’s work- of technique, reading pitches and rhythms, memoriz- shop are included. Advanced technical study focuses ing, and creating simple improvisations. Both classical on pedal scales and pedal/left-hand exercises. 2 crs. and popular styles are explored. ✔ For music therapy majors coursework will target MU 131 GLOBAL MUSIC An exploration of the cultural context of four great competencies relating to guitar proficiency, the devel- musical traditions; Indian, African, Indonesian, and opment of guitar skills for use in the clinical setting. Japanese. Emphasis will be placed on the discovery of Emphasis on chordal accompaniment (I, IV, V, I) in universal patterns in music through listening to musi- several keys combined with a variety of strumming and cal examples and performing exercises in class. Focus picking techniques, performance of basic repertoire of will then be placed on contemporary trends in U.S. traditional, folk, and popular songs, and beginning im- music to see how they are connected to and influ- provisational style at the keyboard. 2 crs. enced by other cultures. Prerequisite: none, open to MU 120 PERCUSSION CLASS non-majors. 3 crs. Coursework will target music therapy competencies ✔ as related to play percussion alone or in ensemble. MU 132 THE ENJOYMENT OF MUSIC Enjoy music more and enjoy more music! With guid- Demonstration of basic skills (e.g., the rudiments) on ed listening, learn to hear with “smart ears.” Become several percussion instruments suitable for facilitating acquainted with the components and the back- rhythm-based experiences with individuals and grounds of various styles of music – classical, jazz, groups in the clinical setting. 2 crs. rock, pop, and Eastern. Meet a few composers and MU 121/122/123 BASIC TRAINING: performers along the way! Prerequisite: none, open PIANO I, II, III ✔ to non-majors. 3 crs. This three-term progressive piano class is designed to ✔ introduce and develop keyboard skills. Introductory MU 132E THE ENJOYMENT OF MUSIC Online section. See description above. skills include fundamentals of technique, reading pitches and rhythms, memorizing, and creating sim- MU 133 DEVELO PMENT OF JAZZ ple improvisations. Advanced study focuses on inde- AND POPULAR STYLES ✔ pendence of the hands, improving reading skills, dy- An overview of the inception of jazz, its evolution namics and articulation, repertoire, and performance through gospel and blues, Dixieland, ragtime, to its skills. Both classical and popular styles are explored. present form. The same sort of overview will be ap- For music therapy majors, coursework will target plied to other U.S. commercial styles (rock, folk, coun- competencies surrounding piano proficiency and the try, bluegrass) and their emergence into twentieth-cen- development of piano skills for use in the clinical set- tury contemporary classical music. Lecturers from out- ting. Emphasis on basic chord progressions (I, IV, V, side will be brought in to detail critical events and will I) in several keys, sight-reading simple compositions, include sessions examining history of the saxophone, song accompaniments, ability to play basic repertoire history of the guitar, changes in fifty years of rhythm of traditional, folk, and popular songs, and beginning section playing, and performance of these varied improvisational style at the keyboard. 2 crs. styles. Prerequisites: none, open to non-majors. 3 crs. MU 124/125/126 BASIC TRAINING: ✔ ✔ MU 180 INTRODUCTION TO MUSIC THERAPY VOICE I, II, III An overview and introduction to the field of music This three-term progressive voice class provides a therapy as a professional career. Elements of diagno- group learning environment beginning with the basis, treatment, and observation techniques are cov- sics of vocal technique. Introductory topics include ered. Videotapes and observations of music therapists posture, breathing, tone-production, articulation, dic- in the community are included. Open to anyone in- tion, and repertoire. Advanced instruction includes terested in learning about a career in music therapy. the study of vocal styles such as jazz, gospel, fusion, Prerequisites: none, open to non-majors. 3 crs. and cantoring. Repertoire may involve a fully staged Broadway scene, an aria or art song, or an English MU 201/202/203 THEORY II folk group. A continuation of the materials of music studied in For music therapy majors, coursework will target Theory I. Emphasis is on more advanced harmony, in- competencies surrounding vocal proficiency and the cluding chromatic modulation, expanded tertian and understanding of the use of voice and vocal mecha- non-tertian relationships, altered chords, and interme- nisms. Emphasis on vocal development and a pleasing diate jazz harmony. An introduction to integer analy- vocal quality, knowledge of voice ranges, and a mem- sis will be included. Prerequisite: MU 103 or equiva- orized repertoire of traditional, folk, and popular lent. 3 crs. songs suitable to use in the clinical setting. 2 crs. MU 211/212/213 MUSICIANSHIP II MU 127/128/129 BASIC TRAINING: Practical application of materials studied in Musician- ORGAN I, II, III ✔ ship I. Topics include sight-singing of tonal and pan- This three-term progressive organ class provides a tonal materials, melodic and harmonic dictation of ad- group learning environment designed for keyboard- vanced diatonic and chromatic materials, keyboard 87 MUSIC improvisation, beginning jazz progressions, and tutori- MU 290 INDEPENDENT STUDIES IN MUSIC al drill using Practica Musica and other software. Pre- Intermediate study of a specialized area in music. Pre- requisite: MU 113. 2 crs. requisite: permission of department chair. 1-3 crs.

MU 221 MUSIC AND TECHNOLOGY I ✔ MU 291 READINGS IN MUSIC An introduction to basic MIDI applications including Readings of the literature relevant to a specific area of general MIDI. Topics include an overview to additive, music. Prerequisite: permission of department chair. subtractive, and FM synthesis, digital sampling, and 1-3 crs. basic sequencing. The class will survey representative examples of popular analog and digital equipment. A MU 292 SPECIAL SEMINARS IN APPLIED MUSIC, featured topic is how MIDI technology is used in vari- THEORY, HISTORY, OR MUSIC THERAPY ous teaching environments. Prerequisite: MU 103, MU Research-based seminars on selected music topics. 113 or permission of instructor. 3 crs. The format will include research and bibliographic methods, computer searches, and high-level methods MU 275 SONGWRITING AND COMPOSITION of data retrieval for research. The seminars function FOR THE MUSIC THERAPIST as an introduction to research methodology for a stu- Individualized study of compositional techniques in dent who wishes to prepare for upper-division re- various styles preparing the music therapy student for search-based projects. Prerequisite: permission of de- creative and improvisational work in the clinical set- partment chair. 1-3 crs. ting. Students will become knowledgeable about melodic and harmonic tendencies of various styles from MU 293 SPECIAL WORKSHOPS IN APPLIED classical to pop and will become proficient in the nota- MUSIC, THEORY, HISTORY, OR MUSIC THERAPY tion of basic song form composition. For the advanced Intermediate short-term studies of specialized areas of music therapy student. Prerequisite: MU 103. 2 crs. music. Prerequisite: permission of instructor. 1-3 crs.

MU 276 KEYBOARD IMPROVISATION MU 301 COUNTERPOINT I FOR THE MUSIC THERAPIST A detailed examination of the golden age of renais- Course designed to provide beginning improvisatory sance polyphony using the music of Palestrina, Byrd, keyboard skills for the music therapy student in the Lassus, and Victoria as models. Class members sing clinical setting. The goal of the course is to provide complete motets and analyze them in regard to me- the student with a functional knowledge and under- lodic shape, modal use, cadence, interval control, and standing of basic improvisatory technique and style text placement. Original writing assignments in imita- that will enhance both confidence and artistry in the tion of sixteenth-century counterpoint lead students clinical setting. Prerequisite: MU 113 and MU 123 or to an appreciation of the elements of style and disso- equivalent. 2 crs. nance usage which they can apply to music of other periods. Prerequisite: MU 203 or equivalent. 3 crs. MU 277/278/279 COMPOSITION STUDIES I Composition in smaller media, such as two- and three- MU 302 COUNTERPOINT II part forms, solo and mixed ensembles, and electronic An in-depth study of eighteenth-century free-counter- media. The student is encouraged to compose in sev- point, using the Well-Tempered Clavier of J.S. Bach as eral styles and several musical systems. Public perfor- a text. Fugue is analyzed in detail as a process. Stu- mance of original works is featured. Prerequisite: MU dents create fugal expositions on original subjects and 103 or equivalent and portfolio of original composi- learn to extend these by means of episodes, sequenc- tions. 2 crs. es, inevitable counterpoint, stretto, and other techniques. Invention, canon, rounds and catches, and can- MU 280 MUSIC IN RECREATION tus firmus forms are reviewed. Listening assignments AND SPECIAL EDUCATION ✔ expose students to counterpoint in the music of later Recreational and educational uses of music with per- composers from Mozart and Schumann to Hindemith sons with and without disabilities. Specific competen- and Barber. Prerequisite: MU 301 or equivalent. 3 crs. cies are achieved on piano, recorder, guitar, autoharp, and other recreational instrument. Leadership and MU 303 FORM AND ANALYSIS group management skills are practiced in class and in Review of basic musical forms, from the motive, the preschool setting. No musical background neces- phrase, and period to two- and three-part forms in the sary. Prerequisite: none, open to non-majors. 3 crs. classical style. Students selected musical examples to study sonata, rondo, minuet and trio, and other varia- MU 285/385/485 MUSIC THERAPY PRACTICUM tion forms. Layer notation, Schenkerian analysis, Music therapy clinical work in community agencies Tovey’s essays, and computer-assisted technology are with children, adolescents, and adults. Clinical con- utilized to gain an understanding of the nature and tacts include learning, emotionally, and physically dis- content of musical expression. Prerequisites: MU 203 abled children; drug and alcohol dependent youth; Theory II sequence or equivalent. 3 crs. adult psychiatric, medical rehabilitation and geriatrics. Individual supervision, to be repeated up to three MU 306 THEORY REVIEW times for credit. MU 385 and MU 485 are a continua- This is a refresher course for transfer students and tion of music therapy clinical work in community others who need to renew previous knowledge or fill agencies, individual supervisions. Music Therapy main gaps. Items to be covered are harmonic, melodic, rhythmic, and contrapuntal materials of music. In- 88 jors only. 1 cr. struction includes basic harmonic progression, triads, MU 362 CHORAL REPERTOIRE MUSIC seventh chords, secondary function, diatonic modula- This is a course that explores and studies choral rep- tion, non-harmonic devices, and basic jazz theory. ertoire from the Renaissance to the twentieth centu- Students will also receive assistance with the notation ry. Prerequisite: MU 203,213,333. 3 crs. software Finale. 3 crs. MU 363 INSTRUMENTS IN WORSHIP MU 309/310/311 DICTION I, II, III An introduction to instruments in worship. The stu- A course which covers the international alphabet and dent receives practical experience in playing, leading, all symbols in Latin, Italian, German, and French lan- and arranging music for Orff instruments, handbells, guages. Topics include the practical application of the recorder, guitar, orchestral instruments, and these sounds for speaking, singing, and choral con- MIDI-controlled equipment. The class concludes with ducting. Prerequisite: minimum of one year of voice a final creative project, which is based on the instru- or choral experience. 2 crs. ments studied in class. 2 crs. (The course is offered on an as-needed basis usually as a directed study). MU 312/313/314 VOCAL PEDAGOGY I, II, III MU 365 SERVICE PLAYING AND This sequence of courses will explore vocal methodol- MATERIALS FOR ORGANISTS ogy and vocal techniques and their own. There will be A class to assist organists of all levels in improving the opportunity to try out some of the methodology skills for introducing and leading hymn/liturgy sing- on students. Prerequisites: junior standing in applied ing. The course helps the organist to lead the congre- music or permission of instructor. 2 crs. gational singing of hymns in a variety of ways and to develop sensitivity to the relationship of word to mu- MU 331/332/333 MUSIC HISTORY AND sic. The class also explores appropriate service music LITERATURE This sequence of courses constitutes the core of mu- for the Christian year. 3 crs. (The course is offered on sic history at Marylhurst University. This sequence is an as-needed basis usually as a directed study.) a comprehensive study of the development of music MU 377/378/379 COMPOSITION STUDIES II throughout Western history. All major periods are in- A continuation of Composition Studies I. These cours- cluded. The sequence features extensive reading of es emphasize techniques for scoring instrumental and selected materials, analysis of scores, and extensive vocal ensembles, twentieth-century harmonic styles in listening. Prerequisite: MU 103 or permission of the various forms, and analysis of twentieth-century music. instructor. 4 crs. Prerequisite: MU 279 or equivalent. 2 crs.

MU 336 LITERATURE OF THE MAJOR INSTRUMENT MU 380/381/382 PSYCHOLOGY A survey of literature of a specific instrument, group OF MUSIC I, II, III of instruments, or voice. Categories include piano, or- This sequence of courses is a comprehensive study of gan, synthesizer, woodwinds, brass, strings, percus- Psychological and sociological foundations of music sion, and voice. Prerequisites: junior standing in ap- including the study of acoustics and anatomy of the plied music or permission of instructor. 1-4 crs. (The hearing mechanism. Experimental research method- course is offered on an as-needed basis usually as di- ology and statistics are studied culminating in the rected study.) completion of an experimental research project in fall term. Subsequent terms encompass the study of MU 341 CONDUCTING behavioral research and single subject designs for the A continuing study of the principles of instrumental general music classroom ensemble, private studio, and choral music conducting. Topics include con- and therapeutic setting. Issues concerning cause and ducting patterns for simple, compound, and irregular effect relationships related to music, science, and life meters, phrase shaping, tempo shifts, texture, and dy- are discussed. Open to non-majors with at least junior namic control. Problems related to range, balance, standing. 3 crs. score reading, and the role of the conductor will be studied. Prerequisite: MU 203 or equivalent. 2 crs. MU 386 OR MU 496 MUSIC TRAVEL STUDY Recognizing the need for the broadest music experi- MU 345/346/347 PIANO PEDAGOGY I, II, III ence possible, Marylhurst offers credit for special study This sequence of courses will survey the intermediate either out of state or abroad. Credit is awarded on the to advanced pedagogical approaches, techniques, and basis of time spent, intensity of study, and student materials for teaching students to play the piano. Pre- project or paper. Prerequisites: Theory I & II, Musician- requisite: junior standing in applied piano or permis- ship I & II, or department chair’s consent. Credit ar- sion of instructor. 3 crs. rangements must be made at least thirty days prior to travel. Contact Music Office. Note: This course is grad- MU 352 JUNIOR RECITAL ed exclusively on a pass/no pass basis. 2-6 crs. A half-hour performance or composition recital by MU 401 ORCHESTRATION I the degree-seeking student which is presented to the A course in the basic elements of instrumentation, public. The choice of works performed or composi- with an in-depth study of the string section. By listen- tions presented are chosen by the student in consulta- ing and playing from scores, students will analyze the tion with the instructor. Prerequisite: junior standing work of composers from the 1700s and learn about the in applied music. 1 cr. growth of the modern symphony orchestra, including range, transpositions, and timbre of each instrument in the various registers. Prerequisite: MU 203. 3 crs. 89 MUSIC MU 402 ORCHESTRATION II rock, and popular music; and new technology. The Further study of brass, woodwind, and percussion roots of each of these influences will be traced back to sections. Students will score at least one small cham- the early twentieth century, but most class time will ber work and a project for full orchestra from more be spent on the music of the past thirty years. Stu- difficult piano scores. Original work is encouraged. dents can expect to be asked to do extensive reading Prerequisite: MU 401 or equivalent. 3 crs. and listening in these subjects. Scores will be studied and performed whenever possible. 3 crs. MU 404 JAZZ ARRANGING I A course in scoring for small and large jazz ensembles MU 448 SACRED MUSIC INTERNSHIP following models of jazz greats like Count Basie, Sacred music students have the opportunity to experi- Duke Ellington, and Stan Kenton. The student will ence practical music through an internship. Each hour also arrange in his or her own personal style. Topics of internship will involve 30 hours of service in music include chord voicing, instrumental timbres, texture ministry. In consultation with the director of sacred types, range, chord substitutions, and guide tone music, the student prepares an internship proposal de- methods. A performance of student works will be giv- signed to meet the student’s practical interests and en by the Marylhurst Jazz Ensemble. Prerequisite: MU needs, while serving in a religious or worship setting. 203 or equivalent. 3 crs. Prerequisite: at least junior standing in applied music or permission of instructor. 2 crs. MU 405 JAZZ ARRANGING II A continuation and more in-depth study of scoring for MU 452 SENIOR RECITAL small and large jazz ensembles patterned after the A summative capstone performance by the degree-seek- Jazz Arranging I. Topics include arranging for rhythm ing student which is presented to the public. The choice section, score analysis, and arrangement form. Several of works performed or compositions presented are cho- arrangements will be written by the student. Prereq- sen by student in consultation with instructor. 3 crs. uisite: MU 404. 3 crs. MU 453 SENIOR PROJECT MU 406 JAZZ IMPROVISATION For B.A. and B.M.T. students. 3 crs. A performance-based course in the techniques used in single and group improvisation. Topics include the MU 465 PSALMS, HYMNS, AND SPIRITUAL SONGS A course for church musicians, clergy, and lay persons basics of composing, chord scales, diminished scales, interested in hymnody and its role in worship. Topics modes, chord substitutions, melodic concepts, ten- include the history of psalmody and hymnody from sion tones, advanced harmony, and rhythmic exercis- the first to the twentieth century. Prerequisite: MU es. Prerequisite: MU 203 or equivalent; permission of 333 or permission of instructor. 2 crs. instructor. 2 crs. MU 407/307/207/107 ALEXANDER TECHNIQUE MU 466 HISTORY OF CHURCH MUSIC SEMINAR A course which assists people in the arts to over- This course focuses on the theological, political, and so- come stereotyped responses, to deal with habits and cial influences on church music throughout history. change, and to help overcome patterns of misuse that Emphasis is placed on the relationship among these his- interfere with poise and free movement. The student torical issues and church music of today. The student can expect to realize improved physical and mental develops a working philosophy of church music and functioning. This class is suitable for beginning and explores ways of creatively communicating and build- advanced musicians alike. Prerequisite: none. 1 cr. ing on this philosophy in a parish music program. Pre- requisite: MU 333 or permission of instructor. 2 crs. MU 411 PROFESSIONAL PRACTICES IN MUSIC A seminar for musicians who are about to enter the pro- MU 471 MUSIC PEDAGOGY: TEACHING/LEARNING fessional music world. Topics covered include basic This course is primarily designed for non-keyboard in- business practices, résumé and portfolio preparation, strumentalists, composers, music theorists, or music arranging and promoting performance events, relation- therapists to learn about the various styles of learning, ships with the media, issues with agents and managers, pedagogical approaches, techniques, and materials for musicians’ union issues, copyright laws, performing teaching music in their area of music specialty. Prereq- rights organizations, auditioning, touring, grant acquisi- uisite: junior standing in applied music or permission tions, and funding organizations. Prerequisite: B.A. or of instructor. 5 crs. (The course is offered on an as- B.M.T. candidate or permission of instructor. 2 crs. needed basis usually as a directed study). MU 421 MUSIC AND TECHNOLOGY II MU 475 ANALYTICAL TECHNIQUES A continuation of techniques studied in Music and Tech- Advanced analytical techniques are studied and ap- nology I. Topics include advanced analog and digital plied to tonal music. Prerequisite: MU 303 or permis- synthesis, real-time performance environments, ad- sion of instructor. 3 crs. vanced digital sampling, signal processing, computer MU 476 CONTEMPORARY TECHNIQUES manipulation of complex waveforms, advanced soft- An in-depth study of contemporary techniques in the ware-based sequencing, and an introduction to physical areas of advanced jazz harmony, expanded tonality, modeling. Prerequisite: MU 221 or equivalent. 3 crs. full tonality, serialism, ultrarationality, and rhythm. In- MU 431 NEW MUSIC: 1950-PRESENT ✔ cludes collaborative research, listening, analysis, per- A detailed study of new art music since World War II formance, and composition. are studied and applied focusing on the impact of five primary influences: se- to tonal music. Prerequisite: MU 203 or permission of 90 rialism; indeterminacy; non-Western music; jazz, instructor. 3 crs. MU 477/478/479 COMPOSITION STUDIES III MU 242/442 MARYLHURST SYMPHONY ✔ MUSIC A continuation of Composition Studies II. This course Opportunity for serious amateur and semi-profession- will prepare students to write creatively in larger con- al musicians to perform major orchestral works. Pub- temporary designs with twentieth-century harmonic lic performances with soloists are presented each techniques and rhythms. Prerequisite: MU 379 or term. 1 cr. equivalent. 3 crs. MU 243/443 MARYLHURST JAZZ ENSEMBLE ✔ MU 480 MUSIC THERAPY WITH CHILDREN A performance ensemble for musicians wishing to de- Study of methods and techniques in music therapy velop their jazz playing. Original compositions as well with disabled children and the disorders and treat- as standards will be performed. Students are encour- ment methods utilized with children and adolescents aged to compose for the ensemble. 1 cr. in music therapy. Music therapy majors only, or permission of instructor. 4 crs. MU 244/444 MARYLHURST PIANO ENSEMBLE ✔ A performance class covering repertoire for two or MU 481 MUSIC THERAPY WITH ADULTS more players at one or two pianos. Skills in sight-read- Study of psychotherapeutic/counseling techniques, ing and ensemble are stressed as well as an introduc- and music therapy techniques with adult psychiatric, tion to the duo and duet piano literature, culminating adult medical disorders, and geriatrics. Issues con- in an end-of-term recital. For students with intermedi- cerning the disorders and symptomatic criteria ac- ate or advanced keyboarding skills. 1 cr. cording to the DSM-IV, together with treatment methods utilized with adults in music therapy. Music thera- MU 245/445 MARYLHURST CHAMBER MUSIC ✔ py majors only, or permission of instructor. 4 crs. Coaching and performance of major chamber music MU 490 INDEPENDENT STUDIES IN MUSIC literature. Open to all musicians, intermediate to ad- Advanced study of a specialized area in music. Prereq- vanced levels, who wish to work together to improve uisite: upper-division standing, permission of depart- their performance of chamber music, for two or ment chair. 1-3 crs. more players. Individuals or groups may enroll. Per- formance will be given as arranged. 1 cr. MU 491 READINGS IN MUSIC Readings of the literature relevant to a specific area of MU 246/446 MARYLHURST GUITAR ENSEMBLE ✔ music. Prerequisite: permission of department chair. A performance class covering repertoire for the two 1-3 crs. or more players. Skills in sight-reading and ensemble are stressed as well as an introduction to guitar en- MU 492 SPECIAL SEMINARS IN APPLIED MUSIC, semble literature. 1 cr. THEORY, HISTORY, OR MUSIC THERAPY Research-based seminars on selected music topics. MU 247/447 MARYLHURST CHORUS ✔ The format will include research and bibliographic All Marylhurst students are welcome to join this methods, computer searches, and high-level methods group. Its primary purpose is to give students the op- of data retrieval for research. These seminars func- portunity to use vocal skills already gained and to ac- tional as an introduction to research methodology for quire additional vocal technique. In addition to sight- a student who is bound for graduate school. Prerequi- reading a variety of music literature, two- and three- site: permission of department chair. 1-3 crs. part selections will be prepared and presented in an end-of-term concert. 1 cr. MU 493 SPECIAL WORKSHOPS IN APPLIED MUSIC, THEORY, HISTORY, OR MUSIC THERAPY APPLIED (PRIVATE) MUSIC ✔ Advanced short-term studies of specialized areas of (See course numbers in quarterly Schedule of Cours- music. Prerequisite: permission of instructor. 1-3 crs. es.) Credit or non-credit private instruction for both degree and non-degree students with professional artists DIRECTED STUDIES and masters in classical music, jazz, folk music. Instruc- An option for students who are unable to meet regu- tion is available in woodwinds, strings, brass, percus- larly scheduled classes. Any course which is listed in sion, piano, organ, guitar, synthesizer, and voice. 1-2 the Marylhurst University Catalog may be taken as a crs. (3 crs. in preparation for the senior recital.) directed study if conditions warrant. Entry is by permission of the Music Department Chair. 1-3 crs. Department of Music ENSEMBLES 17600 Pacific Highway (Hwy. 43) Marylhurst, OR 97036-0261 MU 241/441 MARYLHURST CONCERT CHORALE ✔ Portland Metro: (503) 699-6268 A vocal ensemble for the performance of choral liter- Outside Portland Metro: 1-800-634-9982, ext. 6268 ature from the Renaissance to the twentieth century. FAX: (503) 636-9526 This ensemble will perform concerts throughout the Email: [email protected] year, one of which may include members of the Web site: www.marylhurst.edu Marylhurst Symphony in works for chorus and orchestra. 1 cr.

91 RELIGIOUS Department of CAREER PATHS STUDIES RELIGIOUS STUDIES AND PHILOSOPHY Persons interested in theological studies that help AND prepare people to give service will want to consider PHILOSOPHY Chair: Cecilia A. Ranger, SNJM, Ph.D. these career paths: educator in academic or religious institutions; writer; editor for paper or magazine; commentator or broadcaster; ordained or non-or- People are recognizing that human whole- dained minister; ethicist in hospital or corporation; or ness has to do with spiritual, intellectual, lecturer. social, emotional, and physical realities. Persons interested in hands on ministry and pasto- Studies in medicine have demonstrated ral or spiritual care will want to consider these career that prayer is a component in healing. Cor- paths: pastoral care provider in a hospital, hospice center, retirement village, or long term care unit; pas- porations have found out that one does toral care coordinator; religious education coordina- well by doing good. Teens, baby boomers, tor; director of spirituality center or retreat center; and the elderly are engaging on a search spiritual director/counselor; liturgical arts and wor- for meaning. There is a growing interest in ship coordinator. values expressed in the foundational texts Philosophy graduates will seek careers in educa- of religious traditions. tion, writing, technology, or future studies. Those The Department of Religious Studies and prepared in ethics will be able to contribute to bioet- Philosophy reaches out from its Catholic hical fields, genome projects, ethics of intellectual heritage to persons of all traditions to ad- property, environmental ethics, and ethics in the corporate world. dress questions of healing, meaning, and the good. The Sacred Scriptures of religious PROGRAM LEARNING OUTCOMES FOR traditions are examined, and students be- RELIGIOUS STUDIES AND PHILOSOPHY gin to learn their sacred paths and to find A student of religion and philosophy can realize their spiritual homes. But it does not rest these general outcomes: there; students discover ways of living RSP1 Comprehend the cultural foundations, major their religious beliefs and values and serv- literary expressions, and ethical and social ing others with compassion and care. teachings of religious or philosophical systems. RSP2 Identify one’s own spirituality in relation to historical spiritual traditions. THE PURPOSE OF THE RELIGIOUS STUDIES RSP3 Apply values and knowledge of spiritual and AND PHILOSOPHY DEGREE philosophical traditions to personal, social, THE PURPOSE OF RELIGIOUS STUDIES is to under- political, international, economic, stand and express the original human experiences of multicultural, or interfaith situations. connectedness with the Sacred and all of reality. Peo- ple express understanding in words and concepts; LEARNING OUTCOMES FOR RELIGIOUS STUDIES then they engage their understandings as principles R1 Define more clearly one’s own position on of life and action for a community. Spirituality is the theology, spirituality, and morality; acting out of the experience of religion in every as- R2 Understand and explain the visions, origins, pect of daily life; it includes the experience of com- histories, theological positions, belief systems of munication (prayer) with the Divine. Morality refers the major world religions: with a primary focus to the right behavior that springs from a sense of be- on Judaism, Christianity, Islam, Hinduism, longing to a group and of being connected to the en- Buddhism, and Native American traditions; tire cosmos. Theology is the study of God, in which R3 Read and analyze the literature of major spiritual the intellect is called on to reflect on personal and traditions; communal religious experience and Sacred texts. R4 Examine the practices and values in the THE PURPOSE OF PHILOSOPHY is to help people spiritualities of some of the major Western and explore their deepest desires and cares in a disci- Eastern religious traditions; plined, reflective way. In describing the philosophical R5 Experience some of the prayer practices of some life, Socrates, one of the earliest Greek philosophers, spiritual traditions: community rituals, personal said this: A philosopher is someone who seeks wisdom reflective prayer, contemplation, and meditation; by asking questions that attempt to ascertain our prop- R6 Compare applied ethical positions (ethics of er place in the universe. What does it mean to be, for medicine, business, and ecology) which arise example, and not to be? What makes life worth living? from the theological positions of religious Or, what values have stood the test of time, and how traditions; might I incorporate them into my own struggles to be R7 Appreciate the diversity and richness that exists good? What is the moral worth of the earth, and of in spiritual traditions other than one’s own; the non-human creatures that live here too? These are R8 Discover ways of collaborating in order to bring philosophical and ethical questions, as important to- about connections among people, with the day as they have been in all ages and cultures. By environment, and with realities that transcend studying the classics of various philosophical tradi- what people now know as familiar. tions, we learn to think and question in ways that can help us to find that elusive happy life. See page 94 for philosophy outcomes. 92 BACHELOR OF ARTS IN RELIGIOUS STUDIES ETH 430 Perspectives in Morality: 3 RELIGIOUS AND PHILOSOPHY Morality from a Christian Perspective STUDIES Bachelor of Arts in Religious Studies and Philosophy THT 308 Jewish Films & Literature 3 AND (61-credit major). Most courses will be offered onsite THT 415 Christology: Theological 3 PHILOSOPHY and/or online during a two-year period. Meaning & Impact for 2000 Years THT 416 Ecclesiology: Formation 3 CONCENTRATION: JEWISH & CHRISTIAN STUDIES of Believing Community THT 417 Sacraments: 3 Learning Windows to the Sacred Requirements Outcomes Credits THT 418 Mariology: 3 Mother of Jesus General Required Courses (4) THT 301 Comparative Religions: 3 RSP 266 Foundations of Religious 1 Origins & Development of Studies & Philosophy Major World Religions RSP 496-8 Senior Research Paper, RSP1,3; R8 3 THT 440 Hermeneutics: 3 RSP 493 Senior Project, Interpretative Theory OR RSP 494 Internship PCR 410 Religion & U.S. 3 Required Courses in Religion, History, & Culture (9) Culture: A Sociology of Religion THT 306 History of Judaism R2,7 3 PCR 411 Religion & Psychology: 3 THT 304 History of Christianity I R2,7 3 A Psychology of Religious Experience THT 305 History of Christianity II R2,7 3 RECOMMENDATION Required Courses in Sacred Literature (6) Students who Study Scripture would benefit from SSC 210 Introduction to R3 3 studying Greek and Hebrew Hebrew Bible: Old Testament Students who Study Systematic Theology may wish to SSC 211 Introduction to R3 3 take Latin or German Christian Bible: New Testament Students who wish to teach Religion may wish to take a Modern Language like Spanish Required Courses in Theology (6) THT 411 Teachings of Judaism R2,7 3 CONCENTRATION: THT 410 Teachings of Christianity: R2,7 3 STUDIES IN MAJOR WORLD RELIGIONS Christology, Ecclesiology, Learning Sacramentology Requirements Outcomes Credits

Required Courses in Philosophy & Ethics (12) General Required Courses (4) PHL 201 Foundations of Philosophy: P1,5 3 RSP 266 Foundations of Religious 1 Makers of the Modern Mind Studies & Philosophy PHL 327 Philosophy of Religion: R2; P1,2 3 RSP 496-8 Senior Research Paper, RSP 1,3; R8 3 Why People Embrace Religion RSP 493 Senior Project, ETH 323 Making Ethical Decisions R1,6; P1,2 3 OR RSP 494 Internship ETH 420 Applied Ethics: R1,6; P1,3,4 3 Daily Life, Business, Medicine, Required Courses in Religion, History, & Culture (9) The Human Studies, Intellectual Property THT 301 Comparative Religions: R2,3,7 3 Origins & Development of Required Courses in Spirituality, Ritual, & Worship Major World Religions (6) PCR 412 Islam & Society R2,7 3 LTA 410 Jewish Prayer: R2,4,5 3 Historical & Cultural Studies of a R2,7 3 Foundation of Christian Liturgy Major Religion OR Studies LTA 403 Shape of Sacred Services: R2,4,5; P3 3 in Native American Traditions Theology, Symbolism, Preaching Required Courses in Sacred Literature (6) ELECTIVES FOR SPECIALIZATIONS (18) SPP 411 Spiritual Classics: R3,7 3 SSC 405 Torah, Pentateuch: 3 East & West First Five Books of the Bible THT 309 Islamic Films & Literature R3,7 3 SSC 406 Biblical Prophets: 3 OR Sacred Literature of Inspirations to Create a Better World a Major World Religion SSC 407 Writings, Psalms, 3 & Wisdom Literature in the Bible Required Courses in Theology (6) SSC 422 Gospels: Stories of 3 THT 410 Teachings of R2,7 3 Unique Christian Communities Christianity: Christology, SSC 454 Epistles: Letters 3 Ecclesiology, Sacramentology to Christian Communities THT 411 Teachings of Judaism, R2,7 3 SSC 440 Jesus Movies: 3 THT 412 Teachings of Islam, Film as Sacred Text OR Teachings of a Major World Religion PHL 440 Philosophical 3 Anthropology: Inquiries into the Self 93 RELIGIOUS Required Courses in Philosophy & Ethics (12) P2 Gain an exposure to the teachings of Eastern STUDIES PHL 201 Foundations of Philosophy: R1,5 3 schools of philosophy that were and are AND Makers of the Modern Mind contemporaneous with these Western schools; PHILOSOPHY PHL 327 Philosophy of Religion: R2; P1,2 3 P3 Identify some of the relationships that exist Why People Embrace Religion between philosophical studies and the other OR PHL 426 Eastern Philosophy: liberal arts or applied studies that the student has Zen of Mind & Tao of Spirit studied or is studying; ETH 323 Making Ethical Decisions R1,6; P1,2 3 P4 Develop a clearer sense of clarity about one’s ETH 420 Applied Ethics: R1,6; P1,3,4 3 own values, goals, priorities by comparing, and Daily Life, Business, Medicine, analyzing one’s own positions alongside those of The Human Studies, Intellectual Property philosophers whose teachings have had staying power; Required Courses in Spirituality, Ritual, & Worship P5 Take additional steps toward formulating one’s (6) own philosophy of life and personal life mission. SPP 410 Spiritual Quest: R1,4,5 3 Human Search for Spirituality CONCENTRATION: PHILOSOPHY SPP 415 Prayer & Spiritual R5 3 AND PROFESSIONAL ETHICS Practice: East & West LTA 406 Symbolism of World R7,8 3 Learning Religions: Truths & Symbols Requirements Outcomes Credits LTA 401 Theology of Worship: R4,5,7 3 General Required Courses (4) Finding Your Sacred Home RSP 266 Foundations of Religious 1 Studies & Philosophy ELECTIVES FOR SPECIALIZATIONS (18) RSP 496-8 Senior Research Paper, RSP1,3; R8 3 Courses Listed Above Which Have Not Been Selected RSP 493 Senior Project, as Required Courses OR RSP 494 Internship LTA 410 Jewish Prayer: 3 Foundation of Christian Liturgy Required Courses in Religion, History, & Culture (6) LTA 403 Shape of Sacred Services: 3 THT 301 Comparative Religions: R2,3,7 3 Theology, Symbolism, Preaching Origins & Development SSC 440 Jesus Movies: 3 of Major World Religions Film as Sacred Text Historical & Cultural Studies R2,7,8 3 PHL 440 Philosophical Anthropology: 3 of a Major Religion, OR Studies Inquiries into the Self in Native American Traditions ETH 403 Social Ethics: Role of Story & 3 Place in Morality Required Courses in Sacred Literature (6) ETH 430 Perspectives in Morality: 3 SPP 411 Spiritual Classics: R3 3 Morality from a Christian Perspective East & West THT 308 Jewish Films & Literature 3 Sacred Literature of R3 3 Interpretative Theory a Major World Religion [See electives] THT 440 Hermeneutics: 3 THT 441 Theological Intimations: 3 Required Courses in Theology (3) An Interpretation of U.S. Pop Culture Teachings of a Major R2,7 3 PCR 410 Religion & U.S. Culture: 3 World Religion [See Electives Below] A Sociology of Religion PCR 411 Religion & Psychology: 3 Required Courses in Philosophy & Ethics (18) A Psychology of Religious Experience PHL 201 Foundations of Philosophy: R1,5 3 Other Electives from Professional Seminars Makers of the Modern Mind or Spiritual Enrichment Offerings PHL 327 Philosophy of Religion: R2; P1,2 3 Why People Embrace Religion RECOMMENDATION PHL 424 Philosophy of Thinking P1-5 3 Students who study Hebrew or Christian Scriptures (Logic) & Knowing (Epistemology) would benefit from studying Greek and Hebrew PHL 425 Philosophy of Being P1-5 3 Students who Study Other sacred Literature would (Metaphysics) benefit from Studying the Original Language ETH 323 Making Ethical Decisions R1,6; P1,2 3 Students who Study Systematic Theology may wish to ETH 420 Applied Ethics: R1,6; P1,3,4 3 take Latin or German Daily Life, Business, Medicine, Students who wish to teach Religion may wish to The Human Studies, Intellectual Property take a Modern Language like Spanish Required Courses in Spirituality, Ritual, & Worship LEARNING OUTCOMES FOR PHILOSOPHY (6) P1 Become familiar with some of the teachings of SPP 410 Spiritual Quest: R1,4,5 3 the major schools of Western philosophy, which Human Search for Spirituality have influenced Western thought, religions, LTA 406 Symbolism of R7,8 3 literature, history, music, art, and the World Religions: Truths & Symbols 94 development of professions; ELECTIVES FOR SPECIALIZATIONS (18) Required Course in Religion, History, & Culture (3) RELIGIOUS PHL 413 Ancient Philosophy: Plato 3 THT 301 Comparative Religions: R2,3,7 3 STUDIES PHL 414 Ancient Philosophy: Aristotle 3 Origins & Development AND PHL 422 Medieval Philosophy: 3 of Major World Religions PHILOSOPHY Great Synthesis PHL 423 Modern Philosophy: 3 Required Course in Sacred Literature (3) Great Disparities SPP 411 Spiritual Classics: R3,7 3 PHL 426 Eastern Philosophy: 3 East & West Zen of Mind & Tao of Spirit Required Course in Theology 3 PHL 440 Philosophical Anthropology: 3 Teachings in a Major World Religion R2,7 3 Inquiries into the Self [See Electives Below] ETH 403 Social Ethics: 3 Role of Story & Place in Morality Required Courses in Philosophy & Ethics (9) ETH 430 Perspectives in Morality: 3 PHL 201 Foundations of Philosophy: P1.5 3 Morality from a Christian Perspective Makers of the Modern Mind PCR 410 Religion & U.S. Culture: 3 PHL 327 Philosophy of Religion: R2; P1,2 3 A Sociology of Religion Why People Embrace Religion PCR 411 Religion & Psychology: 3 ETH 323 Making Ethical Decisions R1,6; P1,2 3 A Psychology of Religious Experience Required Course in Spirituality, Ritual, & THT 410 Teachings of Christianity: 3 Worship (3) Christology, Ecclesiology, Sacramentology SPP 410 Spiritual Quest: R1,4,5 3 THT 411 Teachings of Judaism 3 Human Search for Spirituality THT 412 Teachings of Islam 3 THT 440 Hermeneutics: 3 ELECTIVES (6) Interpretative Theory THT 410 Teachings of Christianity: 3 THT 441 Theological Intimations: 3 Christology, Ecclesiology, Sacramentology An Interpretation of U.S. Pop Culture THT 411 Teachings of Judaism 3 LTA 401 Theology of Worship: 3 THT 412 Teachings of Islam 3 Finding Your Sacred Home THT 309 Islamic Films & Literature 3 SPP 415 Prayer & Spiritual 3 THT 308 Jewish Films & Literature 3 Practice: East & West PHL 426 Eastern Philosophy: 3 SSC 440 Jesus Movies: 3 Zen of Mind & Tao of Spirit Film as Sacred Text SPP 415 Prayer & Spiritual Practice: 3 Other Electives from Professional Seminars East & West or Spiritual Enrichment Offerings LTA 406 Symbolism of World Religions: 3 Truths & Symbols RECOMMENDATION LTA 401 Theology of Worship: 3 If you study Philosophy or Systematic Theology you Finding Your Sacred Home may wish to take Greek, Latin, or German LTA 410 Jewish Prayer: Foundation 3 If you study Sacred Literature you would benefit from of Christian Liturgy Studying the Original Language: Hebrew, Greek, LTA 403 Shape of Sacred Services: 3 Arabic Theology, Symbolism, Preaching If you wish to teach Religion or Philosophy you may PCR 412 Islam & Society 3 wish to take a Modern Language like Spanish PCR 410 Religion & U.S. Culture: 3 A Sociology of Religion MINOR IN RELIGIOUS STUDIES AND PCR 411 Religion & Psychology: 3 PHILOSOPHY A Psychology of Religious Experience Minor in Religious Studies and Philosophy (28-credit ETH 403 Social Ethics: Role of Story 3 Minor) & Place in Morality Most courses will be offered onsite and/or online ETH 430 Perspectives in Morality: 3 during a two-year period. Morality from a Christian Perspective ETH 420 Applied Ethics: Daily Life, 3 MINOR: STUDIES IN Business, Medicine, The Human Studies, MAJOR SPIRITUAL TRADITIONS Intellectual Property Learning Sacred Literature of a Major World Religion 3 Requirements Outcomes Credits of a Major Religion Historical & Cultural Studies 3 General Required Courses (1) Studies in Native American Traditions 3 RSP 266 Foundations of Religious 1 Other Electives from Professional Seminars Studies & Philosophy or Spiritual Enrichment Offerings

95 RELIGIOUS MINOR: PROFESSIONAL ETHICS SPP 311 Spiritual Classics: East & West STUDIES SPP 410 Spiritual Quest: Meaning, History, & Learning AND Practices in Spirituality Requirements Outcomes Credits PHILOSOPHY ETH 323 Making Ethical Decisions ETH 420 Applied Ethics General Required Courses (1) RSP 266 Foundations of Religious 1 THT 201 World Religions Studies & Philosophy THT 301 Comparative Religions

Required Course in Religion, History, & Culture (3) LIBERAL ARTS CORE THT 301 Comparative Religions: R2,3,7 3 UNDERSTANDING VALUES AND BELIEFS (3-9 crs.): Origins & Development Students completing a B.A. in Religious Studies and of Major World Religions Philosophy have no special requirements for Reli- gion and Philosophy for the Liberal Arts Core and Required Courses in Philosophy & Ethics (9) should feel free to take coursework in this area ac- PHL 201 Foundations of Philosophy: P1,5 3 cording to their interests and degree needs. Makers of the Modern Mind ETH 323 Making Ethical Decisions R1,6; P1,2 3 COURSES ETH 420 Applied Ethics: R1,6; P1,3,4 3 Daily Life, Business, Medicine, RSP 266 FOUNDATIONS OF The Human Studies, Intellectual Property RELIGIOUS STUDIES AND PHILOSOPHY This is the foundation course for other religious and ELECTIVES (15) philosophical studies. It is an enjoyable one-day ETH 403 Social Ethics: Role of 3 course where participants get a picture of the fami- Story & Place in Morality ly tree of philosophical and religious studies. Stu- ETH 406 God’s Grace & 3 dents highlight their own questions and gain in- Human Response to Gift sights which help them make informed choices ETH 430 Perspectives in Morality: 3 about future classes. 1 cr. Morality from a Christian Perspective MGT 322 Ethics, Law, & the Practice 6 RSP 493 SENIOR PROJECT of Principled Management The Research Project will complement a student’s GDM 530 Principled Decision Making 3 major area of study with specific research in an area Ethics Course in Human Sciences 3 of special interest to the student. The Senior Project Ethics Course in Communication Studies 3 replaces the Senior Paper. Students arrange for their Ethics Course in Fine Arts 3 research projects with the Chair of the Religious Ethics Course in Science 3 Studies and Philosophy Department. Together they Ethics Course in Environmental Studies 3 select an advisor. Prerequisite: junior standing. Ethics Course in History & Culture 3 3 crs. Ethics Course in Literature & Writing 3 Ethics Course in Intellectual Property 3 RSP 494 SUPERVISED INTERNSHIP PHL 327 Philosophy of Religion: 3 Internship will provide a unique opportunity to Why People Embrace Religion complement formal learning with work in an ap- PHL 426 Eastern Philosophy: 3 proved professional setting. A student arranges for Zen of Mind & Tao of Spirit internship with the internship coordinator. The in- Other Electives from Professional Seminars ternship replaces the senior paper or project. Pre- or Spiritual Enrichment Offerings requisite: junior standing. 3 crs. RSP 496/497/498 SENIOR PAPER CERTIFICATE IN The Senior Paper will allow the student to use re- PASTORAL & SPIRITUAL CARE search methods, to access information from a wide Undergraduate students may earn the Certificate in variety of databanks, and to begin writing in a field Pastoral and Spiritual Care by taking at the 400-level that could be pursued through graduate studies. Stu- (senior level) 45 credits of coursework in the Master dents arrange for senior paper through the Chair of of Applied Theology program. See pages 120-125. the Religious Studies and Philosophy Department and work with an academic advisor who is an ex- RECOMMENDED FOR GENERAL BACKGROUND pert in the student’s chosen topic. Students who IN RELIGION AND PHILOSOPHY write a senior paper need not do the internship or PHL 201 Foundations of Philosophy senior project. Prerequisite: junior standing. 3 crs. PHL 221 Introduction to Ethics PHL 220 Introduction to Philosophy PHL 327 Philosophy of Religion PCR 411 Religion & Psychology PCR 410 Religion & United States Culture

96 LITURGICAL ARTS AND WORSHIP PERSON, CULTURE, AND RELIGION RELIGIOUS STUDIES LTA 401 THEOLOGY OF WORSHIP: PCR 410, SOC 410 RELIGION AND UNITED AND FINDING YOUR SACRED HOME STATES CULTURE: A SOCIOLOGY OF RELIGION PHILOSOPHY Out of the rich deposit of religious beliefs and prac- This course will explore religion as it impacts and is tices, one finds oneself at home with some and others impacted by the culture of the United States. It will remain only to be appreciated. Beyond the cultural examine religious development from historical and differences, how does one account for the resonance sociological perspectives. Students will engage these between oneself and the sacred object or practice, perspectives in dialogue with their own faith. Many discovering the transcendent in the realm of the fa- religions will be observed, along with their growth miliar? This course explores fundamental theologies and decline in the United States. Prerequisite: junior that are the groundwork of worship. Prerequisite: standing. 3 crs. junior standing. 3 crs. PCR 411, PSY 411 RELIGION AND PSYCHOLOGY: A PSYCHOLOGY OF RELIGIOUS EXPERIENCE LTA 402 SHAPE OF SACRED SERVICES: SHAPING This course will address some of the fundamental is- RITES AND WORSHIP EXPERIENCES sues of the nature of the Self; issues which appear at Jewish and Christian sacred services have many ele- the intersection of religion and psychology. Students ments in common, some of which have evolved from will also explore how the discipline of psychology, ancient times. Students will learn the shape of sacred when used judiciously, can deepen the religious atti- services, which can be re-shaped to express the char- tude. Prerequisite: junior standing. 3 crs. acter of different faith communities. Students will be able to create their own rituals to celebrate sacred PCR 412 ISLAM AND SOCIETY events in their lives. Prerequisite: junior standing. Great literature, the unfolding of history, the visual 3 crs. arts, and the music of a community express religious sentiments and they also lift one’s spirit to God. In LTA 406 SYMBOLISM OF WORLD RELIGIONS: this course students will bring together these compo- TRUTHS AND SYMBOLS nents to see their significance for religious experi- This course is an immersion experience. Students will ence. Prerequisite: junior standing. 3 crs. have hands-on experience with the symbols and acts used to give voice and form to the Sacred in several PCR 290/390/490 READINGS AND SPECIAL world religions. Students will tie together the tradi- PROJECT IN PERSON, CULTURE, AND RELIGION tions of a particular faith, using the symbolic forms The student selects the topic (e.g. Effects of Cultural discussed in class. The class is both informative and Background on Spiritual Practice, Concern for Spiritu- enjoyable. 3 crs. ality in a Technological World, Dichotomies and Har- monies in Religion and Psychology). Readings on and LTA 410 JEWISH FESTIVALS AND HOLIDAYS: conference about the literature relevant to this area JEWISH PRAYER, FOUNDATION OF CHRISTIAN of study are arranged with the instructor. Field work LITURGY is possible as part of the study. 1-3 crs. In this course the student will learn some details of major Jewish Holidays and will discover how these PCR 470 PROFESSIONAL SEMINARS AND Holidays are celebrated. Students will recognize the SPIRITUAL ENRICHMENT OFFERINGS origins of Christian liturgy as they participate in some Topics that appeal to professional ministers, care proof the festivities connected with these Holidays. 3 viders, or others in the helping professions may be of- crs. fered and taken as electives. Spiritual Enrichment Of- LTA 290/390/490 READINGS AND SPECIAL ferings may also be selected by the student. Credit, PROJECT IN LITURGICAL ARTS AND WORSHIP CEUs, or audits may be arranged by the student. 1- The student selects the topic (e.g. Rituals of World 3 crs. Religion/s, Women and Rituals of World Religions, Ordination). Readings on and conference about the PHILOSOPHY AND ETHICS literature relevant to liturgical arts and worship are arranged with the instructor. Field work is possible as PHL 201 FOUNDATIONS OF PHILOSOPHY: part of the study. 1-3 crs. MAKERS OF THE MODERN MIND The class design gives the student a survey of major LTA 470 PROFESSIONAL SEMINARS AND problems in the main branches of philosophy: meta- SPIRITUAL ENRICHMENT OFFERINGS physics, epistemology, logic and ethics. The student Topics that appeal to professional ministers, care pro- will learn about terminology associated with philoso- viders, or others in the helping professions may be of- phy, major thinkers associated with various problems fered and taken as electives. Spiritual enrichment of- in philosophy, the structure of a philosophical argu- ferings may also be selected by the student. Credit, ment, and major theories of ethics and political phi- CEUs, or audits may be arranged by the student. 1- losophy. 3 crs. 3 crs. PHL 220 INTRODUCTION TO PHILOSOPHY This class will explore the thinking of major philosophers of the Western tradition on the great issues that have challenged and helped develop the various 97 RELIGIOUS philosophical disciplines: God, evil, morality, the PHL 423 MODERN PHILOSOPHY: STUDIES state and society, the mind/body problem, knowl- GREAT DISPARITIES AND edge, and aesthetics. Students will be encouraged to What do I know? Who or What am I? Does God ex- PHILOSOPHY examine the cultural context in which the issues ist? How, if at all, do science and religion fit togeth- arose, and to follow themes of personal interest er? How should people live? These big questions, such as politics, music, science, and art. Prerequi- along with others, are the questions preoccupying site: admitted Early Scholar. 3 crs. the great modern western philosophers- -Descartes, Leibniz, Locke, Hume, Kant. Students will study PHL 221 INTRODUCTION TO ETHICS these philosophers and these questions in this Ethics might be defined as both thinking about do- course. Prerequisite: PHL 201. 3 crs. ing what is good and attempting to do the good. But how does one determine what constitutes the good? PHL 424 PHILOSOPHY OF THINKING (LOGIC) Students will become aware of diverse ethical per- AND KNOWING (EPISTEMOLOGY) spectives in relation to flesh and blood realities, re- The human spirit lives through desire and knowing, flecting on the moral dimension central to one’s love and truth. This course is an exploration of the own life. Prerequisite: admitted Early Scholar. 3 crs. second part of those polarities, the dynamics of knowing. Students will explore perception, memo- PHL 327 PHILOSOPHY OF RELIGION: ry, imagination, and thought, then consider the log- WHY PEOPLE EMBRACE RELIGION ic of concepts, propositions and arguments, and fi- Philosophy of religion can be understood as the ra- nally ask how it is that language is established when tional scrutiny of the claims of religion. Theistic reli- meaningless notations acquire referential signifi- gion will be the focus. Issues will include arguments cance. Prerequisite: PHL 201. 3 crs. for God’s existence, nature and status of religious experience, faith and reason, miracles, evil, and im- PHL 425 PHILOSOPHY OF BEING (METAPHYSICS) mortality. Prerequisite: introductory course or read- What first of all claims the attention of all creatures ings in philosophy. Prerequisite: PHL 201. 3 crs. is the need to survive and, this being once reason- ably assured, the need to exist as securely as possi- PHL 413 ANCIENT PHILOSOPHY: PLATO ble. All thought begins there, and most of it ends “All of Western Civilization consists of a series of there. Students of metaphysics are concerned not footnotes to Plato” (Whitehead). This class will pro- with the how’s of being, but with the why’s, with vide an overview of early Greek history and culture, questions that may never be answered in one’s contemplate the unique human being, Socrates, and whole lifetime. Prerequisite: PHL 201. 3 crs. study Plato’s seminal teachings through such works as the Apology, Republic and Symposium. Examples PHL 426 EASTERN PHILOSOPHY: of Plato’s lasting influence will be found in the writ- ZEN OF MIND AND TAO OF SPIRIT ings of later thinkers such as Shakespeare, Marx, Ni- This course will examine various paths of Eastern etzsche, and Kierkegaard. Prerequisite: PHL 201. philosophy. Classes will include discussion of the 3 crs. values of Hinduism, Buddhism, Jainism, Sikhism, Is- lam, Confucianism, and Taoism, with the help of PHL 414 ANCIENT PHILOSOPHY: ARISTOTLE slides and audio visual aids. Prerequisite: PHL 201. Happiness. Tyranny. Justice. Nature. The common 3 crs. good. These concepts gained unprecedented meaning and power in Aristotle’s Ethics and Politics – PHL 440 PHILOSOPHICAL ANTHROPOLOGY: works that shaped the social, moral, religious, and INQUIRIES INTO THE SELF political consciousness of Western culture. Through The most sophisticated theorists of the modern self reading these works, supplemented with commen- have been philosophers and theologians. This taries from later thinkers such as Machiavelli, course views the Self through their lenses. Prerequi- Shakespeare, Jane Austin, and Lincoln, students will site: PHL 201. 3 crs. trace Aristotle’s imprint on our civilization. Prerequi- site: PHL 201. 3 crs. PHL 290/390/490 READINGS AND SPECIAL PROJECT IN PHILOSOPHY PHL 422 MEDIEVAL PHILOSOPHY: The student selects the topic (for example, a major GREAT SYNTHESIS philosopher, relationship between philosophy and The Medieval Period divides into three movements: religion). Readings on and conference about the lit- Primitive Age, 700-1050; Age of Growth, 1050-1300; erature relevant to this area of study are arranged Age of Unrest, 1300-1550. These transitions kept with the instructor. Field work is possible as part of philosophers busy trying to find life’s meaning. This the study. 1-3 crs. course will examine the contributions and influence of philosophers like Thomas Aquinas and John Duns PHL 470 PROFESSIONAL SEMINARS Scotus. Prerequisite: PHL 201. 3 crs. AND SPIRITUAL ENRICHMENT OFFERINGS Topics that appeal to professional ministers, care providers, or others in the helping professions may be offered and taken as electives. Spiritual enrichment offerings may also be selected by the student. Credit, CEUs, or audits may be arranged by the student. 1- 98 3 crs. SPECIAL STUDIES IN ETHICS vance). Readings on and conference about the litera- RELIGIOUS ture relevant to this area of study are arranged with STUDIES ETH 323 MAKING ETHICAL DECISIONS the instructor. Field work is possible as part of the AND What are the foundations of ethical human behav- study. 1-3 crs. PHILOSOPHY ior? How does one determine a consistent ethic that can serve as a guide for living an integrated moral ETH 470 PROFESSIONAL SEMINARS life. The student will be able to see what ethical AND SPIRITUAL ENRICHMENT OFFERINGS models serve personal needs. In the process, one be- Topics that appeal to professional ministers, care pro- gins to develop one’s own system for ethical deci- viders, or others in the helping professions may be of- sion making. This course meets the Liberal Arts fered and taken as electives. Spiritual enrichment of- Core requirement for making ethical decisions, ferings may also be selected by the student. Credit, AIA1. 3 crs. [Prerequisite for ETH 420 and other Eth- CEUs, or audits may be arranged by the student. 1- ics courses.] 3 crs.

ETH 403 SOCIAL ETHICS: SPIRITUALITY ROLE OF STORY AND PLACE IN MORALITY Social Ethics is the study of those ethical issues relat- SPP 410 SPIRITUAL QUEST: ed to the relationship between the individual and so- HUMAN QUEST FOR SPIRITUALITY ciety as they affect the economy, politics, and in oth- A new interest in spirituality is being articulated in er current life settings. The individual has rights many ways by diverse groups of people. What is the which are to be protected, and also responsibilities spiritual quest? How has Western spirituality been ex- toward society. Society has rights pertaining to the pressed through the ages? Students will identify ele- common good which are to be protected, as well as ments of the Western spiritual quest from the past responsibilities toward each individual in the soci- and the present, and notice commonalties with their ety. Prerequisite: ETH 323. 3 crs. own spiritual journeys. 3 crs.

ETH 406 GOD’S GRACE SPP 411 SPIRITUAL CLASSICS: AND HUMAN RESPONSE TO GIFT EAST AND WEST The great human reality is this: God has first gifted Classics of spiritual and mystical literature has arisen us and loves us! Awareness of this Giftedness and in the quest for answers to such common concerns Presence makes a difference in how people see the as: who and what human beings are, why they are world and life around them. The Grace of God has here, and where they are going. In this course the been revealed in Sacred Scripture and in other student will investigate the major themes from the events in the lives of people. Historical problems spiritual and mystical literature of the Hindu, Bud- with the theology of Grace will be presented and dhist, Jewish, Christian, Islamic and Native American modern questions will be discussed. 3 crs. traditions. 3 crs.

ETH 420 APPLIED ETHICS: SPP 415 PRAYER AND SPIRITUAL PRACTICE: DAILY LIFE, MEDICINE, BUSINESS, HUMANITIES EAST AND WEST In this course students will learn to apply ethical The expression of spirituality, in prayer and other norms and values and critical ethical thinking and practices, differs in the East and in the West. Students decision-making to a variety of contemporary issues will experience elements of spiritual practice that and situations, including workplace and business East and West have to offer one another, particularly ethics, professional and organizational ethics, life somatic forms of practice such as Tai Chi, ceremonial and death issues, and the ethical dimensions of vio- dance, Za-Zen that are used to complement the more lence, family life, economic decision-making, and cerebral forms such as discursive prayer and cogni- others. The course will explore how to find ethical tively based rituals. 3 crs. common ground in a pluralistic society. Prerequi- site: ETH 323. 3 crs. SPP 290/390/490 READINGS AND SPECIAL PROJECT IN SPIRITUALITY ETH 430 PERSPECTIVES IN MORALITY: The student selects the topic: (e.g., Spiritual Practice MORALITY FROM A CHRISTIAN PERSPECTIVE in a Major World Religion, Religion and Theology and Morality, from a Christian perspective, is the study Spirituality: Some Distinctions). Readings on and con- of human response to God’s call to love. Morality is ference about the literature relevant to this area of a salvific study as it teaches people the way to salva- study are arranged with the instructor. Field work is tion where they will be in union with the source of possible as part of the study. 1-3 crs. love, a Trinity of Persons. Morality is the study of how the human person becomes fully free and alive, SPP 470 PROFESSIONAL SEMINARS participating creatively in the human process of lov- AND SPIRITUAL ENRICHMENT OFFERINGS ing. Prerequisite: ETH 323. 3 crs. Topics that appeal to professional ministers, care providers, or others in the helping professions may be of- ETH 290/390/490 READINGS fered and taken as electives. Spiritual enrichment of- AND SPECIAL PROJECT IN ETHICS ferings may also be selected by the student. Credit, The student selects the topic: (e.g., The Genome CEUs, or audits may be arranged by the student. Project, Ethical Dilemmas in Technological Ad- 1-3 crs. 99 RELIGIOUS SACRED SCRIPTURES This course explores their origins, messages, and ap- STUDIES plications for contemporary life. Special attention AND SSC 210 INTRODUCTION TO HEBREW BIBLE: will be given to the writings of Paul. Prerequisite: PHILOSOPHY OLD TESTAMENT SSC 211. 3 crs. This course will examine the Hebrew Scriptures (Old Testament), together with other historical sources, in SSC 440 JESUS MOVIES: FILMS AS SACRED TEXT order to familiarize students with the stories, cus- Learning styles vary. Lonergan, the Canadian Theolo- toms, beliefs, practices, spirituality, values, and ethi- gian, and other contemporary writers speak of the cal teachings which make up the foundation of the medium being the message. This course will compare Jewish and Christian traditions. Emphasis will be on and contrast biblical narratives and thought provok- reading and interpretation in light of contemporary ing films such as Jesus of Montreal, Breaking the scholarship. 3 crs. Waves, and The Last Temptation of Christ. 3 crs.

SSC 211 INTRODUCTION TO CHRISTIAN BIBLE: SSC 290/390/490 READINGS AND SPECIAL NEW TESTAMENT PROJECT IN SACRED SCRIPTURES OF A WORLD On what level should the New Testament inform con- RELIGION temporary human life? It has historical possibilities The student selects the topic (for example, Special for sure. But the reality of storytelling is even more Exegetical Study, Scripture and Preaching). Readings essential and dynamic, translating an experience of on and conference about the literature relevant to God’s activity and a personal invitation to come into this area of study are arranged with the instructor. relationship. The authors were people in time and Field work is possible as part of the study. 1-3 crs. telling their stories about Jesus’ birth, life, death, and resurrection. 3 crs SSC 470 PROFESSIONAL SEMINARS AND SPIRITUAL ENRICHMENT OFFERINGS SSC 405 TORAH: PENTATEUCH, Topics that appeal to professional ministers, care pro- FIRST FIVE BOOKS OF THE BIBLE viders, or others in the helping professions may be of- Jesus referred to the Law and the Prophets. Followers fered and taken as electives. Spiritual enrichment of- of Jesus have also respected the teachings in the first ferings may also be selected by the student. Credit, five books of the Bible. For centuries before and after CEUs, or audits may be arranged by the student. Jesus the Torah was and is the primary document of 1-3 crs. Faith for the Jews. Students will study the shaping, patterns, and teachings of these books. Prerequisite: THEOLOGY AND HISTORY SSC 210. 3 crs. THT 201 WORLD RELIGIONS SSC 406 BIBLICAL PROPHETS: This course involves the student in an examination of INSPIRATIONS TO CREATE A BETTER WORLD the ways the major religions of the world have affect- Do the prophetic messages have relevance today? Is ed the shaping of personal value systems, the choice there a “prophetic” aspect in every life of faith? The of moral actions, the writing of great pieces of litera- prophets were a part of the religious climate of the ture, the development of economic policies, and the kingdoms of Israel and Judah. They spoke and acted struggles for peace in the world. Prerequisite: admit- out Yahweh’s detailed criticism. This course will ex- ted Early Scholar. 3 crs. amine these questions and issues and see their relevance for today. Prerequisite: SSC 210. 3 crs. THT 301 COMPARATIVE RELIGIONS: ORIGINS AND DEVELOPMENT OF WORLD RELIGIONS SSC 407 WRITINGS, PSALMS AND WISDOM The wars and bloodshed happening in the world to- LITERATURE IN THE BIBLE day shock people. In many cases these are not only What are the literary and cultic genres in this collec- political and economic struggles rising out of centu- tion of biblical writings? What were their historical ries of differences, but religious wars as well. In this and liturgical contexts? This course will help students class the student will look at the values, teachings, realize why these books have been used in Jewish and histories of Judaism, Christianity, Islam, Bud- and Christian rituals and monastic prayer and have of- dhism, Hinduism, and Native American Religion, with ten been studied by those who minister to the dying. the objective of growing in a personal and interna- Prerequisite: SSC 210. 3 crs. tional understanding and acceptance of religious diversity. Recommended for majors in any discipline. SSC 422 GOSPELS: 3 crs. STORIES OF UNIQUE CHRISTIAN COMMUNITIES The Synoptic Gospels and the Gospel of John are the THT 304 HISTORY OF CHRISTIANITY I: primary documents of Christian faith. Learn about ANCIENT TO REFORMATION their origins, messages, and applications to contem- The impact of Christianity on history is unveiled as porary life. Prerequisite: SSC 211. 3 crs. students survey the growth and development of Christianity from the time of Jesus to 1500. This SSC 454 EPISTLES: course will explore the interplay between Christian LETTERS TO CHRISTIAN COMMUNITIES faith, thought, and life as it influenced the develop- Among the New Testament Epistles (letters) are the ment of Western civilization, as well as the historical earliest writings to become part of what is commonly and cultural influences and key turning points that 100 known as the Christian Scriptures or New Testament. shaped and formed Christianity. 3 crs. THT 305 HISTORY OF CHRISTIANITY II: THT 412 TEACHINGS OF ISLAM RELIGIOUS REFORMATION TO PRESENT This course will explore the explanations and discus- STUDIES This is a survey of the development of Christianity sion of Islam which are vital to the religious beliefs AND from the time of the Protestant Reformation to the and theological positions of Islam. Students will ex- PHILOSOPHY present day. Students will explore issues such as the amine the teachings of the Qur’an and other Moslem roots of the reformation, 16th century religious wars, writings. 3 crs. diversity of Christian churches, mission, roles of women, and the future of the church. 3 crs. THT 440 HERMENEUTICS: INTERPRETATION THEORY THT 306 HISTORY OF JUDAISM Hermeneutics is the most important theological con- This course will be an historical review of Jewish his- tribution to scholarship in the last two centuries. Lit- tory from ancient days to the present. Students will erary Criticism, culture studies, deconstruction and tie events of the then and now, using the teachings all the postmodern theories stem from hermeneutics. and writings of the Jews, and they will explore the The best philosophers on the continent in this centu- ways in which Jewish philosophies came into exist- ry have been heavily influenced by it. Students will be ence. 3 crs. able to read literature as well as “the times” by being conversant with hermenutics. 3 crs. THT 308 JEWISH FILMS AND LITERATURE Jewish people continue to bring a unique and rever- THT 441 THEOLOGICAL INTIMATIONS: AN ent influence to contemporary settings. Students will INTERPRETATION OF U.S. POP CULTURE experience many facets of Judaism through the use of Popular culture is theologically inclined in so many films and literature: sufferings, successes, reverence surprising ways. Students in the social sciences, litera- for Sabbath, close family ties. 3 crs. ture, writing, cultural studies, historical studies, music, art, and science would find this course revealing THT 309 ISLAMIC FILMS AND LITERATURE and affirming. 3 crs. Films and literature tell about the Islamic world in symbols which touch the heart as well as the mind. THT 290/390/490 READINGS AND SPECIAL This course will reveal that the world through poetry, PROJECT IN THEOLOGY OR HISTORY essays, film, literature, and historical writings. 3 crs. The student selects the topic (e.g. History of a Major World Religion, Theology of a Major World Religion, THT 410 TEACHINGS OF CHRISTIANITY: Christology, Ecclesiology, Sacramentology, a specific CHRISTOLOGY, ECCLESIOLOGY, theologian or religious leader.) Readings on and con- SACRAMENTOLOGY (CHRIST, CHURCH, ference about the literature relevant to this area of SACRAMENTS) study are arranged with the instructor. Field work is It has been said that Jesus the Christ may have made possible as part of the study. 1-3 crs. more difference in the unfolding of history than any other religious figure. What is the relationship be- THT 470 PROFESSIONAL SEMINARS AND tween Jesus and the Church? Between the Church SPIRITUAL ENRICHMENT OFFERINGS and the Sacraments? Systematic theology attempts to Topics that appeal to professional ministers, care pro- specify the distinct aspects of Christian beliefs while viders, or others in the helping professions may be of- keeping them connected. Methods and images from fered and taken as electives. Spiritual enrichment of- philosophy and the sciences are tools. Prerequisite: ferings may also be selected by the student. Credit, THT 304/305. 3 crs. CEUs, or audits may be arranged by the student. 1- 3 crs. THT 411 TEACHINGS OF JUDAISM This course will explore the explanations and discussions of Jewish law, which are vital to the religious Department of Religious Studies and Philosophy beliefs and theological positions of Judaism. Students Marylhurst University will examine the teachings of the Talmud and the To- 17600 Pacific Highway (Hwy. 43) rah. 3 crs. P.O. Box 261 Marylhurst, OR 97036-0261 Portland Metro: (503) 699-6268 Outside Portland Metro: 1-800-634-9982, ext. 6268 FAX: (503) 636-9526 Email: [email protected] Web site: www.marylhurst.edu

101 SCIENCE Department of quality, waste processing, growth management, AND SCIENCE AND MATHEMATICS parks/recreation development, and the sustenance of MATHEMATICS quality of life. Chair: Larry Hanson, Ph.D. The degree in the General Science Concentration can serve as preparation for a teaching career or graduate studies in integrative science. Among other routes, It seems all too clear that advances in sci- the degree can lead to management positions in firms ence during this century are responsible that engage a broad spectrum of science personnel. for much of the change that distinguishes our rapidly evolving society. From one PROGRAM LEARNING OUTCOMES FOR THE SCIENCE DEGREE point of view, science can be credited with To earn the individualized Bachelor of Arts degree, a remarkable inventions – a technology – student of either a) General Science, or b) Environ- that has provided for the lives of people in mental Science Concentration will be able to: numbers hardly conceivable just a hundred l. Discuss critically the philosophy of science and years ago. An alternate view faults science principles of the scientific method; with the supply of machines and a pace of 2. Define the nature and distinction between the change that may be steering humanity and various disciplines of science and present a the biosphere to calamity. The purpose of realistic impression of the role, importance, and studies in science and mathematics at limitations of a) science or b) environmental science within the world society Marylhurst University is to provide for an 3. Express clearly the concepts and methodology of exciting new awareness that yields an in- a) basic general science, or b) environmental creased sensitivity of and respect for all life science on earth and the earth itself. It is our hope 4. Demonstrate familiarity with contemporary that this knowledge will serve to help research in a) the broad field of general science guide the individual to a life of explora- and area of science focus, if defined, or b) the tions and judgments rooted in a deeper in- general field of environmental science and the sight. area of environmental specialty 5. Systematically investigate problems in the area of a) science focus (if applicable), or THE PURPOSE STATEMENT OF b) environmental science specialty THE SCIENCE DEGREE 6. Communicate effectively and work with people The Science and Mathematics Department offers a both within and outside of the field of science in program of study leading to the award of Bachelor of the investigation of problems of science Arts degree in Science with two possible areas of spe- 7. Explain the relationship between one’s own value cialization called concentrations: General Science and system and the studies in the science major. Environmental Science. These concentrations include coursework in a broad range of both science and REQUIREMENTS FOR DEGREE WITH non-science studies. The programs are designed GENERAL SCIENCE CONCENTRATION around small interactive classes guided by a diverse cadre of practitioner faculty during convenient hours. Learning The learning involves extensive in-the-field environ- Requirements Outcomes Credits mental contact with real problems. The curriculum SCI 380 Science Perspectives 1,2,3,4 5 within each concentration comprises a broad range of possible coursework from which to ensure that Internship 3,4,5,6,7 u.d. 5 the degree plan is carefully tailored to the needs of related to the science the individual student. specialization Learning related to general 1,2,3,4,5,6,7 30 CAREER PATHS survey of basic or foundation Graduates of the environmental science program can science disciplines expect to find career opportunities in a broad range of practices. The area of Environmental Education – Advanced learning 1,2,3,4,5,6,7 20 Communication, includes positions for interpretive related to the area naturalists, writers, and teachers within public and of science focus or private organizations such as governmental agencies, specialty (if applicable) K-12 schools, and non-profit groups. The Natural Re- sources Management arena involves career paths that Additional learning May apply up to 5 relate to the protection and sustainable use of water, in science, to 1-7 soil, wildlife, forest, and mineral resources. A third mathematics, or sector of job opportunity is Environmental Planning non-science which may where urban and other land utilization studies are contribute to the focus concerned with the preservation of air and water or specialization TOTAL (45 u.d.) 65

102 REQUIREMENTS FOR DEGREE WITH SCI 383 WOMEN IN SCIENCE SCIENCE ENVIRONMENTAL SCIENCE CONCENTRATION From the seventeenth through the nineteenth centu- AND The collective total of the courses noted will serve to ries, women distinguished themselves in the fields of MATHEMATICS satisfy the outcomes within the concentration. entomology, astronomy, medicine, geology, botany, chemistry, and mathematics. The twentieth-century Foundation Courses in Science and Mathematics roster of women in science includes ten Nobel Prize (46 credits total, which includes 31 credits from winners. This course will concentrate on the work the major plus 15 credits from Liberal Arts Core cate- and lives of women scientists. 3 crs. gories in science and mathematics) Physics & Chemistry...... 18 SCI 385 HEAD START TEACHER Life Science & Earth Science ...... 18 TRAINING IN SCIENCE Mathematics ...... 10 This course provides Head Start teachers with ideas, methodology, and inspiration for the presentation of Core Courses science in the classroom of preschool children. The (courses for all students within the concentration; month-long workshop consists of daily demonstra- 19 credits) tions and discussions that survey dozens of topics of Human Ecology ...... 3 science that promise excitement for children. These Principles of Environmental Science ...... 3 presentations are integrated with hands-on experi- Technology, Society & Environment ...... 3 ence that will yield not only an awareness of the con- Environmental Ethics ...... 3 cepts of science but a confidence and enthusiasm in Environmental Assessment & Decision Making...... 3 the presentation of science as it can serve to excite Senior Thesis or Internship ...... 4 the natural curiosity and creativity of children in an atmosphere of enjoyment. 3 crs. Focus Option Courses (Courses that would relate to a specialty or focus SCI 388 SPECIAL TOPICS IN SCIENCE within environmental science; 15 credits minimum Topics for the course vary from term to term. 3 crs. from a variety of possible courses). Examples of course options: “ecosystem analysis”, “environmen- EARLY SCHOLARS tal chemistry”, “environmental field methods”, “environmental health”, “systems ecology (forest-, al- GS 101 INTRODUCTION TO pine-, marine-, desert-, aquatic-), “environmental THE BIOLOGICAL SCIENCES writing”, “environmental education”, “environmen- This course scans the general nature and develop- tal pollution and toxicology”, plus any other cours- ment of the major life forms of the planet. The amaz- es within the departmental offerings. ing range of life from animals and plants to bacteria TOTAL (45 u.d.) 80 and viruses, is seen as a momentary frame in the wake of an unimaginable history starting with life’s COURSE RECOMMENDATIONS origin on an infant earth. The evolution of life FOR THE LIBERAL ARTS CORE through billions of years has been entwined with an In general, students completing a B.A. in Science ever-changing land, ocean, and atmosphere. Prerequi- have no special requirements for the Liberal Arts site: admitted Early Scholars only. 4 crs. Core and should feel free to adopt coursework in this area according to their interests and degree needs. GS 102 INTRODUCTION TO PHYSICS Environmental Science majors could be encouraged Within this course students will explore the different to consider some recommended courses. physical processes that play a part of everyday life. Exciting hands-on activities and surprising outcomes NATURAL SCIENCE COURSES will help the class discover the connections that exist between so much that happens in the world. The fo- INTEGRATIVE SCIENCE cus of the course will be on concepts that underlie the workings of the universe. Topics covered include SCI 380 SCIENCE PERSPECTIVES motion, sound, electricity, and light. Prerequisite: ad- Science so pervades everyday life that one sometimes mitted Early Scholars only. 4 crs. forgets it is just one particular view of reality. What makes science such a powerful perspective? What are GS 103 INTRODUCTION TO the uses and abuses of science in culture? How does ENVIRONMENTAL SCIENCE the scientific perspective that dominates society dif- This course introduces significant topics in the envi- fer from the philosophical foundations of other cul- ronmental science including human population dy- tures? This course reviews the history and philosophy namics, basic ecological principles, environmental of science and examines the unique methods of sci- impacts of food production, energy resources and entific inquiry. The study then explores the nature technologies, air and water quality, and solid waste and influence of science as it is practiced in this management. Students will increase their level of en- country today. 5 crs. vironmental literacy while examining potential pathways to ecological sustainability. Prerequisite: admitted Early Scholars only. 4 crs.

103 SCIENCE PHYSICAL SCIENCE AST 135 OBSERVATIONAL ASTRONOMY AND The intent of this course is to observe stars and plan- MATHEMATICS PHY 110 A SURVEY OF PHYSICS ets under the real sky. Students will learn how to From a breaking ocean wave to a drifting maple use a telescope and discover how astronomers un- seed, the earth in all its forms evolves in a constant cover the secrets of the universe. The class will also state of motion. This world is also bathed in radia- visit a planetarium and design its own universe. tion of a remarkable spectrum with amazing effects. Among other techniques, students will develop This course explores the astonishing world of matter some skills in the field of astrophotography by pho- and energy which guides many lives. This experi- tographing the night sky. 3 crs. ence takes physics beyond its contribution to technology and promises to develop exciting new ways AST 388 SPECIAL TOPICS IN ASTRONOMY of sensing one’s place in the space and time of ev- Topics for the course vary from term to term. 3 crs. eryday life. 3 crs. ATM 121 A SURVEY OF ATMOSPHERIC SCIENCE CHM 110 A SURVEY OF CHEMISTRY Peculiar weather patterns during recent years sug- The molecular transformations that rule life, both gest that the climate is changing. Is this a warming within the body and the environment, include a trend or are humans on the threshold of an ice age? wondrous complex of both biological and physical This course proposes to bring clarity to these gray processes. The course explores these effects and is skies of confusion on this and other issues of global intent on demonstrating the fascination of changes concern. The design is first to examine the evolu- at the atomic level within the living and non-living tion of the atmosphere and the processes of weath- world. This survey of the general concepts of chem- er before focusing on climate and its influence on istry emphasizes its relevance to students who wish life. This will lead to modern times and an assess- to understand the fundamental workings of the hu- ment of climate from the issues of increasing carbon man body as well as aspects of environmental quali- dioxide and ozone depletion to acid rain. 3 crs. ty and consumer technology. 3 crs. GEO 121 A SURVEY OF GEOLOGY CHM 331 A SURVEY OF ORGANIC CHEMISTRY The earth is a fragile spaceship where continents Organic chemicals influence our lives in countless collide to crumple mountains and where atmo- ways. From petroleum and insecticides to plastics sphere’s shift to bring cold or warm climates. The and rubber an incredible industry has evolved to course explores the workings of this dynamic world support the human society. This course examines from the planet’s core to the grass roots of its land- this remarkable range of chemicals and includes con- scape. The earth is also viewed from the edge of the sideration of the chemistry of food and life process- solar system to underscore its unique design in a es as well as pharmaceuticals and biotechnology. comparison with other planets. During this survey it This experience serves as a foundation for studies in becomes clear that the physical earth is greatly influ- environmental toxicology. 3 crs. enced by its life system and this relationship becomes a significant focus. 3 crs. EARTH SCIENCE GEO 351 EARTH HISTORY AST 121 STELLAR ASTRONOMY The earth is a dynamic ever-changing planet. This This course provides an opportunity to stretch the course develops a comprehension of the main pat- imagination to the far reaches of the universe in an terns of planetary evolution of both the physical earth exploration of red giants, black holes, white dwarfs, and its life system. This image serves as a basis for the and cannibal galaxies. This course represents an in- appreciation of the place of the human species and troduction to stellar astronomy. The fundamental ob- society within this greatest of stories. The course con- jective is to investigate the life-styles of the sun and centrates on the global dimensions of history al- other stars and explore galaxies, the colossal build- though the Pacific Northwest receives special focus. ing blocks of the universe. This course provides the 3 crs. foundation to discuss NASA’s search for extraterres- OCE 121 A SURVEY OF OCEAN SCIENCE trial intelligence. A “field trip” in sky observing is in- From the wave-swept coast to the deep dark abyss, cluded. 3 crs. the oceans of planet Earth envelop an incredible sys- AST 122 SOLAR ASTRONOMY tem of dynamic environments. The course explores The nine major planets of the solar system and many the workings of these settings and searches out an satellites are now seen as a remarkable collection of understanding of the nature and origin of the ocean celestial bodies of unexpected variation. From the basins, the character and currents of its remarkable seething surface of Venus to the frozen sphere of water and the form and behavior of the great com- Pluto, the range of activity is incredible. The course plex of life within. 3 crs. will examine the workings of the solar system and the unique nature of each world within it. A comparison of these places is intended to enhance our appreciation of the planet Earth. 3 crs.

104 LIFE SCIENCE BIO 332 GENERAL ZOOLOGY SCIENCE To survive, all animals face the same basic prob- AND BIO 121 A SURVEY OF BIOLOGY lems: finding food, getting oxygen, avoiding temper- MATHEMATICS From kelp to condors, from mites to mountain lions, ature extremes, finding mates, and reproducing suc- the diversity of life on the planet is a constant source cessfully. They solve these problems in a variety of of wonder. This course strives to enhance this sense curious and often surprising ways. This class com- of wonder through a survey of the major ecosystems pares the behavior and design of diverse members of the earth. The class explores the interactions of an- of the animal kingdom emphasizing common imals and plants with their environments from the themes but exploring unusual adaptations. Students Arctic tundra to the tropical rain forest. The evolu- will pay particular attention to reproduction, which tion, as well as the ecology, of the communities is of for many animals involves their most complex and special interest. 3 crs. interesting behaviors. 3 crs.

BIO 161 THE HUMAN BEING BIO 337 ORNITHOLOGY This course explores the intimate workings of the hu- Beyond human beings, birds are the most conspicu- man body and the human mind and examines how ous animals on the planet and it is little wonder that human beings think, eat, feel, and fight diseases, and bird watching is one of the United States’ most popu- how the nervous system and organs function. The lar recreational activities. In this course, the primary class focuses much of the study on the mind/body focus will center on birds as animals – how they connection with regard to illness and well-being. work and why they behave the way they do. Second- From that context, students explore how the major ly, the course develops the basic skills of bird obser- systems of the body function under different circum- vation, becoming familiar with the common birds of stances, particularly under the conditions of stress the region in their habitat. Oregon’s diverse settings and relaxation. The new insights gained promise to support a remarkable variety of birds and day-long enhance the appreciation of the extent to which one outings will provide great firsthand experience. 3 crs. can influence well-being with attitude and life-style changes. 3 crs. BIO 342 GENERAL BOTANY From microscopic algae to the giant redwood, the BIO 162 HUMAN BIOLOGY green plants embrace an incredible spectrum of life The workings of the human body express an intricate upon which all other life depends. This course choreography. Responses to external changes and scans the full range of plant types and emphasizes challenges occur at many levels including the molecu- the unique design and behavior of the major plant lar, genetic, cellular, tissue, and organ system levels. groups. It includes a study of the special mecha- The body is always working to maintain a constant in- nisms involved in the lives of plants from the cell ternal environment. This course explores human biol- level to the ecosystem. The relationship of human- ogy with an emphasis on physiology. Students will kind and plants is a special concern. 3 crs. examine the latest findings on the structure and function of the human body as well as how it responds to BIO 344 MARINE BIOLOGY OF factors such as disease and aging. 3 crs. THE PACIFIC NORTHWEST From the Pacific Ocean to the Columbia River estu- BIO 165 MEDICAL SCIENCE ary and Puget Sound, the marine environments of Humankind has evolved a remarkable spectrum of the Pacific Northwest are as diverse as within any methods to combat illness and sustain health. This region of earth. The course compares and contrasts course explores this by first looking at how health and the marine habitats and their residents in coastal disease are defined on physical, mental, emotional, and bays, beaches, and fjords, as well as in the shallow spiritual levels. Students then examine the nature of and deep realms of the open ocean. The study scans and distinction between the major healing systems cur- the grand spectrum of life from the plankton to the rently in practice around the world. The course also great whales, and from seabirds to shellfish. 3 crs. looks at changes in the attitudes of orthodox Western medicine and at the newest scientific developments ENVIRONMENTAL SCIENCE that have begun to blur the distinctions between orthodox and alternative medicine. 3 crs. ENV 141 NATURE ACROSS THE NORTHWEST From tide pool to glacial cirque to desert playa, the BIO 322 MAMMALS OF THE Pacific Northwest is undeniably a land of remark- PACIFIC NORTHWEST able natural diversity. In this course students will Mammals hold a special interest for most people and explore each distinctive setting of the region to de- in this course, students will first get to know these scribe the unique character of its landscape and fascinating creatures by surveying the grand variety of wildlife and identify the special conditions that sus- mammals the world over. The class just what it really tain it. The intent is to foster an increased apprecia- means to be a mammal: How they work and how tion of the science of nature and make connections they are different from other animals. The course with art and psychology. 3 crs. then surveys mammals common in the Pacific North- west. Field trips provide opportunities for viewing wild mammals in their natural habitats. 3 crs.

105 SCIENCE ENV 310 PRINCIPLES OF ENV 325 FIELD METHODS IN ENVIRONMENTAL AND ENVIRONMENTAL SCIENCE SCIENCE II: GEOGRAPHIC INFORMATION MATHEMATICS The impact of humankind on the earth’s environ- SYSTEMS (GIS) ments is variable but undeniable and in many ways The GIS has become the fundamental tool in the vi- threatens the quality of life. This course surveys the sual assessment and planning within environmental variety of environmental problems that face society studies. The course provides an understanding of today. In this, it is first necessary to define the basic the procedures of GIS – the assembling, storing, ma- design and workings of a biological and geological nipulating, analyzing, and displaying of geographical environment and then examine the nature of human information – and the utilization of GIS across the population growth and culture systems imposed on fields of environmental science. The course has fur- these settings. The class then engages such issues as ther application in all field sciences such as geology, water and soil degradation, mineral and energy de- biology, and oceanography. 3 crs. pletion, atmospheric pollution and crises related to the changing climate. 3 crs. ENV 326 ENVIRONMENTAL HEALTH In so many ways the living environment of homes is ENV 318 HUMAN RESOURCES AND LIMITS under chemical siege. Pollution here can be more Today, the primary sources of energy and most met- concentrated than in the outside air and an increas- als are limited. Some critical materials are already in ing number of chemicals used in building materials short supply. Ironically, as many resources dwindle, are bothering people so much that they cannot live greater restraints are placed on development to pro- in their homes or work in their offices. This course tect the environment. Consequently, conflicts rage. is designed to introduce students to these hazards in This course examines the controversial problems of the home and work environments. It examines the supply and demand, the issues of environmental im- nature of these pollutants and the physiological impact in resource development, prediction of the impact they have on the body. A common sense ap- pending trends in resource usage, and the role of en- proach to decreasing one’s exposure is included. ergy and mineral development in the future of the 3 crs. Pacific Northwest. 3 crs. ENV 328 ENVIRONMENTAL ETHICS ENV 320 POPULATION AND Science and technology have provided the ability to GLOBAL RESOURCES travel far, penetrate deep, and reach heights on this Each day is witness to over a quarter of a million planet and beyond. What lags behind is a set of eth- new mouths to feed in the world. A continuation of ics for guiding this ability. Humans seem to need an present trends seems to be leading the world to cer- ethic that can help define their relationship to the tain disaster. This course will examine the social, earth. This course will trace the development of en- economic, political, and environmental consequenc- vironmental ethics in this country, survey the range es of overpopulation in a global context. Three as- of ethical value before society, and apply this under- pects of population change, namely fertility, mortali- standing of the land ethic to specific land-use dilem- ty, and migration, represent a primary focus of mas humans face today. 3 crs. study. 3 crs. ENV 335 ENVIRONMENTAL HYDROLOGY ENV 323 ENVIRONMENTAL QUALITY: Water, with properties that seem to defy the laws of A NORTHWEST PERSPECTIVE nature, is one of the most remarkable substances in For many, the environment of the Pacific Northwest the universe. This extraordinary ingredient has represents a treasure of diverse places for both rec- helped mold the unique design of earth in unimagin- reational and spiritual benefits. This course first at- able ways. The course examines the special nature tempts to understand the phenomenon of the hu- of water and looks at the manner in which water man attraction to these settings and clarify the na- has evolved and worked – as vapor, liquid, and ice – ture of a quality environment. Students survey the to sculpt this planet as well as guide and sustain its geological and biological heritage of the region to life. The class explores the countless ways that wa- enhance the quality of their future experience in ter influences the lives of human beings and under- these places. 3 crs. scores the limitation of water as a resource. 3 crs.

ENV 324 FIELD METHODS IN ENVIRONMENTAL ENV 336 ENVIRONMENTAL POLLUTION SCIENCE I: PHOTOGRAPHY/GRAMMETRY AND TOXICOLOGY This course develops proficiency in the use of film This course surveys the range of physical, chemical, and digital still and motion picture cameras in the and biological changes that can occur in air, water, documentation of environmental circumstances. Stu- soil, and food, changes that have an undesirable ef- dents will also acquire skills in the use of aerial pho- fect on the health of human and other organisms. tos and satellite imagery in the assessment of envi- The course will focus on a general study of the na- ronmental systems. Emphasis is placed on computer ture and effects of chemicals that adversely affect integration and manipulation of photo materials for the environment. 3 crs. analytical purposes. (An non-required introduction to ENV 325.) 3 crs.

106 ENV 340 ECOSYSTEM ANALYSIS are changing these waters with other disturbing con- SCIENCE The analysis of an ecosystem requires an appreciation sequences. In this course, students discover the na- AND of ecological principles, an understanding of the ture of the intricate web of life and life processes MATHEMATICS physical processes that influence the place, and an within this aquatic ecosystem. The Pacific North- awareness of the biologic components of the setting. west will serve as a model of this world as the wa- This course serves to sharpen one's skills in the ters, here, sustain a representative collection of crea- achieving of these pieces plus the development of tures, from algae and mayflies to turtles and trout. field techniques that provide a thorough and efficient 3 crs. understanding of ecosystem function. 3 crs. ENV 346 COASTAL ECOLOGY ENV 341 HUMAN ECOLOGY Life appears to have begun in the sea and when life Understanding the basic genetic and cultural relation- moved to land, it brought the sea with it. The hu- ship of the human being to the earth is fundamental man ties with the ocean are immediate and pro- to any search for solutions to environmental prob- found. In this course students explore the Oregon lems. This course explores the relationship between coastal environment and focus on the ecology of the land and people and analyzes just how the workings coastal wetlands, tidepools, and sand dunes. The of the environment influence human culture, technol- class is also concerned with the culture of the coast- ogy, and survival. Building on a geographic frame- al humans from that of Native Americans to modern- work and a philosophy of bioregionalism, the course day developers and their land-use practices. 3 crs. includes perspectives from the natural and social sciences as well as spiritual and artistic expressions of ENV 349 WETLANDS ECOLOGY the human relationship to place. 3 crs. This course introduces students to the study of wetlands, the processes that sustain their form and char- ENV 342 FOREST ECOLOGY: acter. As models, the students examine wetlands A VIEW FROM THE PACIFIC NORTHWEST from inland marshes near by in the Willamette Val- The great forests of the Pacific Northwest enclose a ley to estuaries along the Pacific shore. The jeopardy dozen distinctive forest types that contrast remark- of this system and its value within itself and to soci- ably with tropical and other distant forests of Earth. ety are issues of special concern. 3 crs. The intent of this course is to investigate the rich forest diversity of the region from the fog-bound coast ENV 354 COLUMBIA: the alpine parklands and compare these with other GREAT RIVER UNDER STRESS world forests. Students will explore the fascinating The Columbia River is both the subsistence and spir- connections between all parts of the forest, the forest itual lifeline of the Pacific Northwest. Some of its parts beyond simply the trees. 3 crs. uses, however, are in conflict and much of the region and its waters are degraded. To comprehend ENV 343 MOUNTAIN ECOLOGY and appreciate these uses and abuses, the class first Of the diverse set of environments to be found across explores the geologic, climatic, and biologic nature the Pacific Northwest, none displays the relationships of the river system. The group then looks at the pre- of life and its habitat more impressively than does the historic and historic human occupation of the region mountain world. The shapes of trees, the behavior of before analyzing the relationship of the modern-day birds, the profusion of wildflowers all convey mean- society with the river environment. 3 crs. ing that is dramatically revealed in these rugged high- lands. The mountains of the Northwest will serve as ENV 356 ENERGY RESOURCES OF the field of study to understand how plants and ani- THE PACIFIC NORTHWEST Energy resources are diverse and relatively abundant mals thrive in this sublime environment. The trip will in the Pacific Northwest. However, the future trends tour by road and by trail the back country from the in development are difficult to predict. Will coal timberline glaciers to old-growth forests. 3 crs. power eventually displace hydropower as the main ENV 344 DESERT ECOLOGY source? What is the future of nuclear power? To This course cultivates an understanding of the desert what extent will wind, geothermal, ocean, or solar world to enhance the sense of fascination of this spe- energy contribute to our needs? During a tour stu- cial environment. This is achieved by first surveying dents visit active sites for some of these power gen- the spectrum of world deserts in a series of on-cam- eration systems. 3 crs. pus sessions. The class then sets forth on a field trip ENV 358 GLOBAL ENVIRONMENTAL CONCERNS to southeastern Oregon, where students detail the In this course students study the link between the ecology of the curious desert communities in the economic activities and the health of their natural shadow of Steens Mountain. The course promises a environment. Among issues to be discussed are the rewarding experience that dispels any preconcep- nature of ecosystems, renewable and non-renewable tions of the desert as “wasteland.” 3 crs. resources, carrying capacity and overpopulation, energy policies, industrialization, pollution, and other ENV 345 FRESHWATER ECOLOGY environmental problems. Some solutions are to be The salmon are disappearing! Other fishes and scores found as students survey environmentally sound re- of related organisms within the rivers and lakes are source management policies that can be applied declining and are threatened with extinction. Pollu- throughout the world. 3 crs. tion, siltation, diversion, and even a shifting climate 107 SCIENCE ENV 366 ENVIRONMENTAL WRITING the computer in mathematics and focuses on the ap- AND The pen is mightier than the sword as the saying plications and utilities of mathematics in such aspects MATHEMATICS goes. Writing is one of the most powerful tools there as percentages, sets and logic, probability, elementary is for cajoling people into caring about the human statistics, graphs, and geometry. This course can species relationship with the rest of creation. This serve as an ideal preparation for college algebra, sta- course surveys the enormous variety in forms for seri- tistics, and other upper-level math. 3 crs. ous environmental writing, from journalism, poetry, or academic discourse to environmental impact state- MTH 105 EVERYDAY MATH ments. 3 crs. As the electronic revolution becomes increasingly pervasive, consumers are challenged to keep pace by ENV 373 ENVIRONMENTAL ASSESSMENT mastering new skills and techniques in the manipula- AND DECISION MAKING tion of numbers. This mastery is made painless in this For better of worse environmental regulators have be- course, as students gain proficiency in the use of the come a critical force in the solution of environmental hand-held calculator as a primary tool in solving prob- problems. This interdisciplinary study examines the a lems. While reviewing basic arithmetic, simple alge- full complex of economic, political, sociological as bra, interests, percentages, and ratio, participants are well as scientific factors that control the regulations helped to overcome math and calculator anxiety. that guide environmental decision making. A variety 3 crs. of case histories will provide illustration of the problem-solving process. 3 crs. MTH 107/207/307/407 MATHEMATICS WORKSHOP ENV 380 TECHNOLOGY, SOCIETY, This course provides an opportunity to get easily and AND ENVIRONMENT painlessly caught up on math skills where a regular This course provides a lively historical survey of the math course might be viewed as inconvenient or in- relationship between technology, society, and envi- timidating. Here, a participant can elect to work ronmental quality. Students will examine the evolving alone or with a small group to get in touch with a ba- interactions between people and their technologies sic math maneuver, business math, consumer math, from the stone tools of the Paleolithic era to the mi- algebra, calculus, or another mathematics territory. crochips of today’s Information Revolution and the Whatever the choice, individuals will be assisted by resulting impacts on the natural environment. 3 crs., expert and sensitive staff who guide them at their own pace. 3 crs. ENV 493 RESEARCH STUDY IN ENVIRONMENTAL SCIENCE MTH 111 BASIC ALGEBRA A personal research project in a specialty topic of en- Here, students are presented with a thorough but vironmental science. Variable credit gentle study of the ideas and techniques of algebra. Enrolling students should be able to work with inte- ENV 494 INTERNSHIP gers and solve first-degree equations with confidence. IN ENVIRONMENTAL SCIENCE The class helps develop skills in the manipulation of Variable credit polynomial and rational expressions and the solution of linear and quadratic equations. Participants gain an ENV 495 INDEPENDENT STUDY appreciation of the broad range of applications of al- IN ENVIRONMENTAL SCIENCE gebra in professional as well as everyday experiences. Variable credit The course is also ideal for students planning to study statistics and economics or for those who are prepar- ENV 496 UNDERGRADUATE THESIS ing for pre-calculus mathematics. 3 crs. IN ENVIRONMENTAL SCIENCE Variable credit MTH 125 INTERMEDIATE ALGEBRA This course represents a continuation of the gentle MATHEMATICS COURSES study of algebra with an intent to entertain and amaze. The activity will center on polynomials, ratio- MTH 101 UNDERSTANDING MATH I nal expressions, integers exponents, and radicals. Fur- For students who took math long ago, and find that ther exploration of quadratic equations and systems the computer revolution is a total mystery and want in two variables will also help the student to under- to transform the perplexing world of mathematics stand how to solve real-life problems. 3 crs. into familiar territory, this course may be just the thing. In this class participants gain a new and excit- MTH 151 THE HUMAN SIDE OF MATH ing appreciation of math applications in common ev- Taking the side that mathematicians are “artists of the eryday life. The experience is designed to overcome imagination,” this course challenges the perception the psychological blockades to mathematics and that mathematical insight is irrelevant to the everyday (even) encourage further education in mathematics- worlds of non-mathematicians. Designed for those related areas. 3 crs. who fear or dislike mathematics, the course explores such topics as time, space, change, and reality with MTH 102 UNDERSTANDING MATH II emphasis on a useful understanding of the mathemati- This course builds on the skills of MTH 101 (or its cal way of viewing the world and engaging the com- equivalent) and adopts the calculator as a surprising mon themes of human experience. 3 crs. 108 tool of computation. Further, it explores the use of MTH 165 MATHEMATICS FOR BUSINESS MTH 353 CALCULUS IN SCIENCE SCIENCE This is a preparatory course especially designed for A course designed to demonstrate the somewhat spe- AND the person interested in the business world. Included cialized practice of calculus in all areas of science. Ar- MATHEMATICS here are the mathematical tools necessary to under- eas of environmental science will serve as a partial fo- stand and use the more advanced and modern tech- cus of application. Prerequisite: MTH 241 or equiva- niques employed in the business community today. lent. 3 crs. The course covers aspects of math used in daily practice: percentages, graphs, financial formulas, and MTH 358 LINEAR ALGEBRA much more. It is intended to prepare the student for As a study concerned with ordered lists of numbers all business coursework utilizing math in any of its or linear functions this course presents the basic con- forms. 3 crs. cepts and techniques of linear algebra. These are techniques that have application to lines, planes, and MTH 213 COLLEGE ALGEBRA related topics and have particular usage in fields of This course is intended to cultivate the foundations of science, social science, economics, and other statisti- “mainstream” algebra to a mastery level in a manner cal areas of business. 3 crs. that is comfortable and pleasurable. After a stimulating review of basic algebra, students are gently but MTH 363 ADVANCED STATISTICS IN SCIENCE thoroughly extended in their understanding of func- This course extends the study from the principles of tions and systems of equations. The course then intro- statistics to include advanced topics in inferential sta- duces and explores the concepts and curiosities of se- tistics (for example: regression analysis, nonparamet- quences, series, permutations, and combinations. A rics). The emphasis centers on the use of statistics by primary concern is to demonstrate the application of the individual in conducting scientific research as algebra in the areas of business, science, and other well as evaluating the research of others. Prerequisite: disciplines. 3 crs. MTH 251 or equivalent. 3 crs.

MTH 213* COLLEGE ALGEBRA MTH 377 THE POWER OF THOUGHT: See MTH 213 for course description. *Prerequisite: AN APPRECIATION OF MATHEMATICS admitted Early Scholars only. 3 crs. This course is not intended to teach a mathematics technique but will instead answer the question: MTH 241 BASIC APPLIED CALCULUS “What is mathematics?” Here, mathematics is viewed This course enables students to develop an under- as an excellent way to help people read critically, standing of the methods of calculus and the signifi- identify fallacies, detect bias, assess risk, and suggest cance of this powerful tool in the solution of com- alternatives. The course will help improve thinking plex problems of today. After a review of pre-calcu- skills and build confidence in the art of clear commu- lus, the survey introduces modeling and problem nication. This study offers the opportunity to learn solving that depend on the concept of limits. It then the power of thought as distinct from the power of proceeds with a clarification of the fundamental theo- authority, a crucial step in the emergence of indepen- rem of calculus before assimilating the concepts of dent thinking. 3 crs. differential and integral calculus. A primary concern is to demonstrate the methods of calculus while avoiding abstraction. 3 crs. Department of Science and Mathematics Marylhurst University MTH 243* APPLIED CALCULUS 17600 Pacific Highway (Hwy. 43) See MTH 241 for course description. Prerequisite: ad- P.O. Box 261 mitted Early Scholars only. 3 crs. Marylhurst, OR 97036-0261 Portland Metro: (503) 699-6268 MTH 251 BASIC STATISTICS Outside Portland Metro: 1-800-634-9982, ext. 6268 With the arrival of modern computer society, statistics FAX: (503) 636-9526 has become a vital tool in the processing of informa- Email: [email protected] Web site: www.marylhurst.edu tion in all fields of research, particularly the social sciences, science, and business. This class helps students understand the fundamental methods of statistics in the collection, organization, presentation, and analysis of numerical data. It demonstrates the application of statistics to many problems such as the designing ex- periments, making decisions, and the significance of trends. The intent further is to underscore the importance of statistics in a classroom atmosphere that is both stimulating and comfortable. 3 crs.

109 LEARNING Special Programs: a student must remain continuously enrolled (or on ex- ASSESSMENT LEARNING ASSESSMENT CENTER tension) until portfolio development has been com- CENTER LIBRARY INFORMATION MANAGEMENT pleted. While most credit received through the PLA PACIFIC INTERNATIONAL ACADEMY (ESL) program is graded on a pass/no pass basis, letter grades are available in some areas. The PLA program courses WEB-BASED LEARNING AND are available both on campus and online. INSTRUCTIONAL TECHNOLOGY COURSE RECOMMENDATIONS FOR THE LIBERAL ARTS CORE Students in the Prior Learning Assessment program may write for all of the Liberal Arts Core learning out- LEARNING ASSESSMENT CENTER comes, with the exception of LAC 115/315 Entering Student Seminar, LAC 415 Marylhurst Academic Ac- Director: Sara A. Martin, Ph.D. tion Plan (MAP) Completion, and LAC 450 Senior Sem- Associate Academic Dean inar. CM 311 and CM 312 PLA Portfolio Development Studies meet Life and Learning Skills Writing outcomes PURPOSE STATEMENT 1, 2, and 3. Please see pages 24-30 for more informa- The Learning Assessment Center (LAC) of- tion about the Liberal Arts core. fers programs and services to assist students with initial educational planning, as- SERVICES FOR STUDENTS sessment of learning from prior experi- WITH DISABILITIES Marylhurst University is committed to program acces- ence, and preparation to achieve academic sibility for all qualified students. Students with docu- credit for college-level prior learning. The mented disabilities are eligible for reasonable and ap- LAC also offers learning enrichment classes propriate accommodation services to enable them to that help develop skills and strategies for pursue their educational goals. To request special ser- classroom, personal, and professional suc- vices, students must apply through the Learning As- cess. In addition, the LAC coordinates math sessment Center no later than one month before the and writing assessment testing, standard- beginning of the term in which they enroll. Students ized credit-by-examination programs, in- needing taped textbooks must notify the Learning As- cluding DANTES (Defense Activity for Non- sessment Center at least four months prior to the start of classes. Taped textbooks can take up to four Traditional Education Support), and the months to receive. New York University Foreign Language Pro- Although all buildings are accessible, arrange- ficiency Examinations. ments for disabilities that may dictate the physical lo- In addition, the Learning Assessment cation of a class meeting must be made with the Reg- Center provides services for students with istrar’s Office. disabilities in order to ensure program ac- cessibility. COURSES Marylhurst University recognizes that adults acquire valuable learning and knowl- LAC 100 LEARNING ASSESSMENT WORKSHOP edge outside the classroom setting. At A prerequisite for students interested in the PLA program, this course provides an orientation to Marylhurst, learning which has resulted Marylhurst University educational options and degree from life experiences can provide a context design and helps students to: for achievement in degree programs. • clarify educational goals and priorities; Through the Prior Learning Assessment • evaluate fundamental skills in writing and math; and program, students may obtain academic • assess potential to receive credit for prior learning. credit for documented college-level learning The workshop culminates in completion of an in- derived from such experiences as employ- dividual learning analysis and initial development of a ment, volunteer work, community service, goal-directed educational plan. The workshop is an homemaking, corporate-sponsored or mili- ideal way to plan either the beginning or completion of a degree. While the Learning Assessment Work- tary training, or independent research. shop is required for anyone planning to enroll in the PLA program, it is also recommended for newcomers to Marylhurst University and students who want to PRIOR LEARNING ASSESSMENT PROGRAM explore educational options before focusing on ad- In order to receive credit from Marylhurst for college- vanced coursework in a major. level learning acquired from experiences outside a col- Participation in the Learning Assessment Work- lege or university, a student must enroll in the PLA pro- shop requires that each student bring to the first class gram. The PLA program involves four major steps: the copies of transcripts from previous colleges and uni- LAC Workshop, the PLA Workshop, individualized assis- versities attended, copies of all training certificates, a tance in portfolio development from a PLA instructor, résumé, and a brief autobiography. Contact the LAC and portfolio evaluation by a team of Marylhurst aca- for further information on the development of the au- demic specialists. Once enrolled in the PLA Workshop, tobiography. 1 cr. 110 CM 310 PLA WORKSHOP Students are advised to work closely with their LEARNING The PLA Workshop provides an introduction to a step- major advisors in planning their degree programs ASSESSMENT by-step method of developing a portfolio of academic since PLA credit does not satisfy all major coursework CENTER skills and knowledge drawn from life and work requirements. A limit of 90 experientially derived experiences. In classes and individual meetings held credits (from all sources: PLA, credit-by-examination, over a five- to seven-week period, students learn how course challenge, and transfer credit for experiential to describe, analyze, and document prior learning learning including internship or work experience experiences. Verbal, analytical, and organizational skills credit) may be applied toward a bachelor’s degree necessary for the successful completion of the PLA from Marylhurst. Of these 90 credits, no more than program are addressed. Development of a PLA portfolio 45 may be earned through PLA, and no more than 45 is initiated during class meetings and proceeds during a may be earned through credit by examination. limited number of individualized sessions with a PLA Students in the PLA program must complete PLA instructor. evaluation at least one academic quarter before their The PLA Workshop culminates with the submis- graduation date. sion of essential elements of the student’s portfolio and a plan for its subsequent development and com- LEARNING ENRICHMENT COURSES pletion. If the plan projects a portfolio credit request of more than 15 credits or a need for continuing assis- LAC/CM 104 POWER READING tance with portfolio development, the student then FOR CLASSROOM SUCCESS registers, in the following term, for CM 311 Portfolio Through this course, students will be able to improve Development Studies. If, instead, the plan projects a their learning power by developing skills that will en- portfolio credit request of fewer than 16 credits and hance reading speed, comprehension, and efficiency. need for limited assistance with portfolio develop- This workshop will focus on: ment, the student may be given an extension of one • how to double the rate of learning/reading while term in which to submit the completed portfolio, in maintaining or improving comprehension; which case enrollment in CM 311 is not required. • efficient study and test-taking strategies; Prerequisites: 1) LAC 100; 2) the completion of at • how to read a textbook effectively; least nine credits of coursework in academic areas • how to think critically about information; and such as communication, humanities, social sciences, • managing time through improved reading skills. science, math, or business and management; 3) ac- Recommended for busy students who want to en- ceptable academic writing skills; and 4) approval of hance learning potential through accelerated reading. the PLA Director. 3 crs. 2 crs.

CM 311/312 PORTFOLIO DEVELOPMENT STUDIES LAC 270 LIFE/WORK PLANNING Each student is provided individualized guidance by This class is designed for persons changing careers, program faculty, feedback from specialist evaluators, wanting more fulfillment in their lives and in their and critiquing of portfolio components under develop- work, entering or re-entering the job market, or re- ment. Each student meets on a regular basis with a turning to school. Participants learn how to self-as- PLA instructor who reviews essays in development, sess, what life/work transitions require, how to de- collected documentation materials, and the overall sign a specific action plan, and the tools needed. portfolio as it is assembled. Students are tutored, as Highly recommended for anyone thinking of making needed, in conventions of academic writing, advised personal or professional changes in life. 2 crs. as to the appropriateness of credit requests and rationales, and taught how best to demonstrate learning for OTHER COURSES which credit might be received. Prerequisites: LAC Special workshops and classes are offered through 100 and CM 310. 1 cr. the LAC. These occasional courses provide support and skill development opportunities to increase the PLA PORTFOLIO EVALUATION Upon completion of planned credit requests, the stu- academic achievement potential of students. One dent has the option of submitting the credits for evalu- such course is described below. Students should ation to a review committee composed of Marylhurst check the current Schedule of Courses for informa- faculty in collaboration with resource people with aca- tion on other course offerings. demic specialties related to the subjects for which LAC 009 SAT PREP credit is requested. As part of the evaluation, an evalu- Research suggests that learning test-taking skills does ator on the review committee may ask to interview improve test scores. This course is designed to pro- the student about learning described in the portfolio. vide those skills to junior and senior high school stu- It is important that students be ready to discuss their dents who plan to take the SAT (Scholastic Assess- prior learning as presented in the portfolio in case an ment Test). Students will learn how the SAT is con- interview is requested. structed and how this information can be used to im- Upper- or lower-division credit is awarded in art, prove test scores. Emphasis will be placed on apply- business and management, communication, human ing effective test-taking strategies to improve exami- studies, humanities, music, religious studies and phi- nation scores. Homework on practice tests will be an losophy, science, math, social sciences, and in elective integral part of the course. Non-credit. areas. These credits may be applied toward degree requirements with approval of the major advisor and toward Marylhurst residency requirements. 111 LEARNING ASSESSMENT TESTING Program of ASSESSMENT Marylhurst University requires new degree students LIBRARY INFORMATION MANAGEMENT CENTER to take math and writing assessment tests through the LAC. Marylhurst uses the ASSET and COMPASS series Coordinator: Kirk Howard LIBRARY of short placement tests developed by American Col- The objectives of the Library Information INFORMATION lege Testing to help direct students to writing and Management (LIM) program at Marylhurst math classes appropriate to their skill levels. MANAGEMENT are to instruct students how to find, manage, Test dates and registration deadlines are posted in each term’s Schedule of Courses. and utilize information using both print and electronic sources, as well as understanding CREDIT BY EXAMINATION how technology is used to store, manipulate, Administered through the LAC, but separate from the and produce information. PLA program, are credit-by-examination programs. College credit achieved through these programs may be applied on a transfer basis to degree programs at COURSES Marylhurst. Marylhurst accepts credit earned through the Col- CAS 172 COMPUTER TECHNOLOGY SURVEY lege-Level Examination Program (CLEP), the Defense This course satisfies the technology learning outcome Activity for Non-Traditional Education Support required of all undergraduate degree students starting (DANTES), New York University Foreign Language at Marylhurst University Fall 2000. The course must be Proficiency Examination Program, and the Regents taken before or concurrently with CLL 373 Information College Examination Program (formerly ACT PEP). Studies. Students may opt to test out of this course. For These programs enable students to obtain college information, contact the Learning Assessment Center. credit in a variety of subjects where learning may This survey course provides a foundation for the un- have been acquired through self-study or instruction derstanding and use of computing technology. Students outside of college. While the LAC administers will combine hands-on learning of computer logic, DANTES and NYU foreign language tests, it does not hardware, operating systems, interfaces, and major ap- administer CLEP or Regents examinations, but can re- plications, with exploration of the history and develop- fer interested students to local testing centers. ment of computing, as well as the interrelationship of A complete copy of Marylhurst University’s credit- technology and society. This is a hybrid (on campus by-examination guidelines is available from the LAC. and online) course. Instructions for accessing online These guidelines outline the minimum scores that components will be provided first day of class. Meets must be attained for credit to be granted, the maxi- Liberal Arts Core Learning Outcome LLA1. 3 crs. mum number of credits accepted by Marylhurst for each examination, general restrictions on the applica- CLL 373 INFORMATION STUDIES bility of credits received, and the fees involved. Inter- The ability to find and manage information is an essen- ested students are advised to speak with their degree tial skill for all educated people. Students will learn advisor before registering for any examinations. how to define and focus their information needs in any subject area, how to access needed information, how to evaluate information, and how to transform in- Learning Assessment Center formation into a body of knowledge and a basis for in- Marylhurst University formed action through the use of critical thinking. 17600 Pacific Highway (Hwy. 43) Prerequisite: CAS 172. Meets Liberal Arts Core Learn- P.O. Box 261 ing Outcome LLB1. 3 crs. Marylhurst, OR 97036-0261 Portland Metro: (503) 699-6260 Outside Portland Metro: (800) 634-9982, ext. 6260 FAX: (503) 636-9526 Library Information Management Email: [email protected] Marylhurst University Web site: www.marylhurst.edu 17600 Pacific Highway (Hwy. 43) P.O. Box 261 Marylhurst, OR 97036-0261 Portland Metro: (503) 699-6261 Outside Portland Metro: (800) 634-9982, ext. 6261 FAX: (503) 636-1957 Email: [email protected] Web site: www.marylhurst.edu

112 WEB-BASED LEARNING AND power of the Internet for enriching their learning ex- WEB-BASED INSTRUCTIONAL TECHNOLOGY perience. LEARNING AND More and more courses and programs are being INSTRUCTIONAL Director: Mark Jenkins, Ph.D. offered in Web-based formats – and the roster of pro- TECHNOLOGY grams and opportunities online is rapidly expanding. In the future, students in most departments will find At Marylhurst University, our commitment the core curricula for their degrees offered through to fostering a community of learners in- Web-based learning, allowing them to achieve the cludes the belief that learning happens ev- mix of online and on-campus courses they desire. erywhere in the midst of our daily lives. Updates in current offerings can be accessed at The Department of Web-Based Learning & http://online.marylhurst.edu Instructional Technology extends the THE ONLINE EXPERIENCE reach of the face-to-face classroom and fa- By intent and design, Marylhurst University Web- cilitates a Marylhurst education for those based courses utilize the best features of classroom who choose to learn at a distance. Because learning in combination with powerful instructional it represents an enhancement of Maryl- tools unique to the online environment. Online cours- hurst’s tradition of innovation and flexibil- es are predicated on interaction and dialogue – teach- ity, Web-Based Learning manifests the phi- ing and learning unfolds through written conversa- losophy of the University – blending and tion. The instructor provides information, prompts discussion, and answers questions. Regular due dates integrating formal, lifelong learning with for assignments, sequential learning pattern, and start workplace knowledge and adult daily life. and stop dates that match the regular term, all help to By taking advantage of the tremendous op- create a virtual classroom that enhances learning – portunities offered by the Internet, we sup- without the scheduling and traffic hassles. port students in expanding their educa- Most of the teaching and learning activity in an on- tional goals and potentialities while retain- line class unfolds on a “bulletin board,” which is a lo- ing the intimacy and rigor of a liberal arts cation in a course site where asynchronous discus- education. sion takes place. Each course site also has private email, a calendar, real-time chat, course notes and other supplemental materials, linked glossaries, on- COURSE AND PROGRAM OFFERINGS line quizzes, student presentation tools, and other in- Marylhurst University online courses are character- structional enhancements. Audio and video files may ized by intimate class sizes and high levels of interac- also be included in the online course format. tion between students and faculty, challenging the stereotype of distance education as an impersonal A PROFILE OF DISTANCE LEARNING STUDENTS and self-paced process. Marylhurst’s distance learning students are very simi- Currently, two programs are available online in lar to our on-campus students. In fact, many their entirety: the M.B.A. Program, and the B.A./B.S. Marylhurst students take both on-campus and online online degree completion program in Organizational courses. Students who succeed with online courses Communication and Management. (See pages 47 and are motivated and self-directed. They know how to 41, respectively, for more detailed information). manage their time and they have been successful in In addition, many courses that satisfy the Liberal other academic endeavors. They enjoy interaction Arts Core requirements, as well as many required and and collaboration with other students, as well as the elective courses within the majors, are available online. instructor, and they have a basic familiarity with In- Web-Based Learning also offers a unique way for ternet technology. Most importantly, students who Marylhurst students to meet the Liberal Arts Core are successful in an online environment are persistent learning outcomes in an interdisciplinary, integrated and vocal – there is no “back of the classroom” in an and highly interactive teaching and learning structure online course! called “integrated learning modules.” In conjunction COMPUTER LITERACY REQUIREMENTS with the Department of Interdisciplinary Studies, re- Prior to participating in an online course, students are cent modules have addressed topics such as the sci- strongly urged to attend the on-campus orientation, entific, ethical and sociological implications of the experiment with the Web-based orientation site, and Human Genome Project, and a broad-based explora- to spend some time assessing their skill level. In addition of U.S. Culture in the late-nineteenth Century. tion, students who wish to improve their computer Courses are also available that provide students ad- literacy skills are encouraged to enroll in CAS 172 ditional flexibility and variation through Web-en- Computer Technology Survey, a Web-enhanced hancement. Ranging from simple online resource course (See page 112.) that provides a foundation for sites to discussion and assessment sites integral to the understanding and use of computing technology particular courses and programs, the combination of face-to-face learning supplemented by Web-based re- WEB-BASED COURSES AND UNIVERSITY POLICY sources are increasingly prominent throughout the The standard academic policies of Marylhurst Univer- Marylhurst University curricula. These courses allow sity apply to all courses, whether they are offered the student to utilize “seat time” to experience the evenings, days, weekends, or online. Please consult 113 WEB-BASED the appropriate sections of this Catalog for further in- THE PURPOSE OF THE LEARNING AND formation about current academic policies, including ONLINE B.A./B.S. DEGREE INSTRUCTIONAL admission procedures, student rights and responsibili- The online degree completion program for a B.S. in TECHNOLOGY ties, grading policies, academic honesty, and academ- Management or a B.A. in Organizational Communica- ic writing standards. tion is designed for students who already have ninety quarter hours of college credit and want the flexibili- SUPPORT, DESIGN, AND TRAINING SERVICES ty to complete their degree on the Internet. B.A./B.S. As part of our responsibility for Marylhurst Universi- is a competency-based, integrated curriculum pro- ty’s online learning initiative, the Department of Web- gram that emphasizes active, case-study based learn- Based Learning and Instructional Technology pro- ing. The program enables learners to blend a strong vides a core of services to the University’s academic academic skill set with work and life experience and departments. Among these are: learning in a highly interactive virtual workspace. A student graduates from B.A./B.S. with a comprehen- Support for Students sive, practical knowledge of the complex interrela- Marylhurst Students who enroll in Web-based classes tions between management and communication in are provided training, Web-resources and technical the workplace - and understanding the liberal arts val- support. Web-Based Learning provides free in-person ues and critical intelligence integral to an education student orientation sessions each quarter, and an on- that is pragmatic, interdisciplinary, and addresses not line orientation site that allows students to explore merely a skill set, but the whole person. the WebCT courseware and acclimate themselves Students work online with teams of instructors in (and their computer systems) to the Web-based cohorts of peers: a model that enriches the collabora- environment. You can find the link to the Online tive skills that are essential in the contemporary Orientation Site at http://online.marylhurst.edu. workplace. Everyone participates – in this intensive Technical support is just a call or email away, and virtual community, everyone is seen as a contributor our response time for student queries is usually less to a “circle of learners”. Our practitioner faculty serve than 24 hours. as facilitators, content experts and assessors of learn- Support for Effective Online Pedagogy ing. Assessment is based on concrete demonstration In 1999, Web-Based Learning was named a member of skills and understanding, so students always know of the WebCT Institutes Program. WebCT is the in- exactly where they stand in their achievement. dustry leader in educational course delivery software, with well over a thousand institutional cli- CAREER PATHS • Same as B.S. in Management, page 41 ents worldwide. Marylhurst University has been in- • Same as B.A. in Organizational Communication, volved – as a client and in advisory roles – with page 46. WebCT since the beta-testing stage of its earliest versions in 1996-97. The Institutes program cements our PROGRAM LEARNING OUTCOMES reputation as a pioneer and regional leader in online OF B.A./B.A. DEGREE education, and we provide training and consultation 1. Demonstrate understanding and application of to other WebCT users in the Northwest. essential business disciplines (information Marylhurst’s Web-Based Learning faculty and staff systems, marketing, human resources, finance), are certified WebCT trainers who deliver the most relating these disciplines in the strategic up-to-date information about online research, training management process. and pedagogy to our teaching faculty. Moreover, all 2. Demonstrate effective communication skills in faculty are required to undergo WebCT training be- organizational and interpersonal settings including fore teaching an online or Web-enhanced course and theory and practice of essential workplace additional training is available as needed. Our Instruc- communication strategies. tional 3. Demonstrate competence in integration of Support faculty members work closely with teach- academic skills and workplace experience, ing faculty to ensure that the quality of online courses focusing on interrelations between management meets that of our on-site courses. and communication in organizations. 4. Demonstrate competence in collaborative learning INSTRUCTIONAL TECHNOLOGY and working skills in interactive online workspace Marylhurst’s commitment to Instructional Technolo- groups. gy adheres to the tenet that teaching and learning are the central activities of an educational institution. As such, technologies are most appropriately seen as DEGREE REQUIREMENTS tools that may enhance the teaching and learning ex- The combination of business and communication perience. Networked classrooms, a sophisticated courses in core curriculum units by terms facilitates teaching lab, and readily accessible equipment such the integration of learning and application to real- as scanners, multimedia workstations and color print- world, workplace experience. Because each degree, ers create opportunities for faculty and students to B.A. in Organizational Communication and B.S. in expand the possibilities of their work. Our commit- Management, includes core courses in both the busi- ment is to expand and upgrade our facilities to keep ness and communication fields, this core curriculum pace with the rising expectations of our student and leads to either degree depending on the student's ed- faculty clients. ucational or career goals. 114 The core curriculum is designed for students to COURSE RECOMMENDATIONS WEB-BASED take either 15 credits per term for 6 terms, not FOR LIBERAL ARTS CORE LEARNING AND including summers, completing the degree in two In the first term of the program, B.A./B.S. students INSTRUCTIONAL years; or 9 credits per term for 10 terms, including complete a self-assessment of Liberal Arts Core require- TECHNOLOGY summers, completing the degree in two and 1/2 ments already met in prior college coursework. Faculty years. Courses included in the core curriculum are and students then design learning projects to address PACIFIC outlined below. The entry point for new students is unmet Liberal Arts Core competencies within the B.A./ INTERNATIONAL fall term, although additional entry points may be B.S. core curriculum. B.A./B.S. students who enter the ACADEMY created. program with 90 credits are not expected to take additional courses beyond the core curriculum. Requirements Credits Specific course titles are subject to change. Web-Based Learning and Instructional Technology Marylhurst University Required Business & Management core 17600 Pacific Highway (Hwy. 43) Learning Outcomes 1, 3, 4 P. O. Box 261 MGT 330 Fundamentals of Management 3 Marylhurst, OR 97036-0261 EC 360 Economics 3 Portland Metro: (503) 699-6268 MGT 312 Organizational Behavior 3 Outside Portland Metro: 1-800-634-9982, ext. 6268 MGT 332 Ethics, Law & Practice of Email: [email protected] Web site: www.marylhurst.edu Principled Management 6 MKT 438 Marketing 6 MGT 315 Human Resources 3 MGT 303 Project Management 3 MGT 344 Organizational Theory 3 FIN 325 Corporate Finance 3 MGT 455 Strategic Management 6

Required Communications core Learning Outcomes 2, 3, 4 PACIFIC INTERNATIONAL ACADEMY CM 321 Small Group Communications 3 CM 322 Interpersonal Communication 3 Director: Roy Ghazimorad, Ph.D. CM 323 Effective Listening 3 CM 324 Nonverbal Communication 3 Pacific International Academy (PIA) offers CM 333 Intercultural Communication 3 an outstanding English language and cul- CM 340 Organizational Communication 3 tural training program for international CM 345 Team Building 3 students as well as a variety of excellent ac- CM 346 Conflict Management 3 ademic programs designed to fulfill needs CM 400 Research Methods 3 of today’s students of all ethnic and reli- CM 429 Prof. Presentations/Business 3 gious backgrounds. CM 432 Leadership Communication 3 CM 458 Managing Transitions 3 Prior to the beginning of each term, new international students participate in an extensive orientation Required Liberal Arts core and B.A./B.S. courses covering daily life in the United States. Learning Outcomes 1, 2, 3, 4 From GED preparation to MBA support LAC 315 Integrated Learning Seminar 1 classes, PIA continues to assist international students CLL 373 Information Power 2 throughout their course of study. WR 214 Business Writing 3 PIA also manages language assessment require- MTH 251 Basic Statistics 3 ments for Marylhurst University and participates in LAC 450 Senior Seminar 3 the dual admission Language Foundation Program. LAC 415 MAP Completion 1 ODC 490 Portfolio Development 2

CREDIT SUMMARY Pacific International Academy 17600 Pacific Highway (Hwy. 43) Business & Management: 39 crs. Marylhurst, OR 97036-0261 Communications: 36 crs. Phone: (503) 699-6310 Required/Liberal Arts Core: 15 crs. Email: [email protected] Total: 90 crs. FAX: (503) 697-7188

115 GRADUATE General information on 3. Documentation of adequate funding to complete a ADMISSIONS GRADUATE STUDIES full course of study at Marylhurst; 4. Submission of official copies of previous college and/or high school documents as well as official English translations of the original documents; ADMISSION PROCEDURES 5. Completed admission form(s) and payment of fee; FOR GRADUATE DEGREE STUDENTS Individuals applying for admission to graduate pro- 6. Proof of health and accident insurance; grams at Marylhurst University must hold a baccalau- 7. Transfer students must provide a formal release reate degree from an accredited institution and sub- from the college previously attended; and mit official transcripts of undergraduate coursework from all institutions where credit has been earned. 8. Additional assessments may be required by each In addition to the above general requirements, the graduate department. prospective candidate must meet all departmental requirements. These typically include evaluation of the ACADEMIC ADVISING individual’s undergraduate transcripts, standardized Students are assigned advisors according to their des- test scores, written essays, and other evidence of abil- ignated major field of study. It is important for stu- ity and motivation to successfully complete a gradu- dents to meet these advisors as soon as they are ad- ate program. The decision to admit a student into a mitted in order to create an educational degree plan particular graduate program is made by the program (EDP) which will meet all departmental and Universi- director. ty requirements. While the student is ultimately re- Departments have the right to accept students sponsible for ensuring that all graduation require- conditionally if, in the judgment of the director, there ments are met, the academic advisors stand ready to is sufficient evidence of ability, but prerequisite lend assistance, offer information, and check pro- coursework at the undergraduate level is lacking. Af- grams. Students should consult their academic advi- ter satisfying specific additional requirements, and sors regularly, or as needed, by phone, conference, or upon departmental recommendations, persons admit- email. Some graduate departments require students to ted conditionally may become regular graduate de- seek advising before each registration. gree students. Prior to confirming departmental action on a stu- TRANSFER OF CREDIT dent’s application, the following materials must have An application for transfer credit must be filed with been received by the Admissions and Enrollment Re- the Admissions and Enrollment Relations Office for lations Office: approval not later than the term following admission to a graduate program. Transferable credits are gradu- • A completed application for admission to a ate credits graded A or B received from accredited graduate program; graduate degree programs. The maximum transfer • A non-refundable application fee (checks made credit accepted toward an advanced degree at payable to Marylhurst University); Marylhurst University is determined by departmental review. • Official transcripts of baccalaureate degree and/or all previous college or university work. ALTERNATIVE MEANS OF EARNING CREDIT • Additional material as required by each graduate In addition to taking scheduled credit coursework, program. degree requirements may be fulfilled through the following learning options for the graduate degree in The student, upon successfully completing the admis- collaboration with the academic advisor and consent sion process, will be considered admitted for the of the department chair. term indicated in the official admissions letter. If the student does not validate admission by registering for Cooperative credit classes within one academic year, the student must Distance Learning reapply. Official transcripts and other application ma- Directed Study terials will be held for two years. Independent Study Practicum ADMISSION OF INTERNATIONAL STUDENTS Projects International applicants are considered for enroll- Research Project ment or admission as degree students if they meet the Thesis following requirements: Travel Study 1. Appropriate academic background, which Prior to pursuing these options, students need to con- includes a baccalaureate degree or its equivalent; fer with their academic advisors. 2. Demonstrated proficiency in speaking and writing STANDARDS OF ACADEMIC PROGRESS English evidenced from the results from a number See the individual graduate department for standards of standardized tests for this purpose equivalent to of academic progress for graduate students. 550 TOEFL; 116 GOOD ACADEMIC STANDING Students who wish to take more than 14 credits must GRADUATE All graduate degree students must maintain a cumula- petition the academic overload committee. The com- ADMISSIONS tive 3.00 GPA. mittee is formed by the department chair, and the Ac- ademic Associate Dean or the Vice President for Aca- ACADEMIC PROBATION demic Administration. A student who has been admitted to a graduate program at Marylhurst University is required to make sat- REGISTRATION PROCEDURES isfactory academic progress toward completion of Arrangements for registration and changes in registra- his/her degree. The University Registrar will verify tion are made at the Registrar’s Office, B.P. John Ad- satisfactory progress each quarter and if a student’s ministration Building. GPA drops below a cumulative 3.00, the Registrar Registration instructions and dates are published will notify the department chair of the student’s pro- each term in the quarterly Schedule of Courses. Pay- bationary status for that term. The department chair ment must be made by the first day of classes. will consider probationary status only for graduate students who have completed at least nine credits. • On the Web: Complete the registration form on Students should consult the departmental state- the Marylhurst Web site at www.marylhurst.edu ment for further details regarding probation and pro- visions for reinstatement to good standing. • In Person: Go to the Registrar’s Office. The office is open until 6:30pm Monday through Friday. ACADEMIC SUSPENSION Failure to remedy the GPA deficiency by the end • By Mail: Send check, money order, or credit card of the probationary term may result in academic charge number and expiration date with suspension. Students will receive written notification registration form from current Schedule of of suspended status. Suspended status means that the Courses. Mail these to Registrar’s Office, student may not enroll in additional classes for a Marylhurst University, 17600 Pacific Highway period of at least two quarters. At that time, a student (Hwy. 43), P.O. Box 261, Marylhurst, OR 97036- may reapply. Incompletes must be changed to a final 0261. grade within the allotted time. Each department can provide information about its procedures for • By Telephone: Call Registrar’s Office, (503) 699- readmission. 6267; have available VISA or MasterCard number.

APPEAL • By Fax: Complete the registration form in the Students who have received notice of academic sus- Schedule of Courses and fax it to (503) 636-9526. pension have the right to appeal suspension if there are extenuating circumstances. A written appeal must LATE REGISTRATION be submitted to the Associate Dean within 15 days of Registration must be complete prior to attending the date of notification. Extenuating circumstances class. A $25 late fee is assessed for initial registrations should be explained fully in the appeal. received after the first week of classes. (Course Appeals are initially reviewed by the Associate “adds” are not charged the fee.) A late payment fee Dean. Denied appeals may be taken to the Vice Presi- may also be charged. Some classes have limited dent for Academic Administration. enrollment; therefore, advance registration is encouraged. TIME LIMITATION All coursework for the master’s degree must be CHANGES IN REGISTRATION completed within five years from the date of first All changes in registration must be initiated BY THE enrollment. STUDENT. No one else, including spouses or instructors, may change a student’s registration. If the Regis- LEAVE OF ABSENCE tration Office is not open (weekends and after 6:30 A student admitted to a graduate program may peti- pm), students may file a change of registration in any tion for leave of absence for one calendar year. Leave of the following ways: with the campus switchboard, of absence status assures the student a continuation voice mail message at (503) 699-6267, email to of the student’s admission in the program during the [email protected], or by fax to (503) 697- period of the leave of absence. Leave of absence is 5596. Requests for change should include name, So- granted only to graduate students in good standing. cial Security number, phone number, and the exact course number and title. ACADEMIC OVERLOAD APPROVAL It is the responsibility of the student to notify the Registration for more than 14 credits per quarter is Registrar’s Office regarding withdrawing from one or considered academic overload and may not be taken more classes (ceasing to attend class does not consti- without prior approval. This policy applies to concur- tute official withdrawal from class). rent enrollments at other institutions by matriculated Students may withdraw from a class through the Marylhurst graduate students. Students taking more first 40 percent of the class time without transcript than 14 credits must obtain prior approval from their notation; withdrawal from a class at any time after advisor and department chair. The Department of Art 40 percent of the class time has elapsed will result in Therapy allows students to enroll in more credit a grade of W (a W grade does not affect GPA). After hours; consult department policies for information. the end of the term or the end of the course, with- 117 GRADUATE drawal from a registered class is no longer possible GRADE REPORTS ADMISSIONS and the earned grade (A-F or P/NP) will be recorded Grade reports are mailed within two weeks after the on the academic transcript. Percentage of class time close of each term. Grades are not reported by tele- completed is determined by the date and time the phone. Registrar’s Office receives official notification of withdrawal from classes (the same calculations are appli- TRANSCRIPTS cable for all class formats – regular 10- or 11-week A request for a transcript of all credits earned at classes, weekend classes, and online classes). Marylhurst must be made in writing to the Registrar’s Withdrawal from one or more classes does not Office. All requests must include the following: cancel a student’s financial obligation to pay a stu- • full name under which student was registered at dent loan or the balance of a deferred tuition pay- Marylhurst University; ment agreement. • present address and telephone number; Students who withdraw from all classes and have received financial aid must notify the Financial Aid • approximate dates attended Marylhurst; Office and may be required to return all or a portion • where transcript copies are to be sent; of financial aid received. (See Financial Aid section Withdrawal and Repayment of Federal Financial Aid • student’s signature; and Funds, pages 16-19.) • fee payment to Marylhurst University enclosed. (One copy costs $7, additional copies ordered at TUITION REFUNDS the same time are $1 each.) Tuition refund amounts are determined by the date Transcript requests will be honored within five and time the Registrar’s Office receives official notifi- working days, when the above information and pay- cation of withdrawal from classes (the same calcula- ment have been received. tions are applicable for all class formats – regular 10- or 11-week classes, weekend classes, and online class- FINANCIAL OBLIGATIONS es). See Changes in Registration above regarding Admission to or registration with the University, con- methods of official notification to the Registrar. ferring of degrees, and issuance of academic tran- The following policies will determine the amount scripts may be withheld for failure to meet financial of tuition that will be refunded: obligations to Marylhurst University. • 100-percent refund, less $12 processing fee, if TUITION AND FEES official withdrawal is filed before more than 10 For University tuition and fees, consult the current percent of the class (or workshop, or event) has Schedule of Courses or call the Cashier’s Office at elapsed (EXAMPLE: in a three-credit class, (503) 699-6278. withdraw before hour four of class begins); TUITION PAYMENT • 75-percent refund, less $12 processing fee, if Marylhurst University accepts various forms of pay- official withdrawal is filed after 10 percent, but ment, including major credit cards and employer au- before more than 20 percent of the time class (or thorizations to bill. Registration is completed when workshop, or event) has elapsed (EXAMPLE: in a payments are finalized. If payment is not finalized in a three-credit class, withdraw before hour seven of timely manner, the student is dropped from the class. class begins); The University reserves the right to change its charges and policies at any time, and will endeavor to noti- • 50-percent refund, less $12 processing fee, if fy students if such changes are necessary. official withdrawal is filed after 20 percent, but Tuition is set by the Marylhurst University Board before more than 30 percent of time class (or of Trustees. Current tuition is published in the Sched- workshop, or event) has elapsed (EXAMPLE: in a ule of Courses for each term. three-credit class, withdraw before hour ten of class begins); ACADEMIC POLICIES • 25-percent refund, less $12 processing fee, if STUDENT CLASSIFICATIONS official withdrawal is filed 30 percent, but before more than 40 percent of time class (or workshop, • PENDING APPLICATION STUDENT designates a or event) has elapsed (EXAMPLE: in a three-credit student who has not yet completed an application class, withdraw before hour twelve of class for a degree at the University. Students admitted to begins); graduate programs have first priority in registration. Once a class has adequate enrollment • No refund, plus $12 processing fee, if official (admitted students), Pending Application students withdrawal is after 40 percent of the class (or may enroll when space permits with permission of workshop, or event) has elapsed (EXAMPLE: in a the graduate department chair. three-credit class, anytime after hour twelve of class has begun). W grade is posted.. • ADMITTED STUDENT designates a student who has completed the admissions process for a degree and has been accepted into a graduate program.

118 NOTE: Acceptance into the University does not 4. The Incomplete Grade Request and Agreement GRADUATE guarantee acceptance into a departmental Form will specify a contingency grade. If the ADMISSIONS program. Check the departmental section of this Registrar does not receive the new final grade Catalog for additional admission requirements for from the instructor by the deadline specified on specific programs. the incomplete grade request and agreement form, the contingency grade will be automatically • POST-BACCALAUREATE STUDENT designates a the final grade. student who has completed a baccalaureate degree. Each department reviews outstanding incompletes • GRADUATE STUDENT designates a student who before the start of each quarter. In general, students has completed a baccalaureate degree, has been will not be allowed to register for new courses if they admitted to a graduate program at Marylhurst, and have more than 12 quarter hours of incompletes. has enrolled in graduate coursework. IN-PROGRESS • FULL-TIME STUDENT designates a student IP (In-Progress) grade is reserved for only thesis, registered for 9 graduate hours. practicum and ongoing research projects. In order to • HALF-TIME STUDENT designates a student be granted an IP the student must fill out an IP grade registered for 5 graduate hours. request and agreement form, available from the Regis- trar’s Office. If the instructor agrees to the IP he or GRADUATE GRADING SYSTEM she must specify a date by which all requirements are See individual academic departments. due; the maximum time allowed is one year but the instructor may set a shorter period. If the Registrar ACCEPTABLE GRADES does not receive the new final grade from the instruc- Only six credits of C grades may be counted toward a tor by the deadline specified on the IP request and graduate degree. agreement form, an F or NP will be automatically the COURSE REPEATS final grade (grade option chosen by the student at A graduate course may be retaken with the prior ap- time of registration). proval of the graduate program advisor. The grade in the second enrollment in the course will appear on PASS/NO PASS OPTION the student transcript. Credit may be earned only This grading option is only available for graduate once, and full tuition is due for the retaken course. courses specifically designated by the departments as The grade in the first enrollment in the course will be pass/no pass. Neither the pass nor the no pass affects changed to R (repeat). The R grade does not affect the student GPA. the student GPA. A graduate course may be retaken only once. AUDIT OPTION This option must be chosen at the time of registration INCOMPLETES and receives no credit. Recording of auditing (AU) on An I (incomplete) may be granted for reasons accept- the academic record implies that the individual has able to the instructor when the quality of work is sat- attended the class on a regular basis, without needed isfactory but all course requirements have not been participation or evaluation, and without credit. An in- completed. In order to be granted an incomplete, the structor can override an AU (audit) grade with an NP student must complete the following steps prior to (did not attend) grade if the individual does not at- the end of the term for which the incomplete is re- tend at least 60 percent of class sessions. quested: GRADE POINT AVERAGE 1. Consult with the instructor to request an Only grades earned at Marylhurst are computed in the incomplete grade, and, if agreed to by the GPA. The GPA is computed as follows: the number of instructor, develop a formal agreement regarding credits earned in any Marylhurst class for which a let- the course requirements yet to be completed and ter grade is awarded is multiplied by the number of the date all requirements are due. (The maximum quality points assigned to the grade earned. The total time allowed to complete an incomplete grade is number of points thus calculated for all graded one year but the instructor will usually set a much Marylhurst courses is divided by the total number of shorter period.) credits earned in those courses. The resulting figure is the GPA. 2. In consultation with the instructor, complete the incomplete grade request and agreement form. GRADUATION Forms are available in the Registrar’s Office. Marylhurst students will be graduated according to 3. Obtain signatures of approval, as specified on the the degree requirements published in the Catalog reverse side of the incomplete grade request and which is in effect during the term when they are ad- agreement form, from the instructor, the mitted and first enrolled, unless they choose to gradu- department chair, and the Registrar’s Office. File ate under a later Catalog. The Marylhurst University the completed form with the Registrar’s Office.

119 GRADUATE Catalog is available in the Admissions and Enroll- GRADUATE CREDIT EARNED ADMISSIONS ment Relations Office, B.P. John Administration PRIOR TO ADMISSION Building. Graduate credit earned at Marylhurst University and Commencement is held in June of each year for not applied toward an undergraduate degree may be all graduates. A student must be officially admitted applied toward a graduate degree upon admission, to Marylhurst University prior to initiating gradua- subject to department policies which may limit the tion procedures. number of credits to be counted. The application for graduation must be obtained Graduate credit will not be granted retroactively from the student’s academic advisor and submitted, for a 400-level course for which graduate credit was accompanied by a non-refundable fee, to the Office not designated during the term of original registra- of the Registrar four months (one term) prior to the tion. Approval must be obtained from the degree pro- expected graduation date. gram authorized representative to accept the courses To participate in the commencement ceremony requested for graduate credit for the graduate degree students must apply no later than the ceremony dead- program of study. Such courses then can be used to line (generally 16 weeks prior to the ceremony). Stu- partially fulfill the residency requirements in the grad- dents who have finished their degree in the previous uate program. 12 months, or who will have all requirements completed by the end of the following term, may partici- STUDENT RECORDS POLICY pate in the commencement ceremony. See pages 15-16 of this Catalog. Students must be registered for any remaining needed courses in the term following the ceremony, EQUAL OPPORTUNITY STATEMENT and for these students the degree will be posted and Marylhurst University is an equal opportunity employ- dated at the end of that term. er and does not discriminate in its educational pro- Degrees are posted and dated to student tran- grams, admissions, or employment policies. scripts at the end of each term. Applications to receive a degree must be made by all the published deadlines, generally no later than six weeks prior to Office of Admissions and Enrollment Relations the beginning of the term. All coursework, includ- Marylhurst University ing any incompletes, must be finished by the end of 17600 Pacific Highway (Hwy. 43) P.O. Box 261 the term in which the degree will be posted. Marylhurst, OR 97036-0261 Portland Metro: (503) 699-6268 DEGREE REQUIREMENTS Outside Portland Metro: (800) 634-9982, ext. 6268 Marylhurst offers the following four graduate de- Fax (503) 635-6585 grees: Email: [email protected] • Master of Arts (M.A.) in Applied Theology Web site: www.marylhurst.edu • Master of Arts (M.A.) in Art Therapy • Master of Arts (M.A.) in Interdisciplinary Studies • Master of Business Administration (M.B.A.)

See individual graduate departments for degree requirements, residency credit requirements, and advancement to candidacy for a specific master’s program.

120 Department of • Effective intervention strategies, MASTER Religious Studies & Philosophy • Effectiveness as a beginning spiritual director or OF ARTS spiritual counselor for individuals, IN APPLIED Chair: Cecilia A. Ranger, SNJM, Ph.D. • Effectiveness as a pastoral and spiritual care THEOLOGY provider in one or more specific settings, • Effectiveness as a pastoral and spiritual care or spiritual care leader of small groups, • Personal integration of psychology and theology through use of theological reflection models, MASTER OF ARTS IN APPLIED THEOLOGY: • Strategies for maintaining one’s own physical, Master’s Degree in Interfaith Pastoral & Spiritual Care intellectual, social, and spiritual wellness while providing pastoral and spiritual care for others, The Master of Arts in Applied Theology is a • Ability to empower others to make their own life-changing experience. People participate choices and to develop their own plans for a philosophy of life and a personal wellness program, in this intensive ministry preparation pro- • Personal, spiritual, pastoral, and professional gram to become more effective care provid- integration. ers. Participants grow in their knowledge of self, others, and the Holy. Through person- DESCRIPTIONS al and group reflection students strengthen their sense of personal and spiritual inte- PRE-COURSE REQUIREMENTS gration and gain an awareness of ministeri- PMT 550 Seminar: Personal Covenant & Orientation to al strengths and weaknesses. Program ...... 1 cr. The program helps individuals define PMT 551 Seminar: Graduate Writing ...... 1 cr. their images of the Divine, their practice of PERSONAL COVENANT AND spirituality, and their commitment to ser- ORIENTATION SEMINAR - SEPTEMBER vice. Through pastoral practice and theolog- Incoming students gather prior to the start of fall classical reflection on that experience, students es to begin to develop a spirit of collegiality among learn pastoral presence, communication the members of the cohort group, and to meet faculty skills, and assessment methods. Courses ad- and staff. New students are guided through a process dress issues of pastoral counseling, liturgy where they begin to articulate their personal vision for and symbol, scriptural resources, and interfaith pastoral and spiritual care. Orientation is also a time for students to learn about Marylhurst’s prayer. Through readings, discussion, lec- mission and its bearing on the university and on the ture, writing, reflection, supervision, and larger community. They also learn about the back- pastoral application, participants develop grounds and aspirations of members of their cohort their own theologies and methods of exer- group, share refreshments, and begin to form a com- cising pastoral and spiritual care. munity that will be a support to them as they study, Marylhurst University welcomes students of engage in a practicum, and write the Master’s Project. all faiths and cultures. For more informa- Students will also hear from other graduate students tion, call Cecilia Ranger at (503) 699-6305 or who have progressed in their studies and who are will- email [email protected]. ing to serve as mentors to beginning students. RECOMMENDED PREREQUISITES CAREER PATHS Basic courses in religion or psychology, such as biblical Those drawn to this applied theology program are in- studies, theological studies in one’s own tradition, philos- terested in careers as chaplains, spiritual life facilita- ophy of religion, introduction to psychology, abnormal tors, educators, and other careers where they can do psychology, family dynamics, social psychology. practical theology. Specifically people wish to be chaplains in hospitals, hospice centers, campuses, cor- FIRST YEAR* rection facilities, military bases, retirement centers, or Foundational Content (15 credits & Practicum I) corporations. Others are preparing to be spiritual directors, mentors, retreat directors, or coordinators of PMT 570 INTERFAITH SCRIPTURAL workshops on the spiritual life. Teaching in high FRAMEWORKS FOR PASTORAL AND schools, community colleges, or adult education pro- SPIRITUAL CARE grams draws other graduates. This course focuses on ministry in the Early Church as expressed in the New Testament. It goes back in time PROGRAM LEARNING OUTCOMES to survey the roots of Christian traditions in the He- Individual students will be able to demonstrate to su- brew Bible. It also highlights scriptures from Eastern pervisors and/or to instructors: and Western religious traditions. [Use of sacred writ- • Helping skills of empathic listening and ings in pastoral and spiritual care – Hebrew Bible, responding, Christian Bible, Qur’an, Gita, and Scriptures of major • Ability to assess and refer persons for counseling or religious traditions]. 3 crs. therapy when skills beyond one’s own are called for, 121 MASTER PMT 571 INTERFAITH THEOLOGICAL FRAMEWORKS aminations for licensure. Cooperative spiritual direc- OF ARTS FOR PASTORAL AND SPIRITUAL CARE tion programs take place at spiritual centers. 3 crs. IN APPLIED This course lays the theological foundation for pasto- ELECTIVES THEOLOGY ral care; it discusses the impact of changing social 1. Students preparing for M.Div. equivalency for contexts on the ways one expresses, teaches, and D.Min. program take graduate-level courses in lives as a result of theological understandings. Stu- Scripture. Prerequisite SSC 210, Introduction to dents will look at belief systems and pastoral care; Hebrew Bible (OT) biblical and historical images of the Holy; present • SSC 505 Torah: Pentateuch, First Five Books theological understandings of God; theology of Trini- of Bible ty and the Holy; symbol, ritual, and sacrament. [Un- • SSC 506 Biblical Prophets: Inspirations to derstanding Religions of Origin in Shaping Conscious- Create a Better World ness and Values – Founders, Historical Development, • SSC 507 Writings, Psalms, & Wisdom Literature and Beliefs of major religious traditions] 3 crs. 2. Students may wish to take a 500-level elective that PMT 572 PASTORAL AND SPIRITUAL IDENTITY prepares them for a particular pastoral or spiritual This course looks at the pastoral person; care, growth care setting, or one required by their tradition. and difficulties for self and others; family of origin; ho- SECOND YEAR* listic integration; and theology of person. It stresses Practical Content (15 credits & Practicum II) the relationships among the care-provider’s personality type and gifts, theological understandings, and pastoral PMT 575 LITURGIES, RITUALS, PREACHING, style. [Pastor as Person, Pastoral Identity, Wellness and AND SPIRITUAL PRACTICES OF CHRISTIANITY, Well-Being of Pastoral Care Provider] 3 crs. JUDAISM, AND ISLAM This course relates myth, scripture, theology, belief, ritu- PMT 573 PASTORAL AND SPIRITUAL al, and symbolism of Christianity, Judaism, and Islam. Stu- COUNSELING STRATEGIES dents not only learn the shape of these liturgies but are This course provides an overview of the art of pastoral also able to prepare a ritual (wedding, funeral, or other care and counseling theory, theological knowledge, ritual) and to preach from the scriptures of the tradition. skills, practice; pastoral communication and helping 3 crs. relationships. [models; role-playing of strategies] 3 crs. PMT 576 LITURGIES, RITUALS, PREACHING, PMT 574 ISSUES IN PASTORAL TEACHINGS, AND SPIRITUAL PRACTICES OF AND SPIRITUAL CARE HINDUISM, BUDDHISM, NATIVE AMERICAN, This course examines issues related to dysfunction AND OTHER SPIRITUAL TRADITIONS and family dynamics; dealing with anger, stress, ef- [varies with group and professor] This course relates fects of sexual abuse; inner child issues; referral pro- myth, scripture, theology or teachings, belief, ritual, cedures; self esteem; end-of-life questions; and issues and symbolism of Hinduism, Buddhism, Native Ameri- of concern to members in the class [Family Dysfunc- can spiritualities, and other traditions. Students not tion, Family Systems, Dealing with Crises, The Aging only learn the shape of these liturgies but are also Relative, Anger, and Violence] 3 crs. able to prepare a ritual (wedding, funeral, or other ritual) and to preach from the scriptures or sacred writ- PRACTICUM OPTIONS ings of the tradition. 3 crs. There are two options: a supervised practicum in an PMT 577 CROSS-CULTURAL PERSPECTIVES area of the student’s choice, related to a future minis- IN PASTORAL AND SPIRITUAL CARE try; a supervised clinical pastoral education program This course takes a broad cross-cultural perspective or supervised spiritual direction training program. with regard to pastoral care, including the values, PMT 594A SUPERVISED PRACTICUM I: world views, priorities of people of different cultures; SPECIAL ARRANGEMENT conflicts among cultures; needs of people in different Supervised practica are arranged with the practicum cultures; theology of presence, family, culture; and coordinator at Marylhurst University. The graduate rituals celebrated in the gatherings of different cul- practicum can extend over two or three years. Dur- tures. 3 crs. ing this time the student will have the opportunity for PMT 578 APPLIED ETHICS AND THE SPIRITUAL a spiritual assessment; theological assessment; pasto- OR PASTORAL CARE PROVIDER ral assessment; experience of integration of person, This course applies ethical theories and models to situ- theology, spirituality, ministry; and development of ations met by spiritual and pastoral care providers. one’s style as a pastoral care provider. 3 crs. Though current issues and concerns of the class cause PMT 560A SUPERVISED PRACTICUM I: some variation from year to year, concerns will focus A CLINICAL PASTORAL EDUCATION PROGRAM on medical ethics, bioethics, sexual ethics, work eth- OR A COOPERATIVE SPIRITUAL DIRECTION ics, and ethics in relation to intellectual property. 3 crs. PROGRAM PMT 579 PASTORAL AND SPIRITUAL CARE IN Clinical Pastoral Education Programs take place at TIMES OF LOSS, GRIEF, AND BEREAVEMENT designated hospitals. Practicum credit is given after This course reflects on the types of losses (death, di- the One to Four CPE Documentation Notebooks have vorce, loss of job, retirement, illness, for example); been submitted to the Chair of the Religious Studies grief and bereavement process; healthy look at neces- and Philosophy Department. One unit is required; sary losses; and grief recovery and transformation. Stu- 122 four units are advised if the student plans to take ex- dents learn about making referrals for psychological mentor; seeking a spiritual director; knowing when to MASTER counseling or spiritual direction; ministry to the sick refer to medical professionals; forms of individual and OF ARTS and bereaved; the path from grief to depression to an- group spiritual companionship; finding spiritual IN APPLIED ger; and theology of presence, grieving, suffering, be- guides among persons in a church, synagogue, or tem- THEOLOGY reavement, death and dying and renewal across cul- ple; ethics in spiritual direction. 3 crs. tures, Western and Eastern religious traditions. 3 crs. PMT 585 CONTEMPORARY THEOLOGIES PRACTICUM OPTIONS OF PASTORAL AND SPIRITUAL CARE; The student continues work in the practicum option DEVELOPING A PERSONAL THEOLOGY AND selected: a supervised practicum in an area of the stu- PRACTICE OF PASTORAL AND SPIRITUAL CARE dent’s choice, related to a future ministry; or a super- This course views the ministerial implications for to- vised clinical pastoral education program, or super- day and the future, the impact of ethnic (Black, His- vised spiritual direction training program. 3 crs. panic, Asian, for example), women, and Developing PMT 594B SUPERVISED PRACTICUM II: World theologians on theological understandings of SPECIAL ARRANGEMENT God; image of God, religious symbols, ritual, sacra- Supervised practica are arranged with the practicum ment; quantum theology; and influence of theology on coordinator at Marylhurst University. The graduate spiritual practice. 3 crs. practicum can extend over two or three years. Dur- PMT 587 SEMINAR: THEOLOGICAL REFLECTION ing this time the student will have the opportunity for IN PASTORAL AND SPIRITUAL CARE a spiritual assessment; theological assessment; pasto- This course emphasizes methods of theological reflec- ral assessment; experience of integration of person, tion in pastoral care; these methods will be described theology, spirituality, ministry; and development of and utilized as tools for ministry and as bases for final one’s style as a pastoral care provider. 3 crs. senior papers, theses, and projects. Each student will PMT 560B SUPERVISED PRACTICUM II: lead a seminar discussion on an aspect of class. 3 crs. A CLINICAL PASTORAL EDUCATION PROGRAM OR A COOPERATIVE SPIRITUAL DIRECTION MASTER’S PROJECT PREPARATION PROGRAM PMT 591 PROFESSIONAL ADVANCEMENT Clinical Pastoral Education Programs take place at The student will work on résumés, interviews, and job designated hospitals. Practicum credit is given after searches. Students will look at current pastoral care the One to Four CPE Documentation Notebooks have situations and examine their own values and skills. been submitted to the Chair of the Religious Studies These include the Call from the Spirit to serve; pasto- and Philosophy Department. One unit is required; ral leadership; administration of ministries; the role of four units are advised if the student plans to take ex- empowerment of others; serving as a focus for ritual, aminations for licensure. Cooperative spiritual direc- community, finance, volunteers, and many elements tion programs take place at spiritual centers. 3 crs. of religious life in faith communities. Students will have the opportunity to visit or study about pastoral ELECTIVES (3) and spiritual care opportunities where they may one 1. Students preparing for M.Div. equivalency for day seek employment. 3 crs. D.Min. program take graduate-level courses in Scripture. Prerequisite: SSC 211 Introduction to PMT 594A/594B SUPERVISED PRACTICUM Christian Bible (NT) Must be completed before the Master’s Project can be • SSC 522 Gospels: Stories of Unique Christian written. 6 crs. Communities (Important for Preaching & PMT 596/597 MASTER’S PROJECT Teaching) The Master’s Project allows students to bring their • SSC 554 Epistles: Letters to Christian graduate learning to a new level of professional and Communities scholarly synthesis. As the culmination of a graduate 2. Students may wish to take a 500-level elective that program, the project offers evidence of the candi- prepares them for a particular pastoral or spiritual date’s ability to analyze and evaluate materials, to care setting, or one required by their tradition write clearly and cogently, to apply theology to the THIRD YEAR* pastoral setting, and to make a professional contribu- Synthesis/Praxis Content (15 crs. & Master’s Project) tion to a body of knowledge. This is part of the requirement for a master’s degree. The student receives PMT 582 PRAYER AND SPIRITUALITY OF a separate guidebook that outlines the process for car- PASTORAL AND SPIRITUAL CARE PROVIDER rying out and writing the Master’s Project. Evaluations Students will study prayer and personal spiritual from the Supervised Practicum are submitted with the types; contributions of East and West to the under- Master’s Project. The Master’s Project is presented to standings of prayer and spirituality; types of prayer the Chair of Religious Studies and Philosophy and the and contemplation; engagement in the quest for find- student’s graduate committee. 6 crs. ing of one’s own spiritual path; distinction between depression and spiritual dark nights. 3 crs. ELECTIVE (3) 1. Students preparing for M.Div. equivalency for PMT 583 SPIRITUAL DIRECTION D.Min. program take graduate-level course in AS AN ART AND A SCIENCE Scripture. Prerequisite SSC 210, Introduction to The class speaks to the realities of spiritual direction Hebrew Bible (OT); SSC 211 Introduction to through all ages; serving others as a spiritual guide or Christian Bible (NT) 123 MASTER • SSC 505 Torah: Pentateuch, First Five Books of Why would you like to pursue an M.A. in Applied OF ARTS the Bible Theology (M.A.A.T.) at Marylhurst? IN APPLIED • SSC 506 Biblical Prophets: Inspirations to What value will it have in your call to be a THEOLOGY Create a Better World professional care provider? • SSC 507 Writings, Psalms, & Wisdom Literature How will you balance personal, professional, • SSC 522 Gospels: Stories of Unique Christian spiritual, and academic commitments during your Communities (important for preaching & M.A.A.T. program? teaching) • Three sealed letters of recommendation. Letters of • SSC 554 Epistles: Letters to Christian Communities recommendation are to be from academic, 2. Students may wish to take a 500-level elective that personal, and professional sources and should prepares them for a particular pastoral or spiritual address the personal, professional, and intellectual care setting, or one required by their tradition. abilities of the applicant and also any unique strengths this person will bring to the program. POST-COURSE REQUIREMENT • Official sealed transcripts from all undergraduate and graduate coursework PMT 599 COLLOQUIUM/ MASTER’S PROJECT PRESENTATION DAY ENROLLMENT PROCEDURE PRESENTATION DAY FOR MASTER’S PROJECT The Application Process In June the students and faculty gather for a presenta- It is recommended that students be admitted with tion of the Master’s Projects by graduating M.A.A.T. their cohort group for the fall term of each year. Ex- students. This significant day provides the opportuni- ceptions for entrance into the program may need to ty for graduating students to share with the learning be made, on a case-by-case basis. Application process community and guests the outcome of their work in a can take 4-8 weeks. supervised practicum and master’s project. All Application Deadline M.A.A.T. students are required to attend at least one All application material is to be submitted to the Ad- presentation besides their own. missions Office by June 30. Admissions decisions will RECOMMENDATION usually be made prior to August 15. However, applica- • Ability to converse and/or read Spanish or the tions will be considered prior to each term. language of people whom one serves. The Admission Decision • Basic knowledge of Greek or Hebrew if one intends Admissions decisions will be made after all material to teach biblical studies, preach, or utilize the has been submitted. Final applicants will be invited Hebrew (Old Testament) and Greek (New for a personal entrance interview, after which an ad- Testament) extensively in one’s ministry. If one is mission decision will be made. The interview is signif- moving toward ordination, the Department advises icant in clarifying for both the candidate and the fac- that the student take Greek and/or Hebrew. ulty whether this program is a good match for the ADMISSIONS student’s academic, professional, and personal gifts, All students must be formally admitted to the interests, and calls. Applicants are notified in writing M.A.A.T. program before beginning coursework. The regarding the outcome of the admissions decision. admissions process is concerned with the probable ACADEMIC PROGRESS TOWARD THE DEGREE academic success of the student and his or her contri- The degree is designed to be completed in three to bution to the learning community as well as the com- five years. A student taking an average of 6 crs. during munity at large. Program objectives for the student in- each quarter (fall, winter, and spring quarters) will clude personal and professional enrichment, intellec- complete 18 crs. a year. Degree candidates must main- tual growth and integrity, ministerial advancement, tain a minimum of 12 crs. a year to maintain full gradu- community involvement, and leadership. Student se- ate standing. lection is based on academic potential and degree of fit with the program without regard to race, creed, ACADEMIC STANDING color, gender, sexual orientation, national origin, age, An academic average of B or better must be main- or physical handicap. A bachelor’s degree granted by tained in the program. A grade of C is below the grad- an accredited college or university is required for ad- uate standard, but may be counted as credit toward a mission but is not itself sufficient. graduate degree; C grades may not be transferable to Because the admissions decision is based on the stu- other programs. dent’s academic, professional, and personal potential Students may elect to take coursework for pass/ as well as the fit with the M.A.A.T. course of study, the no-pass. Grades of P are awarded for coursework recommendations and entrance interviews will address equivalent to a B or better. Students utilizing this op- these issues. The following materials are to be sent to tion are cautioned that graduate credit may not be the Office of Admissions and Enrollment Relations: transferable to other graduate programs if not award- • A completed application form ed a letter grade. • The application fee • Results of the Miller Analogies Test ACADEMIC PROBATION • Résumé A student with full graduate standing who fails to • Autobiography of about 2-3 typewritten pages maintain sound academic progress toward the de- • Personal statement of about 2-3 typewritten pages gree will be placed on academic probation. Exam- 124 which addresses the following questions: ples of deficiencies include: • More than two C grades in graduate classes, or a CLASSIFICATION OF ADMISSION – MASTER drop below a 3.00 (B) GPA FULL GRADUATE STANDING OF ARTS • Inability to maintain at least 12 graduate credits Degree-seeking applicants who are admitted without IN APPLIED per year without special approval reservation are granted full graduate standing. These THEOLOGY • The need to suspend graduate study pending students have completed all application requirements. improvement of writing or other academic skills Only students with full graduate standing may become DOCTOR OF • Failure to make sound academic progress (e.g., candidates for a degree. To maintain full graduate MINISTRY accumulation of I and W grades) standing students must enroll in a minimum of 12 The student will receive a formal evaluation by the graduate credits per year. graduate committee. Possible actions include halting additional graduate studies while remedial or tutorial HANDBOOKS FOR M.A.A.T. STUDENTS Students in the M.A.A.T. program will be presented work is undertaken, as well as being excused from with three reference booklets that give detailed infor- the graduate program. mation relative to their program. They are: TRANSFER CREDITS • Information Booklet for Students An M.A.A.T. candidate may transfer a maximum of 15 • Practicum Handbook crs. from other graduate schools. Transferable credits • Master’s Project Guidebook must have a B grade or better. Courses with Pass grades must be accompanied with substantial evalua- DOCTOR OF MINISTRY tion of the student’s performance in order to be trans- Marylhurst University has made available to ferable. Graduate credits earned in the last five years qualified students (those with a M.Div. or prior to admission are considered for transfer to the equivalency) a cooperative Doctor of Minis- program on an individual basis. Credit transfers require review and approval of the Chair of Religious Studies try degree on its campus. The Doctor of and Philosophy. Students must complete a minimum Ministry degree, administered by the Office of 45 graduate credits in residence at Marylhurst Uni- of Advanced Pastoral Studies of San Fran- versity; this includes the 3 crs. of Professional Advance- cisco Theological Seminary (SFTS), is an ad- ment, 6 crs. of Practicum, and 6 crs. of Master’s vanced professional degree for persons in Project. ministry. Carefully designed to complement COURSES FOR CERTIFICATE-ONLY, CEUs, OR AUDIT their day-to-day work, this program enables In some cases students already hold graduate degrees candidates to engage in a high level of aca- or special certification. They may request audit, CEU, demic professional development without or certificate-only standing. These are transcripted for giving up their current employment. The them, and students receive a certificate of comple- purpose of the SFTS D.Min. program is to tion. The student is expected to do the readings and enhance quality in the practice of ministry. to participate fully in the classes. The major objective is the development of COURSE WAIVER AND SUBSTITUTION professional competencies, including criti- If an admitted graduate student has sufficient and de- cal reflection on the practice of ministry, monstrable grasp of the entire course content, that interpersonal skills, the capacity for theo- course may be waived or substituted at the discretion logical interpretation, and special skills for of the Chair of Religious Studies and Philosophy. The service in particular contexts. The col- student must petition in writing to be considered for legium group format makes it possible for a course waiver or substitution. persons from different traditions to develop TAKING COURSES PRIOR TO ADMISSION supportive networks that can influence eth- Prospective students who have already earned a bach- ical or social justice issues that impact the elor’s degree may take up to 6 credits of the M.A.A.T. people of the Pacific Northwest. courses prior to admission. Students may request permission to take a course through the Chair of Reli- PROGRAM LEARNING OUTCOMES OF gious Studies and Philosophy. THE DOCTOR OF MINISTRY DEGREE • Explore the depths of uncertainty and reach for TAKING COURSES AT THE 400 LEVEL empirical as well as historical foundations for the Undergraduate students may enroll for courses at the church’s language, its worship, and its mission. 400 level. Many Marylhurst University students have • Turn away from propositional language about God been engaged in pastoral or spiritual care, or a service toward the question: Is there in experience any profession for many years. They are now seeking B.A. transcendent dimension for which theological credentials so that they will have greater flexibility in language is necessary and in relation to which it employment. Though all M.A.A.T. courses will be makes sense? taught at the graduate level, students like these usual- • Reexamine the meaning of symbols as pointers to ly have the maturity to participate well in graduate- religious reality, while realizing that symbols level classes. Undergraduate students need to confer cannot prove but can intimate. with the Chair of Religious Studies and Philosophy • Be open to the exploration of all aspects of human before they sign up for classes. experience and various attempts to interpret it as shaped and formed by the heritage out of which the student comes. 125 DOCTOR • Encourage students not to traffic in concepts that THE THEOLOGY OF MINISTRY OF MINISTRY they cannot connect with observation and Winter quarter objectives include examining, under- experience; action-reflection is the basic stance. standing, and critiquing the ministry of each student, • See the teaching-learning task as a liberation, rather helping to build new and more coherent theories of than a domestication which insists that students ministry; and reflecting upon the ministry from bibli- must come out at a certain point in their cal and theological perspectives. Practical Theology is theological quest. the primary discipline undergirding this quarter’s • End the exclusive reliance upon textbook theology work. 4 units. written by authorities and encourage the theologizing capacity of student-teachers and THE CULTURAL MILIEU AND teacher-students, as they face their own lives and THE MISSION OF THE CHURCH the world, daring to come out with their own Objectives during the spring include developing skills freshly languaged affirmations. for identifying, researching, and understanding a major social issue or area of concern in the local culture SPECIFIC OBJECTIVES of the collegium group, and preparing and analyzing • Encourage trust and cooperation among peers in strategies for mission with regard to this issue. This ministry. quarter’s work is informed primarily by Social Ethics • Encourage students to think independently and to and Missiology. 4 units. take responsibility for their own education as a lifelong enterprise. REQUIRED SIX-WEEK SUMMER TERM • Develop a critical theological interpretation of life Summer Residency and purposeful activity in ministry, along with new The summer residential term at SFTS consists of two skills. resource seminars, a seminar in research design lead- • Develop theological breadth through a grasp of ing to formulation of a dissertation/project (D/P) topic current intellectual trends in other disciplines. proposal, and a frontier seminar that focuses on one • Develop an understanding of social issues and the contemporary issue at the cutting edge of the mission of the church in an international context. church’s mission. Students may select from among a • Develop creative forms of ministry though variety of resource and frontier seminar offerings. research, writing, and implementation of a major 12 units. dissertation/project. The summer term concludes with a candidacy interview during which students meet individually OPTION ONE: EXTENDED OPTION with a faculty team to examine written evaluations Nine-Month Collegium Group (12 units) of coursework and to review their progress. Students This group of 10 to 15 students provides a unique op- advance to candidacy only after recommendation to portunity for participants to explore their work open- the faculty by the interview team and the approval ly and honestly with the reciprocal support of peers of a D/P topic. If the interview team recommends and both local and SFTS faculty persons. The group’s further work before beginning the D/P, any additional work focuses on three themes: The Pastor as Person, costs are borne by the student. Theology of Ministry, and The Cultural Milieu and the Mission of the Church. SECOND YEAR Criteria for selection of local faculty include: an ad- Dissertation/Project Seminars vanced degree in the area to be covered (usually a During the second year of study, each collegium group Ph.D., Th.D., S.T.D., or Ed.D.), experience and exper- participates in at least six days of seminars focused on tise in a relevant discipline, and teaching ability. the D/P research of each member of the group. Faculty The group meets locally for three 40-hour quarters, for the seminars are recruited during the summer term beginning in the fall. A regular SFTS faculty member in consultation with the APS Associate Director. 4 units. teaches the first 15-16 hours of each quarter. A different local adjunct faculty person teaches the other ses- THIRD YEAR sions each quarter. All three quarters of the collegium group curriculum must be completed before a student Dissertation/Project Seminars attends the summer term. The D/P is an independent undertaking in which the student takes full initiative to plan, seek approval for, COURSE OFFERINGS FOR YEAR ONE and implement a study and action project within her/ his ministry. 12 units. THE PASTOR AS PERSON Objectives for the fall quarter include rediscovering one’s self in the company of professional peers, Department of Religious Studies and Philosophy coming to terms with depersonalizing factors in Master of Arts in Applied Theology Doctor of Ministry Program ministry, reviewing present and future professional Marylhurst University and vocational choices, establishing a collegial learn- 17600 Pacific Highway (Hwy. 43) ing team, and building deeper levels of trust and coop- P.O. Box 261 eration among colleagues. Spirituality and Pastoral Marylhurst, OR 97036-0261 Theology are the disciplines that inform this quarter’s Portland Metro: (503) 699-6268 work. 4 units. Outside Portland Metro: 1-800-634-9982, ext. 6268 Email: [email protected] 126 Web site: www.marylhurst.edu Program of adults. Practicum can, under some circumstances, be MASTER MASTER OF ARTS IN ART THERAPY: arranged outside the region. OF ARTS A CLINICAL TRAINING PROGRAM The master’s program can be completed on a part- IN ART time basis. Students may take up to five years to com- THERAPY Chair: Christine Turner plete the program; however, a two- or three-year plan is recommended. The final year of the program, the practicum, requires a full-time commitment. Art therapy is a rapidly growing field that had its beginnings in the treatment of se- PROGRAM LEARNING OUTCOMES verely emotionally disturbed children and OF ART THERAPY The learning outcomes of the graduate program in art adults. In recent years it has expanded to therapy are: reach a broader range of populations with- 1. To provide the student with opportunities to learn in a variety of settings. Art therapists inte- the theory and practical skills necessary to grate the creative process with understand- competently practice art therapy; ing of psychological theory in order to fa- 2. To encourage the student to achieve excellence in cilitate growth and development in clients. scholarship, and the practice of art therapy; In art therapy, the focus is often placed 3. To serve the community beyond the campus, in upon expression and communication the advancement of understanding and through art processes and products. Art professional implementation of art therapy. processes, forms, content, and associations ADMISSIONS are recognized as reflections of personali- Applications for fall admission are requested during ty, development, and concerns. Since art the preceding winter quarter. Later applications are therapy draws upon art and psychology, accepted and reviewed. Persons interested in the Art the practitioner is required to have under- Therapy Program should call (503) 699-6244 to clari- standing of authentic art expression and to fy admissions procedures. be experienced with a variety of art media. The admissions committee is seeking applicants with human services experience, well-developed art skills, academic competence, and the personality at- THE PURPOSE OF THE MASTER OF ARTS tributes and interpersonal skills which indicate apti- IN ART THERAPY PROGRAM tude for the art therapy profession. The Marylhurst Art Therapy Program helps students arrive at a balanced understanding of the therapeutic PREREQUISITES: application of the creative process, and the informed 1. A bachelor’s degree from a regionally accredited use of psychological theories. Students learn to modi- college or university; fy and adapt two disciplines – the visual arts and psy- 2. Proficiency in the visual arts as demonstrated by a chotherapy – in order to effect the synthesis which is portfolio of work in painting, drawing, and art therapy. The program is designed to prepare art sculpture. Minimum credits required to be therapists to work as team members in facilities that considered for admission are 27, with the provide therapeutic services, for example, communi- preferred distribution being: Painting, 9 credits; ty mental health centers, psychiatric hospitals, thera- Drawing, 9 credits; Sculpture, 9 credits. peutic schools, day and residential treatment pro- 3. Courses in psychology (a minimum of 18 credits) grams. including the following: 6 credits in general Marylhurst University offers the only graduate pro- psychology that can be taken at the lower-division gram leading to a Master of Arts (M.A.) in Art Therapy level. The following courses are to be taken at the within the Northwest region of the country. Inquiries upper-division level: Psychology of Personality, from prospective students presently living in Oregon, Developmental Psychology, Abnormal Psychology, other states, or foreign countries are welcome. and Counseling Strategies or a related course. The graduate program in art therapy at Marylhurst Letter grades are requested. Students who believe University is approved by the American Art Therapy they have equivalent coursework are encouraged Association and is accredited by the Northwest Asso- to consult an advisor within the Art Therapy ciation of Schools and Colleges. Program; The program can be completed in six quarters 4. Evidence of ability to do graduate work as indicated (two academic years). The first three quarters consist by: a) minimum of 3.00 cumulative grade point of sequential study in art therapy, counseling and psy- average on applicant’s undergraduate transcripts, b) chotherapy. Studies in the areas of human develop- acceptable scores on the Miller Analogies Test or ment, psychopathology, and counseling are an inte- the Graduate Record Exam (GRE). gral part of course content. Fieldwork is required dur- 5. Supervised experience working with people, ing the first year. The second three quarters are pri- preferably in a human services agency. marily devoted to practicum in art therapy. The stu- Credits are calculated on the quarter system. One dent completes a minimum of 240 hours of practi- semester credit equals 1.5 quarter credits. Applicants cum work each quarter in a clinical setting. who have not met the prerequisites at the time of ap- Practicum opportunities are available in a variety plication must express the intention of meeting the of clinical settings serving children, adolescents, and prerequisites prior to entrance into the program. 127 MASTER PREPARATORY TRACKS sion, including prerequisites, as degree-seeking appli- OF ARTS Marylhurst University offers prospective art therapy cants. The certificate program provides all the neces- IN ART graduate students several pre-professional tracks. sary coursework for pursuing registration as an art THERAPY therapist. Learning outcomes are the same for certifi- B.A. IN ART cate and master’s students in art therapy. An Art Ther- • 80 credits in art, including at least 9 credits in apy Program advisor assists the certificate student to each of the following: Painting, Drawing, develop an individualized program. Sculpture. • 18 credits in psychology including PSY 334 POST-MASTER‘S CERTIFICATE IN COUNSELING/ Personality Theory, PSY 336 Abnormal ART THERAPY Psychology, PSY 328 Developmental Psychology, Beginning in September 2001, the program is adding and PSY 362 Counseling Strategies, plus 6 credits the following three-credit courses to the curriculum. of general psychology. a. Theories of Counseling & Psychotherapy, F 2001 • 5 credits in art therapy: b. Social & Cultural Foundations of Counseling Art Therapy: Exploring the Profession, 1 cr. & Psychotherapy, W2002 Introduction to Art Therapy Workshop, 1 cr. c. Appraisal of Individuals, Sp2002 Art Therapy Media and Methods, 1 cr. d. Research Methods, Development & Evaluation, Introduction to Child Art Therapy, 1 cr. F,W,Sp2002-2003 Library Research Methods for Human Services e. Life-Style & Career Development, F,W,Sp2002- Practitioners, 1 cr. 2003 Art therapists who received their M.A. in Art Ther- B.A. IN PSYCHOLOGY apy degrees under standards in effect prior to 2001 • 61 credits in psychology including PSY 334 may enroll in these classes. Upon successful comple- Personality Theory, PSY 336 Abnormal tion of those 15 credits, they will be awarded the Psychology, PSY 328 Developmental Psychology, Post-Master’s Certificate in Counseling/Art Therapy and PSY 362 Counseling Strategies • 27 credits in art, including 9 in painting, 9 in LEARNING OPPORTUNITIES drawing, and 9 in sculpture. FOR NON-ADMITTED STUDENTS • 5 credits in art therapy: The Marylhurst Art Therapy Program offers classes and Art Therapy: Exploring the Profession, 1 cr. workshops in art therapy that are open to students Introduction to Art Therapy Workshop, 1 cr. who are not formally admitted to the M.A. program. Art Therapy Media and Methods, 1 cr. Art therapy training can benefit counselors, teachers, Introduction to Child Art Therapy, 1 cr. occupational and recreational therapists, psycholo- Library Research Methods for Human Services gists, nurses, and others in the human services profes- Practitioners, 1 cr. sions. Individuals with an art and psychology back- B.A. IN INTERDISCIPLINARY STUDIES ground may take elective classes. A few core courses Students in this program focus their studies in the ar- are open to such students (post-baccalaureate) with eas of art and psychology. They complete a minimum approval of the instructor and department chair. If of 27 credits in art, including a majority of studio the student is admitted to the program, up to 15 of classes in painting, drawing, and sculpture, and 18 these credits may be applied to the M.A. degree. crs. in psychology, including PSY 334 Personality Theory, PSY 336 Abnormal Psychology, PSY 328 De- CONTINUING EDUCATION CREDITS velopmental Psychology and PSY 362 Counseling The Marylhurst University Art Therapy Program is Strategies. Art Therapy classes include: recognized by the National Board for Certified Coun- • Art Therapy: Exploring the Profession, 1 cr. selors (NBCC) to offer continuing education for coun- • Introduction to Art Therapy Workshop, 1 cr. selors. Marylhurst adheres to NBCC Continuing Edu- • Art Therapy Media and Methods, 1 cr. cation Guidelines. • Introduction to Child Art Therapy, 1 cr. • Library Research Methods for Human Services ADVANCEMENT TO CANDIDACY Practitioners, 1 cr. The student is eligible to apply for advancement to candidacy upon successful completion of all the core CERTIFICATE PROGRAMS IN ART THERAPY courses that the full-time student takes during fall and winter terms. During the 2000-2001 academic year POST-MASTER‘S CERTIFICATE IN ART THERAPY these are the required classes: AT 510, AT 511, AT This is designed for applicants with a master’s degree 512, AT 513, AT 530, AT 521, AT 522, AT 540. or doctorate in a related field who do not seek a sec- The advancement to candidacy process includes a ond master’s degree. Certificate students take all core comprehensive written examination, a videotape and art therapy classes (52 credits if beginning in 2000, self-evaluation. Other material that is considered in- 54 credits if beginning in 2001). The practicum re- cludes reviews of the student’s grades and written requires 720 hours. Previously taken coursework that is ports by instructors and the student’s fieldwork su- evaluated as equivalent to core courses within the Art pervisor. The Advancement to Candidacy Committee, Therapy Program may be transferred and applied to- consisting of art therapists, reviews the student’s ap- wards the certificate. Applicants for the certificate plication for advancement to candidacy. In order to program must follow the same guidelines for admis- continue in the program, a student’s work must be 128 found acceptable by the committee. The student in- SECOND YEAR MASTER curs a fee for participating in the advancement to can- OF ARTS Fall didacy process. IN ART AT 594-1 Practicum/Seminar 1 ...... 6 crs. THERAPY PROBATION STATEMENT AT Elective(s) A student whose cumulative GPA falls below a 3.00 is Winter placed on probation and must raise the GPA to a 3.00 af- AT 594-2 Practicum/Seminar 2 ...... 6 crs. ter having taken no more than 9 credits. If this does not AT Elective(s) occur, the student may not continue in the program. Spring ART THERAPY CURRICULUM AT 594-3 Practicum/Seminar 3 ...... 6 crs. Students admitted during the 2000-2001 academic year enter under the following standards. M.A. IN ART THERAPY The two-year Marylhurst M.A. in Art Therapy Pro- THREE-YEAR PROGRAM PLAN gram has a 60-credit curriculum comprising one year Students who enter in 2000 and plan to take more of coursework and a second year that includes 720 than two years to complete the program will take AT hours of art therapy practicum in clinical settings. 511 for four credits and will take AT 539 instead of AT Fieldwork is required during the first year. Fieldwork 540/541. Electives will decrease to six credits. and practicum are not done within the same clinical program. FIRST YEAR 2000-2001 Fifty-two credits are obtained from core courses Fall and the practicum. Eight credits are elective. The Art AT 510 Introduction to Art Therapy ...... 3 crs. Therapy Program may be completed on a part-time AT 512 Child Development, Psychopathology schedule. Elective courses and workshops are offered & Art Therapy ...... 3 crs. during evenings and weekends. AT Elective(s)

M.A. IN ART THERAPY Winter TWO-YEAR PROGRAM PLAN – AT 522 Adolescent & Young Adult Development Psychopathology & Art Therapy ...... 3 crs. 2000-2001 ACADEMIC YEAR AT 521 Art Therapy in Clinical Practices: FIRST YEAR Counseling Skills ...... 3 crs. AT Elective(s) Fall AT 510 Introduction to Art Therapy ...... 3 crs. Spring AT 511 Art Therapy Technique: AT 524 Cross-Cultural Counseling The Helping Relationship ...... 3 crs. & Art Therapy ...... 2 crs. AT 512 Child Development, Psychopathology, AT 532 Adult Development, Psychopathology & Art Therapy ...... 3 crs. & Art Therapy ...... 3 crs. AT 513 Psychopathology ...... 3 crs. AT Elective(s) AT Elective(s) Summer AT electives are offered each summer Winter AT 530 Clinical Assessment by Graphic Means ... 3 crs. SECOND YEAR 2001-2002 AT 521 Art Therapy in Clinical Practice: Counseling Skills ...... 3 crs. Fall AT 522 Adolescent & Young Adult Development, AT 511 Art Therapy Technique: The Helping Psychopathology & Art Therapy ...... 3 crs. Relationship ...... 4 crs. AT 540 Professional Orientation & Ethics: AT 513 Psychopathology ...... 3 crs. Pre-Practicum Seminar 1 ...... 1 cr. AT Elective(s) AT Elective(s) Winter AT 530 Clinical Assessment by Graphic Means ... 3 crs. Spring AT 539 Professional Orientation & Ethics: AT 520 Group Dynamics, Processes, Pre-Practicum Seminar ...... 3 crs. Counseling, & Art Therapy ...... 3 crs. AT Elective(s) AT 524 Cross-Cultural Counseling & Art Therapy ...... 2 crs. Spring AT 531 Professional & Clinical Practices in AT 520 Group Dynamics, Processes, Art Therapy ...... 3 crs. Counseling & Art Therapy ...... 3 crs. AT 532 Adult Development, Psychopathology, AT 531 Professional & Clinical Practices & Art Therapy ...... 3 crs. in Art Therapy ...... 3 crs. AT 541 Professional Orientation & Ethics: AT 539 Professional Orientation & Ethics: Pre-Practicum Seminar 2 ...... 1 cr. Pre-Practicum Seminar ...... in progress AT Elective(s) AT Elective(s) Summer Summer AT electives are offered each summer AT electives are offered each summer 129 MASTER THIRD YEAR SECOND YEAR 2002-2003 OF ARTS IN ART Fall Fall THERAPY AT 594-1 Practicum/Seminar 1 ...... 6 crs. AT 594-1 Practicum/Seminar 1 ...... 6 crs. AT Elective(s) AT 505 Life-Style & Career Development ...... 3 crs. AT 507 Research Methods, Development Winter & Evaluation ...... 3 crs. AT 594-2 Practicum/Seminar 2 ...... 6 crs. AT 570 Practicum Studio ...... 3 crs. AT Elective(s) AT Elective(s)

Spring Winter AT 594-3 Practicum/Seminar 3 ...... 6 crs. AT 594-2 Practicum/Seminar 2 ...... 6 crs. AT Elective(s) AT 505 Life-Style & Career Development ... in progress AT 507 Research Methods, Development Students entering the program during the 2001-2002 aca- & Evaluation ...... in progress demic year are admitted under the following standards: AT 570 Practicum Studio ...... in progress The number of credits increases to 76. To be eligi- AT Elective(s) ble to apply for advancement to candidacy, successful completion of two additional classes is required: Spring AT 501, AT 503. The number of elective credits de- AT 594-3 Practicum/Seminar 3 ...... 6 crs. creases to four. AT 505 Life-Style & Career Development ... in progress AT 507 Research Methods, Development, M.A. IN ART THERAPY TWO-YEAR PROGRAM & Evaluation ...... in progress PLAN – 2001-2002 ACADEMIC YEAR AT 570 Practicum Studio ...... in progress AT Elective(s) FIRST YEAR M.A. IN ART THERAPY THREE-YEAR Fall PROGRAM PLAN 2001-2002 AT 501 Theories of Counseling & Psychotherapy...... 3 crs. FIRST YEAR AT 510 Introduction to Art Therapy ...... 3 crs. AT 511 Art Therapy Technique: The Helping Fall Relationship ...... 4 crs. AT 501 Theories of Counseling & Psychotherapy .. 3 crs. AT 512 Child Development, Psychopathology AT 510 Introduction to Art Therapy ...... 3 crs. & Art Therapy ...... 3 crs. AT 512 Child Development, Psychopathology, AT 513 Psychopathology ...... 3 crs. & Art Therapy ...... 3 crs. AT Elective(s) AT Elective(s)

Winter Winter AT 530 Clinical Assessment by Graphic Means ... 3 crs. AT 522 Adolescent & Young Adult Development, AT 521 Art Therapy in Clinical Practice: Psychopathology & Art Therapy ...... 3 crs. Counseling Skills ...... 3 crs. AT 521 Art Therapy in Clinical Practices: AT 522 Adolescent & Young Adult Development, Counseling Skills ...... 3 crs. Psychopathology & Art Therapy ...... 3 crs. AT 503 Social & Cultural Foundations AT 503 Social & Cultural Foundations of of Counseling & Psychotherapy ...... 3 crs. Counseling & Psychotherapy ...... 3 crs. AT Elective(s) AT 539 Professional Orientation & Ethics, Pre-Practicum Seminar ...... 3 crs. Spring AT Elective(s) AT 524 Cross-Cultural Counseling & Art Therapy ...... 2 crs. Spring AT 532 Adult Development, Psychopathology AT 520 Group Dynamics, Processes, & Art Therapy ...... 3 crs. Counseling, & Art Therapy ...... 3 crs. AT Elective(s) AT 524 Cross-Cultural Counseling & Art Therapy ...... 2 crs. Summer AT 531 Professional & Clinical Practices in AT electives are offered each summer Art Therapy ...... 3 crs. AT 532 Adult Development, Psychopathology SECOND YEAR 2002-2003 & Art Therapy ...... 3 crs. AT 504 Appraisal of Individuals ...... 3 crs. Fall AT 539 Professional Orientation & Ethics, AT 511 Art Therapy Technique: The Helping Pre-Practicum Seminar ...... in progress Relationship ...... 4 crs. AT Elective(s) AT 513 Psychopathology ...... 3 crs. AT Elective(s) Summer AT electives are offered each summer 130 Winter Spring MASTER AT 530 Clinical Assessment by Graphic Means ... 3 crs. AT 524 Cross-Cultural Counseling OF ARTS AT 539 Professional Orientation & Ethics ...... 1 cr. & Art Therapy ...... 2 crs. IN ART Pre-Practicum Seminar ...... 3 crs. AT 520 Group Dynamics, Processes, THERAPY AT Elective(s) & Art Therapy ...... 3 crs. AT Elective(s) Spring AT 521 Professional & Clinical Practices Summer in Art Therapy ...... 3 crs. AT electives are offered each summer AT 404 Appraisal of Individuals ...... 3 crs. AT 520 Group Dynamics, Processes, SECOND YEAR 2002-2003 Counseling & Art Therapy ...... 3 crs. AT 539 Professional Orientation & Ethics Fall Pre–Practicum Seminar ...... in progress AT 512 Child Development, Psychopathology AT Elective(s) & Art Therapy ...... 3 crs. AT 511 Art Therapy Technique: Summer The Helping Relationship ...... 4 crs. AT electives are offered each summer AT 513 Psychopathology ...... 3 crs. AT Elective(s) THIRD YEAR 2003-2004 Winter Fall AT 522 Adolescent & Young Adult Development AT 594-1 Practicum/Seminar 1 ...... 6 crs. Psychopathology & Art Therapy ...... 3 crs. AT 505 Life-Style & Career Development ...... 3 crs. AT 530 Clinical Assessment by Graphic Means ... 3 crs. AT 507 Research Methods, Development AT 539 Professional Orientation & Ethics & Evaluation ...... 3 crs. Pre-Practicum Seminar 1 ...... 3 crs. AT 570 Practicum Studio ...... 3 crs. At Elective(s) AT Elective(s) Spring Winter AT 532 Adult Development, Psychopathology AT 594-2 Practicum/Seminar 2 ...... 6 crs. & Art Therapy ...... 3 crs. AT 505 Life-Style & Career Development ... in progress AT 521 Professional & Clinical Practices AT 507 Research Methods, Development in Art Therapy ...... 3 crs. & Evaluation ...... in progress AT 504 Appraisal of Individuals ...... 3 crs. AT 570 Practicum Studio ...... in progress AT 539 Professional Orientation & Ethics, AT Elective(s) Pre-Practicum Seminar ...... in progress AT Elective(s) Spring AT 594-3 Practicum/Seminar 3 ...... 6 crs. Summer AT 505 Life-Style & Career Development ... in progress AT electives are offered each summer AT 507 Research Methods, Development & Evaluation ...... in progress THIRD YEAR 2003-2004 AT 570 Practicum Studio ...... in progress AT Elective(s) Fall AT 594-1 Practicum/Seminar 1 ...... 6 crs. M.A. IN ART THERAPY AT 505 Life-Style & Career Development ...... 3 crs. ALTERNATIVE THREE-YEAR PROGRAM PLAN AT 507 Research Methods, Development & Evaluation ...... 3 crs. 2001-2002 AT 570 Practicum Studio ...... 3 crs. FIRST YEAR AT Elective(s)

Fall Winter AT 501 Theories of Counseling AT 594-2 Practicum/Seminar 2 ...... 6 crs. & Psychotherapy...... 3 crs. AT 505 Life-Style & Career Development ... in progress AT 510 Introduction to Art Therapy ...... 3 crs. AT 507 Research Methods, Development AT Elective(s) & Evaluation ...... in progress AT 570 Practicum Studio ...... in progress Winter AT Elective(s) AT 521 Art Therapy in Clinical Practice: Counseling Skills ...... 3 crs. Spring AT 503 Social & Cultural Foundations AT 594-3 Practicum/Seminar 3 ...... 6 crs. of Counseling & Psychotherapy ...... 3 crs. AT 505 Life-Style & Career Development ... in progress AT Elective(s) AT 507 Research Methods, Development & Evaluation ...... in progress AT 570 Practicum Studio ...... in progress AT Elective(s) 131 MASTER M.A. IN ART THERAPY FOURTH YEAR 2004-2005 OF ARTS 4-YEAR PROGRAM PLAN 2001-2002 IN ART Fall THERAPY FIRST YEAR AT 594-3 Practicum/Seminar 1 ...... 6 crs. AT 505 Life-Style & Career Development ...... 3 crs. Fall AT 507 Research Methods, Development AT 501 Theories of Counseling & Evaluation ...... 3 crs. & Psychotherapy...... 3 crs. AT 570 Practicum Studio ...... 3 crs. AT 510 Introduction to Art Therapy ...... 3 crs. AT Elective(s) AT Elective(s) Winter Winter AT 521 Art Therapy in Clinical Practice: AT 594-2 Practicum/Seminar 2 ...... 6 crs. Counseling Skills ...... 3 crs. AT 505 Life-Style & Career Development ... in progress AT 503 Social & Cultural Foundations AT 507 Research Methods, Development of Counseling & Psychotherapy ...... 3 crs. & Evaluation ...... in progress AT Elective(s) AT 570 Practicum Studio ...... in progress AT Elective(s) Spring AT 524 Cross-Cultural Counseling Spring & Art Therapy ...... 2 crs. AT 594-3 Practicum/Seminar 3 ...... 6 crs. AT 520 Group Dynamics, Processes, AT 505 Life-Style & Career Development ... in progress & Art Therapy ...... 3 crs. AT 507 Research Methods, Development AT Elective(s) & Evaluation ...... in progress AT 570 Practicum Studio ...... in progress Summer AT electives are offered each summer AT Elective(s) SECOND YEAR 2002-2003 CORE COURSES Fall AT 510 INTRODUCTION TO ART THERAPY AT 512 Child Development, Psychopathology An introductory overview of the history, development, & Art Therapy ...... 3 crs. major theories, and application of art therapy with var- AT Elective(s) ious client populations. NOTE: This graduate class is a Winter prerequisite for more advanced art therapy courses. In- AT 522 Adolescent & Young Adult Development dividuals exploring the field of art therapy are encour- Psychopathology & Art Therapy ...... 3 crs. aged to attend, however, a foundation in art and psy- AT Elective(s) chology is required. 3 crs.

Spring AT 511 ART THERAPY TECHNIQUE: AT 532 Adult Development, Psychopathology THE HELPING RELATIONSHIP & Art Therapy ...... 3 crs. (This class increases from 3 credits to 4 credits begin- AT Elective(s) ning 2001.) Art therapy and counseling theories and Summer methods are explored, including basic and advanced AT electives are offered each summer helping skills and processes. The dynamics and complexities of the therapeutic relationship are empha- THIRD YEAR 2003-2004 sized, including the importance of the therapist’s self Fall understanding and development throughout the pro- AT 511 Art Therapy Technique: cess of facilitating change in clients. The impact of the The Helping Relationship ...... 4 crs. work on the self of the therapist is considered. Art me- AT 513 Psychopathology ...... 3 crs. dia and art therapy methods are experienced and dis- AT Elective(s) cussed, relating the psychological properties of varied media and art making processes to responsible clinical Winter assessment and treatment, and the therapeutic rela- AT 530 Clinical Assessment by Graphic Means ... 3 crs. tionship. M.A. and certificate students only. Prerequi- AT 539 Professional Orientation sites: AT 510, 512, 513 (may be taken concurrently). & Ethics Pre-Practicum ...... 3 crs. (AT 501 also required for students entering fall of AT Elective(s) 2001). 3 or 4 crs.

Spring AT 512 CHILD DEVELOPMENT, AT 531 Professional & Clinical Practices PSYCHOPATHOLOGY, AND ART THERAPY in Art Therapy ...... 3 crs. The nature and needs of individuals during this period AT 539 Professional Orientation & Ethics in the life-span are considered from a developmental Pre-Practicum ...... in progress perspective. Theories of cognitive, emotional, physi- AT 504 Appraisal of Individuals ...... 3 crs. cal, psychosocial, and artistic development and treat- AT Elective(s) ment for children from infancy to age 12 are studied. Summer Normal and abnormal personality growth and develop- 132 AT electives are offered each summer ment in children are considered in relation to assessment and treatment planning. Art therapy methods AT 540 PROFESSIONAL ORIENTATION MASTER for children with mild to acute mental and emotional AND ETHICS: PRE-PRACTICUM SEMINAR 1 OF ARTS disturbances are presented, with consideration of fa- This class serves as an initial orientation to the possi- IN ART milial/cultural contexts and treatment settings. Pre- bilities and practical challenges presented within vari- THERAPY requisite: AT 510 (may be taken concurrently). (AT ous kinds of treatment settings. Students experience 510 & AT 501 prerequisites for students entering fall functioning as members of a team as, in small groups, of 2001) 3 crs. they explore the settings in which they are most interested. Ethical standards for art therapists and the AT 513 PSYCHOPATHOLOGY role of the art therapy intern in the clinical setting are Studies of the descriptions, causes, and treatment of discussed. Prerequisites: all preceding fall term core behaviors considered abnormal by this society. This courses and enrollment in all winter term core cours- course integrates and extends previous study in ab- es. Open to M.A. and certificate students only. 1 cr. normal psychology. Students develop familiarity with the uses of DSM in clincial practice. A research com- AT 541 PROFESSIONAL ORIENTATION AND ponent is included. Prerequisite: AT 511 (may be tak- ETHICS: PRE-PRACTICUM SEMINAR 2 en concurrently). Open to M.A. and certificate stu- Practicum preparation. Standards of practice for art dents only. 3 crs. therapists. Practicum site visits and observations. De- velopment of proposals for practicum, and finaliza- AT 520 GROUP DYNAMICS, PROCESSES, tion of plans for practicum. Prerequisites: all preced- COUNSELING, AND ART THERAPY ing fall and winter term core courses, advancement Methods of facilitating group art therapy with varied to candidacy, and enrollment in all spring term core populations are presented in relation to current theo- courses. Open to M.A. and certificate students only. 1 ries of group therapy. Skills in clinical observation cr. NOTE: AT 540 & AT 541 will be replaced by a 3 and group leadership are developed. Prerequisites: credit class beginning 2001 to be taken winter and AT 511, AT 513. Open to M.A. and certificate stu- spring terms. The number will change to AT 539. dents only. 3 crs. AT 521 ART THERAPY IN CLINICAL PRACTICE: AT 522 ADOLESCENT AND YOUNG ADULT COUNSELING SKILLS DEVELOPMENT, PSYCHOPATHOLOGY, AND ART Development of practical clinical skills. Skills and THERAPY knowledge are developed in counseling, therapeutic The nature and needs of individuals during this peri- intervention strategies, treatment planning and eth- od in the life-span are considered from a developmen- ics. Prerequisite: AT 510. Open to M.A. and certificate tal perspective. Theories of cognitive, emotional, students only. AT 510 & AT 501 are prerequisites for physical, psychosocial, and creative development and students entering fall 2001. 3 crs. treatment throughout the adolescent and young adult life-span are studied. Normal and abnormal personali- AT 530 CLINICAL ASSESSMENT ty growth and development in adolescence and adult- BY GRAPHIC MEANS hood are considered in relation to assessment and Examination and analysis of art in relation to person- treatment planning. Art therapy methods for clients ality and psychopathology. Evaluation of form and with mild to acute mental and emotional disturbances content of pictorial and sculptural work in relation to are presented. Cultural/familial contexts and treat- DSM IV. Skills are developed in integrating evidence ment settings are taken into consideration. Prerequi- of developmental level, perceptual capacities, psy- sites: AT 510 . (AT 510 & AT 501 prerequisites for stu- chodynamic processes, and environmental stimuli in dents entering fall 2001). 3 crs. art work and behavior. Prerequisites: AT 511, AT 513. Open to M.A. and certificate students only. 3 crs. AT 524 CROSS-CULTURAL COUNSELING AND ART THERAPY AT 531 PROFESSIONAL AND This course provides information on diversified cul- CLINICAL PRACTICES IN ART THERAPY tures, art therapy assessment, and art therapy inter- Topics include assessment; standards and methods of vention. It addresses culturally sensitive issues, accul- documentation; treatment planning; treatment team turation, countertransference issues, and personal reports, oral and written; case presentations; ethics. ethnicity. Students are encouraged to become more Lecture, discussion, experiential work. Prerequisites: aware of their cultural background as a tool to better all preceding fall and winter core courses Open to understand how diversity and cultural values can ef- M.A. and certificate students only. 3 crs. fect communication, counseling, and art therapy. AT 510. (AT 510 & AT 501 prerequisites for students en- AT 501 THEORIES OF COUNSELING tering fall 2001) 2 crs. AND PSYCHOTHERAPY Theories, principles, and techniques of counseling AT 532 ADULT DEVELOPMENT, and psychotherapy and their applications in profes- PSYCHOPATHOLOGY, AND ART THERAPY sional settings. 3 crs. (begins fall 2001) Art therapy for adults with mild to acute mental/emotional disturbances is presented. Assessment and AT 503 SOCIAL AND CULTURAL FOUNDATIONS treatment methods are introduced in relation to the OF COUNSELING developmental stages of adult life and various treat- Societal changes and trends affecting human roles, ment settings. Prerequisite: AT 510. (AT 510 & 501 mores, and patterns of interaction are considered in prerequisites for students entering fall 2001). 3 crs. relation to the counselor’s work. Multicultural and 133 MASTER pluralistic trends, societal subgroups, and differing AT 594-1 PRACTICUM/SEMINAR 1 OF ARTS life-styles are discussed. Major societal concerns such Twenty-four hours weekly (minimum over 10 weeks) IN ART as person abuse, substance abuse, and discrimination providing art therapy services in a clinical community THERAPY are addressed, as are current approaches to alleviat- setting. Weekly seminar including case studies in art ing these concerns. 3 crs. (begins winter 2002) therapy and discussion of case material in order to provide supervision and further develop clinical skills AT 504 APPRAISAL OF INDIVIDUALS relevant to practicum experience. Discussion of theo- Group and individual educational and psychometric retical, ethical, and practical issues of concern to theories and approaches to appraisal; data and infor- practicum students. Students develop proposals for mation- gathering methods; psychometric statistics; final project. Prerequisites: successful completion of factors influencing appraisals; and use of appraisal re- all core courses. Open only to M.A. and certificate sults in helping processes. The ability to administer students with faculty approval. 6 crs. and interpret tests and inventories is developed. Pre- requisite: AT 530. M.A. students and post-M.A. stu- AT 594-2 PRACTICUM/SEMINAR 2 dents only. 3 crs. (begins spring 2002) Twenty-four hours weekly (minimum over 10 weeks) providing art therapy services in a clinical community AT 505 LIFE-STYLE AND CAREER DEVELOPMENT setting. Weekly seminar including case studies in art This three-term class includes career development therapy. Continuation of AT 594-1. Development of theories; occupational and educational information clinical, ethical, and practical skills relevant to practi- sources and systems; career and leisure counseling, cum experience. Supervision, discussion, consulta- guidance and education; life-style and career decision tion. Prerequisite: satisfactory completion of AT 594- making; and career development program planning, 1. Open only to M.A. and certificate students with resources and effectiveness evaluation. Prerequisite: faculty approval. 6 crs. AT 501. M.A. and post-M.A. students only. 3 crs. (begins fall 2002) AT 594-3 PRACTICUM/SEMINAR 3 Twenty-four hours weekly (minimum over 10 weeks) AT 507 RESEARCH METHODS, DEVELOPMENT providing art therapy services in a clinical community AND EVALUATION setting. Weekly seminar including case studies in art This three-term class includes types of research; basic therapy. Continuation of AT 594-2. Development of statistics; research-report development; research im- clinical, ethical, and practical skills relevant to practi- plementation; program evaluation; needs assessment; cum experience. Supervision, discussion, consulta- publication of research information; and ethical and tion. Community presentation on art therapy integrat- legal consideration. The material presented is closely ing portions of final project. Prerequisite: satisfactory tied to the student’s work at the practicum site, and completion of AT 594-2. Open only to M.A. and certif- contributes to the student’s final written project. Pre- icate students with faculty approval. 6 crs. requisite: taken concurrently with practicum classes, or post-M.A.. M.A. students and post-M.A. certificate ELECTIVES students only. 3 crs. (begins fall 2002) AT 475/575 INTRODUCTION AT 539 PROFESSIONAL ORIENTATION AND TO ART THERAPY WORKSHOP ETHICS – PRE-PRACTICUM SEMINAR An introduction to art therapy. Theory is presented in This two-term class includes exploration of clinical relation to workshop experiences. History and devel- roles within various treatment settings. The functions opment of the profession is discussed. Slide lectures, of individuals within the disciplines of art therapy, experiential. 1 cr. counseling, social work, and related fields are discussed. Professional organizations and associations; AT 478/578 ART THERAPY MEDIA preparation standards and credentialing, history and AND METHODS trends, ethical and legal standards and supervision are Through hands-on exploration, discussion, and slide addressed. Students consider options for a practicum lectures, students are introduced to the structural and setting as they function within teams exploring differ- psychological properties of varied art media. The im- ent types of treatment facilities. Students clarify the plications of this information are discussed in relation role of the practicum student, develop proposals for to using art media in therapeutic settings. Art therapy practicum job descriptions, and finalize plans for methods with individuals and groups are discussed practicum. Prerequisites: Open to M.A. students pre- within this context. 1 cr. paring to begin art therapy practicum during the following September. 3 crs. (begins winter 2002) AT 437/537 FAMILY ART THERAPY This class provides an introduction to family art thera- PRACTICUM py and family systems theory. Students examine the Note: Practicum students have the option, within the uses of art therapy in assessments and ongoing family first two weeks of class, of choosing pass/no pass work, within clinical teams and community-based over a letter grade. Students must, however, obtain agencies. 2 crs. the equivalent of a B grade according to a point system in practicum/seminar classes in order to proceed through the practicum portions of the program.

134 AT 463/563 ART THERAPY AT 408/508 ART THERAPY – MASTER IN CHEMICAL ADDICTION TREATMENT EXPLORING THE PROFESSION OF ARTS A general introduction to assessment, treatment, and An overview of the profession, its development, and IN ART management of clients with substance abuse disorder. the various roles contemporary art therapists play in THERAPY Key areas of focus will be 12-step overview and dual the worlds of mental health, medical treatment, edu- diagnosis. The course includes specialized treatment cation, and less traditional settings. approaches using art therapy as an important, supportive therapeutic tool. The course includes experiential AT 466/566 SAND TRAY THERAPEUTIC work with art therapy directives. 2 crs. METHODS Innovative sand tray techniques are demonstrated for AT 554 GROUP WORK AND ART THERAPY effective use with family of origin work, couples ther- This advanced-level course focuses on effective meth- apy, and personal mythology. The class focuses on ods of integrating art therapy with group work and is the use of symbols as healing metaphors and on in- designed for counselors, teachers, graduate students creasing the skills of the therapist in introducing and and others with some basic knowledge of groups. Top- using the sand tray with clients including adults, chil- ics covered include the relationship between group dren, and families. 1 cr. therapeutic factors and art therapy, facilitation of group process through art, specific leadership skills AT 481/581 INTRODUCTION TO for implementing art therapy, indicators of group and PSYCHODRAMA individual progress as reflected in art, setting realistic This workshop provides gentle exposure to psycho- group art therapy goals, and art activities appropriate drama, a method of therapy based on improvisational for different populations and different types of groups. theater. Theory is presented in relation to workshop Instructional methods involve brief lectures, discus- experiences. 1 cr. sion, demonstration, experiential sessions, and a final project. 2 crs. AT 561 STUDY OF PROFESSIONAL PRACTICES Entering the field as a professional is the focus of this AT 406/506 LIBRARY RESEARCH METHODS course. It includes job search skills, résumé writing, An introduction to core library reference materials in presentation of self, job interviewing, and exploring the areas of art therapy and psychology. Through lec- how art therapy jobs are developed and maintained. ture, demonstration, and hands-on use, students learn 1 cr. how to do research using a print index, like Social Sci- ence Index or Psychological Abstracts; and online da- AT 570 PRACTICUM STUDIO 1, 2, 3 tabases, such as ERIC and Medline on DIALOG and Using varied art media students pursue independent PsychLit on CD-ROM. How to locate which libraries in creative work relating to the practicum experience. A Oregon own which journals (through the use of weekly meeting addresses the role of creativity and ORULS) is taught, as well as the basics of the APA for- art making in stress management and therapist’s self mat for writing research papers. This course is recom- care. 1 cr. (may be taken 3 times) NOTE: This is a re- mended for master’s students and for others approach- quired course for students entering the program ing graduate work. 1 cr. during the 2001-2002 academic year. It becomes a 3-credit class. AT 433/533 GRANT WRITING FOR HUMAN SERVICES PRACTITIONERS AT 447/547 THERAPEUTIC APPROACHES A workshop focusing on writing human and social ser- TO STORYTELLING: THE NARRATIVE vice federal grant application proposals. Students are STRATEGIES OF THE ARTFUL PRACTITIONER guided through the process. 1 cr. This class introduces students to the therapeutic uses of storytelling. The class includes a survey of current AT 457/557 PHOTOTHERAPY uses of storytelling in therapeutic settings and their This course explores the therapeutic use of photo me- respective theoretical frameworks. Storytelling dem- dia as a clinical tool for personal growth. Students onstrations illustrate the concepts and principles of learn how to use ordinary snapshots and family al- this healing art. 1 cr. bums, and people’s interactions with them as a cata- lyst for therapeutic growth and change. The class pro- AT 480/580 INTRODUCTION TO DANCE vides an overview of various techniques, theories, and MOVEMENT THERAPY experiential work. Students use Polaroid cameras, art This workshop will be of interest to those who wish materials, role-playing and authentic movement. 2 crs. to understand the potential applications of dance movement therapy. The course includes an overview AT 467/567 MASK MAKING – of the profession, treatment approaches with differ- MULTIMEDIA METHODS ent ages and populations, assessment strategies, and This workshop offers participants the opportunity to research. Participants learn how dance movement learn several methods used in theatrical costume de- therapy fosters growth and awareness by participat- signing. Sessions include making masks and experi- ing in a movement experience, reading, lecture, and menting with communication while wearing self-made discussion. 1 cr. masks. These methods of mask making and interaction can enhance creativity and communication in the classroom and the therapeutic environment. 2 crs. 135 MASTER AT 435/535 RECLAIMING SOMA AT 534 CLINICAL CHILD ART THERAPY: A BRIEF OF ARTS In this workshop, students explore body awareness CRISIS-FOCUSED INTERVENTION MODEL IN ART as a unifying force in the body-mind-spirit paradigm. Designed for those pursuing or working in the field THERAPY Participants will engage in body awareness exercises, of child art therapy, this course offers a theoretical kinetic imagery, and meditative movement. This class and practical exploration of the use of art therapy in a will be of interest to participants seeking to replenish variety of settings, such as pediatrics hospitals, psy- personal resources and to learn movement methods chiatric facilities, and schools. Using experientials, which can be shared with students and clients for lectures, and slide presentations, the use of art thera- stress reduction and centering purposes. 1 cr. py in the assessment, diagnosis, and treatment of children and adolescents will be addressed. Special em- AT 459/559 THE DANCE OF RELATIONSHIP phasis will be placed on facilitating the therapeutic The nonverbal aspects of relationship and communi- process, through the use of art therapy with children. cation are examined. Dance movement therapy con- 2 crs. cepts that have application to interpersonal relationship will be introduced. Participants will study the AT 429/529 THERAPEUTIC TECHNIQUES WITH meaning of movement in human interaction and ex- LIFE-THREATENED AND GRIEVING CHILDREN plore styles of relating in a safe and non-judgmental AND FAMILIES atmosphere. 1 cr. This class explores the theories and practices used with children confronted with death. Techniques are FOCUSING ON CHILDREN introduced including reflective language and play, drawing, and ceremony. Participants may experience AT 482/582 INTRODUCTION TO CHILD ART together an actual support group with grieving chil- THERAPY: THE PROCESS dren and learn through modeling and role-playing. This workshop presents an introduction to the princi- Lecture, experiential. 1 cr. ples of child art therapy. The course focuses on ways to “set the stage,” evoke and facilitate expression, AT 462/562 CREATIVE MOVEMENT look and reflect upon the child’s expression, and en- FOR CHILDREN courage children to learn about themselves and oth- This class explores specific movement techniques ers from art experiences and products. 1 cr. that address self-image, impulse control, emotional expression, and behavior modification. This course AT 551 APPROACHES TO CHILD ART THERAPY will be helpful to teachers, therapists, and care givers This advanced course offers practitioners and gradu- who wish to incorporate meaningful movement into ate-level students an introduction to the technique, the lives of children. 1 cr. practice, and theory of art therapy with children. Par- ticipants will learn about artistic development in children as well as practical applications which stimulate Master of Arts • Art Therapy Program artistic creativity within the therapeutic process. The Marylhurst University learning experience emphasizes the use of art thera- 17600 Pacific Highway (Hwy. 43) py as a way to foster emotional and behavioral im- P.O. Box 261 provement in children with mild to severe emotional, Marylhurst, OR 97036-0261 cognitive, and behavioral disorders. Lecture, discus- Portland Metro: (503) 699-6268 Outside Portland Metro: 1-800-634-9982, ext. 6268 sion, case presentation, videotaped vignettes, experi- Email: [email protected] ential art activities, and slide presentation are includ- Web site: www.marylhurst.edu ed. 2 crs.

AT 456/556 INTRODUCTION TO PLAY THERAPY An introduction to theoretical frameworks for play therapy. In this class students explore methodology and technique through participation in role-playing activities and through instructor’s case presentations. This course is recommended for therapists, school counselors, and other human services workers wishing to enhance their understanding and skills in working with children. 1 cr.

136 Program of All M.A.I.S. students take an interdisciplinary set of MASTER MASTER OF ARTS IN foundation courses where contemporary topics and OF ARTS IN INTERDISCIPLINARY STUDIES points of view are addressed from an interdisciplinary INTERDISCIPLINARY perspective. Concurrent to taking the foundation STUDIES Chair: Debrah Bokowski. Ph.D. courses, students specialize in advanced studies in one of four areas of concentration: Gerontology, Lib- eral Arts, Organizational Communication, or Spiritual The Master of Arts in Interdisciplinary Stud- Traditions and Ethics. The interdisciplinary curricu- ies (M.A.I.S.) Program at Marylhurst Univer- lum instills an attitude of inquiry, discernment, and sity is designed for individuals interested in openness that is essential for meaningful and produc- exploring the human condition outside the tive living in a rapidly changing world. Furthermore, students develop the art of disci- bounds of a single discipline. The purpose plined, lifelong learning through active engagement and structure of this master’s program is with meaningful questions and extensive writing, cul- consistent with the long-standing tradition minating in an academic thesis that represents the stu- of graduate liberal studies programs that in- dent’s unique contribution to a body of knowledge. tegrate broad, classical study for personal growth with concentrated areas of profes- SCHOLARSHIP IN COMMUNITY sional study. The program is proud to be a In the M.A.I.S. scholarly community students relate to member of the Association for Graduate each other as learners/teachers, and mutual sources of knowledge, support, and enlightenment. The learning Liberal Studies Programs (AGLSP), a nation- environment is highly interactive, the average class size al organization that oversees the develop- is 10-15 students. Both faculty and students serve as ment and implementation of graduate pro- sources of ideas and constructors of meaning. By think- grams in the liberal arts. Students who do ing of themselves as facilitators, faculty members mini- well in graduate liberal studies programs mize obstacles and inhibitions in the learning process. typically enjoy the broad, interdisciplinary Established theories and principles presented in nature of the degree and find such an ap- course texts serve as the foundation of learning. Stu- proach less limiting than discipline-bound dents enter the academic conversation by understand- degree programs. ing what has already been done, and at the same time propose new perspectives based on the contributions of earlier scholars. THE PURPOSE OF MASTER OF ARTS IN INTERDISCIPLINARY STUDIES REQUIREMENTS FOR A MASTER OF ARTS IN The purpose of the academic program leading to a INTERDISCIPLINARY STUDIES Master of Arts in Interdisciplinary Studies is to help • A minimum of 60 graduate credits; students develop a scholarly interdisciplinary perspec- • Upon approval, a maximum of 15 graduate-level tive, coupled with the insights and methods of a selec- credits can be transferred to the M.A.I.S. program tion of major disciplines, in order to experience per- from other graduate schools; sonal intellectual growth and enhanced professional • Completion of credit requirements in chosen competence. The M.A.I.S. program is designed to pro- concentration; vide students with the opportunity to complete a mas- • Participation in the integrating activities designed ter’s degree while still employed. In most cases cours- to support academic excellence and es are offered one evening a week, with occasional af- interdisciplinary perspective; and ternoon offerings. • Completion of a master’s thesis of appropriate quality and depth. GRADUATE CONCENTRATIONS: • Gerontology, emphasizing holistic understanding ADMISSION TO THE M.A.I.S. PROGRAM of adult development and aging; All students must be formally admitted to the M.A.I.S. • Liberal Arts, allows students to formulate their program before beginning coursework. The admissions own liberal arts curriculum, process is concerned with the probable academic suc- • Organizational Communication, emphasizing cess of the student and his or her fit with the objectives integration of personal development, systems of the M.A.I.S. program. Program objectives for the stu- analysis, and study of conflict and change; and dent include personal and professional enrichment and • Spiritual Traditions and Ethics, emphasizing the intellectual growth, career advancement, community foundations of ethical thought and action, and the involvement, and leadership. Student selection is based cultural and scriptural roots of spirituality. on academic potential without regard to race, creed, AN INTEGRATED CURRICULUM color, gender, sexual orientation, national origin, age, The M.A.I.S. curriculum is interdisciplinary in content or physical handicap. A bachelor’s degree granted by and teaching methodology. Moreover, teaching oc- an accredited college or university is required for ad- curs in the context of a learning community where mission but is not itself sufficient. students and faculty with diverse experience and The following elements are required for admission training collaborate, allowing learning to occur across to the program: disciplinary lines. • application to Marylhurst University (with fee); • application to the M.A.I.S. program; 137 MASTER • cover letter and personal statement of goals; • more than two C grades in graduate classes, or a OF ARTS IN • official transcripts from school granting the B.A. drop below a 3.00 GPA INTERDISCIPLINARY degree; • inability to maintain at least 12 graduate credits STUDIES • results from the Miller Analogies Test (MAT); per year without special approval • two letters of reference; • the need to suspend graduate study pending • writing sample (description sent upon improvement of writing or other academic skills application); and • failure to make sound academic progress (for • a personal interview (final candidates). example, the accumulation of I and W grades) • students may retake a class in order to receive a Applications to the program are reviewed on two crite- better grade, but the retaking of the class will not ria: 1) applicant’s academic preparation and strength; add credits and 2) the applicant’s degree of fit with the M.A.I.S. • only two C’s will be counted towards the M.A.I.S. program. All items must be submitted by the appli- degree cation deadline in order to complete the applica- • a student on probation must get off probation tion process. Admissions decisions are made by a after taking no more than 9 credits committee composed of the Chair of M.A.I.S. and • if a student fails to get out of probationary status, M.A.I.S. foundation faculty. Students are encouraged to the student will be dismissed from the M.A.I.S. contact the chair of M.A.I.S. to discuss the program, ad- program mission criteria, and application process. • any dismissed student who wishes to return to the Please contact Marylhurst Office of Admissions and M.A.I.S. program must reapply to the program and Enrollment Relations at (503) 699-6268 or (800) 634- submit a petition stating why readmission should 9982, ext 3317 (email [email protected]) for be granted. further information or to request an application packet. Questions concerning financial aid should be directed TAKING COURSES PRIOR TO ADMISSION to the Financial Aid Office at Marylhurst University. Prospective students who have already earned a bachelor’s degree may take up to six credits of M.A.I.S. THE APPLICATION PROCESS courses prior to admission. Students may request per- Applications for admission are accepted each term. To mission to take a course from the Chair of M.A.I.S.. be considered for admission all materials must be sub- Class size is limited and priority is given to admitted mitted by: M.A.I.S. students. Fall term: August 1 Winter term: November 15 THE GRADUATE COURSE OF STUDIES Spring term: February 15 Students proceed through their course of graduate Summer term: May 15 studies by completing each of the following require- The application process can take 4-8 weeks, plan ments: accordingly in order to meet the application deadline. • Be accepted into the M.A.I.S. program; • Attend the Orientation Seminar; THE ADMISSION DECISION • Begin foundation courses; Acceptance of applicants will occur after all applica- • Complete all seminars in chosen concentration; tions have been reviewed. Newly admitted students • Complete electives and practicum; will be notified in writing and informed of the date • Complete Research Methods and Thesis courses; and time of the Orientation Meeting, as well as other and particulars concerning their academic standing. Stu- • Participate in a thesis presentation day each year. dents denied admission will be notified in writing. INT 500 INTRODUCTION TO SCHOLARLY FULL GRADUATE STANDING INQUIRY Degree-seeking applicants who are admitted without This class is required of all M.A.I.S. entering students. reservation are granted Full Graduate Standing. These It is only offered in the fall and should be taken as students have completed all application requirements. soon as possible after admittance. The course is Only students with Full Graduate Standing may be- taught by a team of M.A.I.S. faculty and is designed to come candidates for a degree. To maintain Full Gradu- set the stage for graduate studies in the M.A.I.S. pro- ate Standing students must enroll in a minimum of 12 gram. Background content in the liberal arts, tools for graduate credits per year. scholarship, research, and writing are presented. CONDITIONAL STANDING THESIS PRESENTATION DAY In rare circumstances, students may begin the M.A.I.S. Twice a year, in December and June, the M.A.I.S. program under conditional standing. Students on Con- community gathers to celebrate the work of graduat- ditional Standing must be upgraded to full graduate ing M.A.I.S. students. At the Thesis Presentation Day, standing within one academic term of admission. Stu- graduating students present the results of their theses dents on conditional standing may not be eligible for to the students and faculty. M.A.I.S. students are ex- financial aid until they have been upgraded to full grad- pected to attend one Thesis Presentation Day each uate standing (contact Financial Aid Office for details.) year. In the spirit of the scholarly community, atten- ACADEMIC PROBATION dance at all Thesis Presentation Days is encouraged. Students with Full Graduate Standing who fail to maintain sound academic progress toward their degree will be placed on Academic Probation. Examples of defi- 138 ciency include: FOUNDATION COURSES GERONTOLOGY MASTER Designed in the tradition of graduate liberal studies, OF ARTS IN each foundation course addresses themes of human ex- Concentration Focus INTERDISCIPLINARY perience that have prevailed over time and across na- The gerontology concentration represents a unique and STUDIES tional and cultural boundaries. The courses involve in- exciting approach to the academic field of gerontology. quiry and exploration into the synergy to be found in The concentration is grounded in the liberal arts tradi- culture, human nature, history, language, literature, tion, a tradition that has long addressed the important the arts, science and technology, religious traditions issues of humankind. Throughout the United States, op- and spirituality, political theory, economics, psycholo- portunities for studying gerontology in the context of a gy, sociology, and communications. In summary, the graduate education in liberal studies are few. foundation courses are intended to overcome the gaps The concentration is predicated upon a holistic ap- that may exist between disciplinary specialties, and proach to adult development and aging, integrating study the human condition in a way that transcends mind-body-spirit, and recognizing the complex con- and integrates traditional academic boundaries. texts in which individuals travel through the life course. The gerontology concentration combines tradi- GENERAL LEARNING OUTCOMES tional, rigorous scholarly inquiry in theory and re- The interdisciplinary foundation courses are search with the opportunity to explore and conceptu- designed to: alize aging in creative and new ways. As with all • help students appreciate the complexity of human M.A.I.S. courses, tradition, theory, and real-life experi- organizations interacting with natural systems; ences are integrated to produce a wholly new consid- • appreciate the larger context of human needs and eration of gerontology and the aging process. challenges and to see the interconnections between social, ecological, spiritual, economic, PROFESSIONAL APPLICATIONS and historical dimensions; Students who complete a concentration in gerontology • develop appreciation for diverse responses to are valuable in a variety of professional settings, includ- human needs and problems; ing advanced research, delivery of services, policy and • reflect on and evaluate the ethical dimensions of program development. Those with prior professional technological change, social policy, and personal degrees, including nursing, social work, ministry, and vision; counseling who work with aging adults can also bene- • develop and practice communication skills for fit from advanced study in gerontology. collaborative team-building, as well as oral and written presentations; STUDY PLAN FOR GERONTOLOGY • practice skills in analysis, synthesis, and problem CONCENTRATION solving; Foundation Courses ...... 15 • develop personal perspective for understanding and Concentration Seminars (18) resolving complex human problems; and GER 530 Multidisciplinary Perspectives on Aging .. 3 • consider personal responsibility for leadership and GER 531 Embodiment in Later Life ...... 3 scholarship in the academic and civic community. GER 532 Psychosocial Aspects of Aging ...... 3 GER 533 Theorizing/Researching in Gerontology..... 3 Students choose 4 of the following courses that, along GER 534 Social Systems in Later Life ...... 3 with Introduction to Scholarly Inquiry, comprise the GER 536 Gerontology: Synthesis & Action ...... 3 required 15 credits of foundation courses. Electives ...... 15 INT 501 Community: Commitment INT 599G Applied Internship in Gerontology ...... 3 & Responsibility ...... 3 crs. INT 521 Research Methods & Thesis I ...... 3 INT 502 Science, Ethics, & Public Policy ...... 3 crs. INT 522 Research Methods & Thesis II ...... 3 INT 503 Leadership: Philosophical INT 523 Research Methods & Thesis III ...... 3 & Literary Insights...... 3 crs. Total: 60 INT 504 Art & Cultural Transformation ...... 3 crs. INT 505 Ways of Knowing: Studies in LIBERAL ARTS Literature & Spirituality ...... 3 crs. INT 507 Living & Questing: Studies Concentration Focus in Philosophy & Spirituality ...... 3 crs. Liberal arts is an academic tradition that recognizes the INT 508 Social Justice ...... 3 crs. importance of inclusive perspectives and interdiscipli- INT 509 Framing Knowledge ...... 3 crs. nary study. It is a customized degree option that is designed for students who desire a truly interdisciplinary (NOTE: Students in the Spiritual Traditions & Ethics graduate program. While less concerned with direct Concentration must take INT 507 as one of their founda- professional application, this concentration gives stu- tion courses prior to beginning concentration seminars) dents the benefit of broad and flexible study. Many students appreciate the ability to almost totally customize CONCENTRATION SEMINARS their course of study. Concentration seminars utilize the interdisciplinary perspective gained in the foundation courses to provide PROFESSIONAL APPLICATIONS students with a level of professional competence in A customized degree plan serves students with a vari- their area of study. By doing so, students are presented ety of professional interests. Because of the broad na- with a broad and flexible way of encountering the is- ture of the plan, students capitalize on critical thinking sues and concerns present in their professional life. ability, writing skills, and coursework that is carefully 139 MASTER selected to meet the student’s individual needs. Such INC 533 Organizational Systems & Function ...... 3 OF ARTS IN broadly prepared students are of high value to many INC 534 Power, Peace, & Conflict ...... 3 INTERDISCIPLINARY career settings. INC 535 Principles & Processes of Change in STUDIES Organizations ...... 3 STUDY PLAN FOR LIBERAL ARTS Electives ...... 15 CONCENTRATION INT 599 Practicum ...... 3 Foundation Courses ...... 15 INT 521 Research Methods & Thesis I ...... 3 Selected M.A.I.S. Seminars ...... 18 INT 522 Research Methods & Thesis II ...... 3 Electives ...... 15 INT 523 Research Methods & Thesis III ...... 3 INT 599 Practicum (or Elective) ...... 3 Total: 60 INT 521 Research Methods & Thesis I ...... 3 SPIRITUAL TRADITION AND ETHICS INT 522 Research Methods & Thesis II ...... 3 INT 523 Research Methods & Thesis III ...... 3 Concentration Focus Total: 60 This concentration emphasizes inquiry into the foun- ORGANIZATIONAL COMMUNICATION dations of ethical thought and action, and the cultural Concentration Focus and scriptural roots of the world’s spiritual traditions. This concentration is designed to provide students with Historical, literary, anthropological, and other ap- the knowledge and skills necessary to be effective com- proaches are encouraged. Sustained attention is given municators and leaders in a variety of large and small or- to the origins, growth, oral traditions, literature, art, ganizations. Emphasis is placed upon the communica- theologies, ethical systems, personal spiritualities, and tor as leader – a person with the values and vision to communal worship services of six major religions: Ju- sustain the organization in an era of rapid change, and daism, Christianity, Islam, Hinduism, Buddhism, and with the ethical foundation to see and support individu- Native American spiritualities. als as vital participants in this process. PROFESSIONAL APPLICATIONS This developmental approach to the discipline of The Spiritual Traditions and Ethics Concentration is organizational communication places more stress on helpful to students who seek to discover and experi- the personal characteristics of the leader than on inter- ence the scriptural, liturgical, psychological, and philo- ventional and technical skills. Emphasis on personal sophical roots of human spirituality. Applications in- values, imagination, and insight helps the professional clude religious education for children and adults, jour- suggest and facilitate positive change in organizations. nalism, corporate ethics, archeology, spiritual direc- This concentration builds upon appreciation of the tion, international affairs, and pastoral ministry in par- theory and practice of communication as an essential ish, hospital and agency settings, and care centers. human capacity. It explores the role of gender and cultural difference in communication and the theory and STUDY PLAN FOR SPIRITUAL TRADITIONS process of transformation within and between groups; & ETHICS CONCENTRATION the sources, management, and resolution of interper- Foundation Courses ...... 15 sonal and group conflict; and the aspects of ethical Concentration Seminars (18) judgment that sustain organizations for the long term. INE 531 Foundations of Spiritual Traditions ...... 3 Advanced seminars enable students to analyze com- INE 532 Sacred Literature: Comparative Studies I ... 3 plex organizational systems with their formal and in- INE 533 Sacred Literature: Comparative Studies II ... 3 formal networks in order to offer appropriate advice INE 534 Development of Spiritual Traditions ...... 3 and guidance for improved communication. Students INE 535 Eastern & Western Spirituality ...... 3 will gain insight into the issues of power and the man- INE 538 Studies in Applied Ethics ...... 3 agement or resolution of conflict and disputes be- Electives ...... 15 tween persons and groups and within organizations. INT 599 Practicum ...... 3 INT 521 Research Methods & Thesis I ...... 3 PROFESSIONAL APPLICATIONS INT 522 Research Methods & Thesis II ...... 3 The Organizational Communication Concentration is INT 523 Research Methods & Thesis III ...... 3 intended for professionals in any organization, large or Total: 60 small, for-profit or not-for-profit. Commercial organizations, educational institutions, civic and political COURSES groups, service agencies, police, sheriff and military organizations, community centers, churches and reli- FOUNDATION COURSE DESCRIPTIONS gious communities as well as communications consulting services are all appropriate settings for persons INT 500: INTRODUCTION TO trained in organizational communication. SCHOLARLY INQUIRY This course is required of all incoming M.A.I.S. stu- STUDY PLAN FOR ORGANIZATIONAL dents. Taught by a team of M.A.I.S. faculty, it is de- COMMUNICATION CONCENTRATION signed to prepare the student for graduate studies by Foundation Courses ...... 15 providing tools for scholarly researching and writing. Concentration Seminars (18) INC 530 Organizational Communications ...... 3 INT 501 COMMUNITY: COMMITMENT, INC 531 Critical Contexts: Culture, Gender COMMUNICATION, AND RESPONSIBILITY Values, Visions ...... 3 This class explores the human need for community, INC 532 Paradigms & Processes connection, and responsible commitment toward self 140 for Transformation ...... 3 and others. Students will participate in co-creating community both in class and in their day-to-day lives. GERONTOLOGY CONCENTRATION MASTER In addition, students will study various examples of SEMINARS OF ARTS IN community vision that have been realized by contem- INTERDISCIPLINARY porary visionaries. 3 crs. GER 530 MULTIDISCIPLINARY STUDIES PERSPECTIVES ON AGING INT 502 SCIENCE, ETHICS, AND PUBLIC POLICY This core course provides students with an introduc- This course helps students identify current areas of tion to and comprehensive overview of the multidis- scientific and technological development that raise ciplinary field of gerontology. Substantive, conceptu- ethical and policy questions. Students explore major al, and methodological issues central to the study of theories of ethical conduct and decision making from adult development and aging are explored through a diverse cultural perspective. They examine advanc- class discussions, presentations, ongoing reading and es in science and technology and ask whether and journaling, and assigned learning projects. 3 crs. how public policy should apply. 3 crs. GER 531 EMBODIMENT IN LATER LIFE INT 503 LEADERSHIP: PHILOSOPHICAL This course focuses on the biological, physiological, AND LITERARY INSIGHTS and health aspects of the aging experience. Topics in- Philosophy and literature reveal the psychological de- clude the bodily changes thought to be a normal part velopment, the temptations and ethical dilemmas, and of aging, chronic illnesses and disabilities associated the fortitude and failings of archetypal human beings. with (but not caused by) aging, and the meaning of Selected literary works are used to illumine the nature biophysical aging at the individual and socio-cultural of leadership, the risks and rewards of personal power level. 3 crs. and responsibility, and the influence of leadership on the shaping of community, culture, and history. 3 crs. GER 532 PSYCHOSOCIAL ASPECTS OF AGING Recognizing that aging is a dynamic, multidimension- INT 504 ART AND CULTURAL al process, this course addresses the complex inter- TRANSFORMATION face between the psychological and social aspects of Through readings, research, discussions, debates, and aging. Students will explore topics such as the rela- projects students will explore the spiritual journey to- tionship between perceptions of control, self-effica- ward higher creativity in one’s life work. Students cy, and health; change and stability in personality will explore the work of Western Zen masters, study characteristics; and age-consciousness and identity. biographies of great artists, and attend art events de- 3 crs. signed to generate group discussions. 3 crs. GER 533 THEORIZING INT 505 WAYS OF KNOWING: AND RESEARCHING IN GERONTOLOGY STUDIES IN LITERATURE AND SPIRITUALITY This course has a dual intent: 1) to engage students in In this seminar students track the relationship be- a more sophisticated exploration and examination of tween literature, philosophy, and spirituality by ex- important and exemplary theorizing and researching ploring the narrative elements of religious meaning in in gerontology; and 2) to encourage students to for- selected modern literary classics. The seminar will mulate and pursue their own questions about adult also provide a philosophical framework for under- development and aging, and thus participate in the standing the symbolic nature of the human. 3 crs. ongoing scholarly conversation in gerontology. 3 crs.

INT 507 LIVING AND QUESTING: GER 534 SOCIAL SYSTEMS IN LATER LIFE STUDIES IN PHILOSOPHY AND SPIRITUALITY This course focuses on the multilayered social con- This course provides a foundation for the critical text in which individuals age. Through the learning study of philosophy and theology. In this class stu- projects in this course students become acquainted dents will examine their own philosophies of life and with each layer of the social system, including infor- their own spiritualities by comparing their convic- mal and formal social programs and agencies for old- tions with the reflections on spiritual traditions and er adults; aging-supportive living environments and ethics of some of the great philosophers and theolo- neighborhoods; and interpersonal relationships with gians. 3 crs. friends, family, and pets. 3 crs.

INT 508 SOCIAL JUSTICE GER 536 GERONTOLOGY: This class will take an interdisciplinary approach to SYNTHESIS AND ACTION the concept of justice in society. What are the crucial By intent and design, this seminar offers students the elements of a just society? Students will look at politi- opportunity to: 1) reconsider and integrate all of their cal, economic, social, ethical, and technological/sci- coursework in gerontology into a dynamic whole; entific factors. Is the just society achievable? Is it de- and 2) explore ways to actualize their learning into sirable? 3 crs. action in a variety of contexts and surrounding key issues related to adult development and aging. 3 crs. INT 509 FRAMING KNOWLEDGE Our knowledge of the world and how we interact INT 599G APPLIED INTERNSHIP with it occurs in the context of paradigms. We view IN GERONTOLOGY the world through a variety of lenses. How do they The purpose of the gerontology internship is to pro- affect knowledge and behavior? 3 crs. vide an opportunity for students to apply the knowledge and understanding they have acquired from 141 MASTER their formal coursework in new and challenging set- INC 535 PRINCIPLES AND PROCESSES OF ARTS IN tings. Optimally, internship placements will provide OF CHANGE IN ORGANIZATIONS INTERDISCIPLINARY students with exposure to a diversity of older per- This course considers ways in which planning and ne- STUDIES sons, including those with age-related disabilities and gotiation within an organization can be successfully fa- those who are well functioning. 3 crs. cilitated. Theory and applied strategies for such organizational change and development will be explored. As LIBERAL ARTS CONCENTRATION part of the course students will have the opportunity The courses in this concentration include the semi- to engage an actual negotiation project. 3 crs. nars in the other concentrations and any of those listed under Electives. SPIRITUAL TRADITIONS AND ETHICS CONCENTRATION SEMINARS ORGANIZATIONAL COMMUNICATION CONCENTRATION SEMINARS INE 531 FOUNDATIONS OF SPIRITUAL TRADITIONS: ORIGINS AND HISTORIES INC 530 ORGANIZATIONAL COMMUNICATION: Most spiritual traditions originated with a founding FROM COMPETENCE TO EXCELLENCE person, or small group, who felt impelled by a Divine This course focuses on the development of the ability call to integrate knowledge of God and service of to understand barriers to, and the supports for, organi- people. In this class students will re-trace the origins zational communication. Drawing on academic, philo- and histories of six living spiritual traditions: Judaism, sophical, and practical information, students will ex- Christianity, Islam, Hinduism, Buddhism, and Native plore the structures and methods that promote the American spiritualities. 3 crs. flow of communication, particularly in business. 3 crs. INE 532 SACRED LITERATURE: INC 531 CRITICAL CONTEXTS: COMPARATIVE STUDIES I CULTURE, GENDER, VALUES, AND VISION Writers and editors captured the oral traditions in Sa- An appreciation for and valuing of diversity enables cred literature, telling posterity about the ways in persons to create a vision of their organizations that which foremothers and forefathers experienced the could yield a tomorrow of harmony, creativity, and presence and action of their God or gods. This course ingenuity. This course moves beyond tolerance of dif- will compare and contrast the sacred literature of Ju- ferences to an understanding that a respect for and daism, Christianity, and Islam, collectively referred to validation of these differences creates and sustains vi- as the Religions of the Book. 3 crs. brant, progressive, and productive organizations. 3 crs. INE 533 SACRED LITERATURE: COMPARATIVE STUDIES II INC 532 PARADIGMS AND PROCESS The oral stories about God’s relationship to human FOR TRANSFORMATION beings, preserved in the sacred literature of Hindu- This seminar provides an examination of the theories ism, Buddhism, and Native Americans, evolved during and assumptions underlying organizational systems thousands of years. Themes which were contempora- and functions. Participants will examine the implica- neous with those in Egyptian, Babylonian, and other tions of a variety of organizational paradigms as they Ancient Near Eastern religious stories will be recog- relate to the functioning of an organization and its at- nized by students. Some texts continue to exist both tempts to change. 3 crs. as designated sacred scriptures and also as inspira- tional literature which informs the lives of followers. INC 533 ORGANIZATIONAL SYSTEMS 3 crs. AND FUNCTIONS This seminar helps students establish the connections INE 534 DEVELOPMENT OF SPIRITUAL between organizational communication and specific TRADITIONS: THEOLOGIES AND CULTURES applications such as information exchange, communi- The question of whether cultures rise out of religious cation climates, and organizational cultures. Students traditions, or religious traditions rise out of cultures will conduct organizational audits in a variety of envi- demonstrates the close relationship between culture ronments. They will gain a deeper understanding of and theological expressions about God or the Sacred. the operation of theories as they relate to systems Students will develop skills in discerning basic under- within organizations. 3 crs. lying values and theological truths of several world traditions, so they can more readily separate these INC 534 POWER, PEACE, AND CONFLICT from their historical and cultural conditioning. 3 crs. This class examines micro- and macrosystems of organizational communication. Questions concerning per- INE 535 EASTERN AND WESTERN SPIRITUALITY: sonal power, power arrangements within systems, THE PERSONAL EXPERIENCE and conflict within and between social groups will be This course moves beyond the knowledge of litera- addressed. Special emphasis will be placed on the ture and theological statements about God to an inter- ethical dimensions of conflict including the study of nalization of the key values of Eastern and Western conflict, the facilitation of conflict resolution, and spiritual traditions and their expressions. Students learning from conflictual situations. 3 crs. will learn the meaning of acting mindfully, of pro- ceeding in life from a spirit of centeredness and integrity. 3 crs. 142 INE 538 STUDIES IN APPLIED ETHICS INT 515 MYSTERIES OF IDENTITY MASTER This course will apply ethical values, norms, and The search for identity is an age-long quest of human- OF ARTS IN thinking to contemporary situations. Such issues as kind. In the waning days of the twentieth century the INTERDISCIPLINARY health care, business, law, racial diversity, sexual search continues, perhaps even intensifies. This semi- STUDIES equality, standards in art, international affairs, and ser- nar utilizes the power of literature and spirituality to vice in church/synagogue/mosque/temple will be ex- guide the search for identity. 3 crs. plored. 3 crs. INT 517 PSYCHOLOGY AND SOCIAL CHANGE PRACTICUM, RESEARCH, AND THESIS This course builds upon a foundation in psychological theory to address contemporary problems in so- INT 599 APPLIED PRACTICUM cial psychology and community life. The initial focus Students must complete an arranged class form prior will be upon social cognition, the psychology of indi- to registration. Contact the M.A.I.S. Chair for appro- viduals in groups, intergroups dynamics, and the for- priate form. Variable credit. mation and change of attitudes. Attention will also be INT 521 RESEARCH METHODS AND THESIS I given to the understanding of social problems origi- This course is the first in a series of three courses nating in individual and group psychology. 3 crs. leading to the completion of the M.A.I.S. thesis. The INT 518 WOMEN AND POLITICS course is designed to give the student the researching This course examines the political status of women in tools to begin the thesis process. Learning projects the United States and around the world. An emphasis and a collaborative atmosphere move the student will be placed on an interdisciplinary approach to un- through the process in a timely manner. This course derstanding the political situation of women. Topics is followed by INT 522 and INT 523 where the stu- include women’s social movements, psychological dent’s thesis development continues. Prerequisite: ap- gender differences in politics, the “gender gap” in proval of M.A.I.S. Chair. 3 crs. voting, women candidates, and women in elected office. 3 crs. INT 522 RESEARCH METHODS AND THESIS II This course is the second in the required methods INT 519 MIGRANTS AND IMMIGRANTS: and thesis sequence. By the end of Research Methods DREAMS NOT BOUND BY PLACE II the student will have completed the research What is the significance of a geographical home chapter(s) of the thesis. 3 crs. when one aspires to a better life? Through historical examples and analysis students will study the for- INT 523 RESEARCH METHODS AND THESIS III tunes and misfortunes of different groups of people This course is the third and final course in the re- as they moved. 3 crs. quired M.A.I.S. methods and thesis sequence. Suc- cessful completion of the course is the completion of INT 530 ETHICS-POLITICS-SUBJECTIVITY: the master’s thesis. 3 crs. CONTEMPORARY FRENCH THOUGHT The French student protests of 1968 produced a viru- ELECTIVES lent critique of the subtle and coercive ways that power masked its operations under the banner of INT 510 THE POLITICS OF ART AND IDEAS knowledge. The result is a radical rethinking of the This course studies a variety of artistic expressions relation between ethical life, political praxis, and sub- (ranging from poems, sculptures, paintings, plays, op- jective agency. Students will be introduced to the fig- eras, novels, and films) with regard to their influence ures behind this influential movement. 3 crs. on shaping intellectual and political histories. Three revolutionary art history epochs will be covered: the INT 531 RHETORICAL STUDIES: ANCIENT Mannerism, Romanticism, and Postmoderism. 3 crs. RHETORIC AND CONTEMPORARY THEORY Contemporary theoretical discussions about public INT 511 GRADUATE WRITER’S FORUM sphere, community, agency, audience, dialogue, and This course is designed to give M.A.I.S. students the language reflect, and often self-consciously transform, opportunity to further develop scholarship and writ- ancient debates in the rhetorical tradition. Students ing skills. The Graduate Writer’s Forum is ideal for learn about the relevance of this tradition to postmod- students wishing to improve their writing skills, pre- ern critical theory in order to investigate the most pare a paper for publication or presentation, or to pressing problems of democratic societies. 3 crs. work on a special project that involves scholarly research and writing. 3 crs. Master of Arts in Interdisciplinary Studies Marylhurst University INT 513 WOMEN’S LITERATURE 17600 Pacific Highway (Hwy. 43) AND FEMINIST CRITICISM P.O. Box 261 This course uses selected works of literature that fea- Marylhurst, OR 97036-0261 ture women in the writings. The purpose of the Portland Metro: (503) 699-6268 course is to approach the works from a feminist criti- Outside Portland Metro: 1-800-634-9982, ext. 6268 Email: [email protected] cal perspective. Discussion will be framed around Web site: www.marylhurst.edu five main concerns: finding a female tradition in literature, women and literary production, gender and genre, definitions of feminist writing, and whether or not women write differently. 3 crs. 143 MASTER Department of so that they can make effective business decisions in OF BUSINESS GRADUATE BUSINESS AND MANAGEMENT their day-to-day lives. ADMINISTRATION Chair: Daniel K. Spangler PROGRAM LEARNING OUTCOMES FOR MASTER OF BUSINESS ADMINISTRATION Students completing the Master of Business Adminis- Students coming into the Master of Busi- tration will be able to: • demonstrate requisite knowledge of the core ness Administration (M.B.A.) program join disciplines of business: accounting, information, a community of adults with solid experi- finance, marketing, human capital, ence who are pursuing an advanced degree communication, and strategy. in business. (On average, students are 35 • understand the wider arena in which all business years old; about the same number of men now occurs, including a knowledge of the global and women are enrolled.) These working economy and the domestic social context. adults expect faculty to be experienced • demonstrate the ability to apply concepts and business professionals who apply current principles appropriately to concrete as well as theories and research in the solution of ac- ambiguous business situations. • acquire a sense of one’s own capabilities as well as tual business problems. Students value the recognizing leadership in others, and to develop a highly interactive, discussion-style classes sense of confidence and professional purpose. where individuals examine their own real- • form effective working relationships with fellow world knowledge with classmates from a students and faculty through team-based problem wide range of backgrounds. Students prize solving. Marylhurst’s adaptability, particularly the Students completing the Post-Baccalaureate Program flexibility of class schedules. They choose in Business Studies will be able to: Marylhurst because it is a small school, • demonstrate a working understanding of the key where students and faculty know each oth- concepts in each of the core business disciplines er well, and open discussion of complex is- represented in their curriculum. sues flourishes in an atmosphere of mutual • earn admission into the M.B.A. program. respect. Alumnae report that their organi- MAJOR REQUIREMENTS FOR zations count on Marylhurst graduates to A MASTER OF BUSINESS ADMINISTRATION integrate personal and professional values The Master of Business Administration consists of 45- and play leadership roles. quarter credits. Students entering without a degree in business or extensive business experience may be ad- THE PURPOSE OF THE M.B.A. DEGREE vised to complete preparatory coursework in the Students with a Marylhurst M.B.A. are more market- Post-Baccalaureate Business Studies Curriculum. All able and more mobile. They learn what business lead- students must demonstrate competence in writing ers insist on, the skills to analyze each aspect of a and oral presentations, accounting, economics, and business, and to see it as a whole. math for financial analysis. Core classes totaling 18 In the holistic approach to business, students will credits are required of all students, as is a 3-credit learn how to analyze each interrelated aspect of a midpoint assessment course. Perspective courses to- business, and what is necessary to become an effec- taling nine credits may be taken at any point in the tive leader. program. Students enter a program in which the schedule of Of the remaining 15 credits, three may be re- courses is flexible, but the standard of performance is served for a practicum, simulation, research case, or high. The M.B.A. is based on competencies which project for the student’s Final Assessment. Twelve students demonstrate throughout the program includ- credits should be directed toward a concentration. ing midpoint (business plan) and final (end-of-degree ADMISSION project) assessments. Applying for Admission Students concentrate on acquiring new skills and The management of the application process is one new knowledge while they build a network with pro- gauge of the applicant’s professionalism. Applicants fessionals from other companies, large and small. To- should send their application information to gether students clarify the values that guide their de- Marylhurst University's Enrollment Management De- cisions. partment. Applications will be acknowledged when The Marylhurst M.B.A candidate is one of a select the Business and Management Department receives number of motivated students who participate in a rig- the following items in one packet: orous but supportive learning environment where they • Application and fee master the skills essential for success in their careers. • Résumé Further, the program is designed to instill a deep • Personal statement of professional goals (usually understanding of the interdependence between one to two typewritten pages) sound theory and best business practices. • Two letters of recommendation Most importantly, students learn to cross disciplinary boundaries wisely through case studies, practitio- The remaining items should come directly from the 144 ners’ imparted knowledge, and personal experience originating institution to Marylhurst University: • Official transcripts from all undergraduate and POST-BACCALAUREATE BUSINESS STUDIES MASTER graduate coursework M.B.A. Prep Foundation Program OF BUSINESS After the department receives all documentation, an or Business Studies Certificate Program ADMINISTRATION interview is arranged. Applicants are usually notified of admission status within two weeks of the interview. A FOUNDATIONAL PREPARATION FOR THE M.B.A. For the benefit of those non-business background stu- APPLYING FOR ADMISSION: dents who wish to enter Marylhurst’s M.B.A. program, INTERNATIONAL STUDENTS we offer this post-baccalaureate business studies op- International students must provide the documentation tion. Our executive-style M.B.A. graduate program was requested for U.S. students. In addition, they must dem- specifically designed for individuals who have an un- onstrate proficiency in spoken and written English by dergraduate degree in a business discipline and signifi- successfully completing the TOEFL exam with a score cant managerial work experience. of 550 or better. Consult the Graduate Admissions sec- The foundation courses in the M.B.A. Prep Program tion for additional University admissions requirements. are built on the principle that students are more likely Information about the TOEFL test is available from to succeed at the M.B.A. level when they have a prior http://www.toefl.org. Within the United States, a bulle- working knowledge and understanding of key business tin may be obtained from TOEFL Services, Educational concepts. Testing Service, P.O. 6151, Princeton, NJ 08541-6151. The Post-Baccalaureate Business Studies curriculum Telephone: (609) 771-7100. is designed to enable students who, for a variety of reasons, do not currently fit the standard M.B.A. admission APPLICATION DEADLINES profile to gain entry into the Marylhurst M.B.A. program. Applications are accepted each term. Please consult the department for the most current deadlines. THE PROGRAM Send all materials to: Graduate Department of Manage- Since all admitted M.B.A. candidates are expected to ment, Marylhurst University, 17600 Pacific Highway have demonstrated prior competence in the areas of (Hwy. 43), P.O. Box 261, Marylhurst, OR 97036-0261. management principles, organizational theory, organi- Residency zational behavior, human resources, statistics, business Students may transfer up to 9 credits, or 20 percent, of law, accounting, finance, marketing, and business re- the 45 credits required in the M.B.A. degree program. search, the M.B.A. Prep Program intends to provide Students with graduate credits earned on the semester prospective students with this background. system should see an advisor to translate semester Prospective students may also be able to demon- credit hours to quarter credit hours. Students must strate this background by utilizing a combination of provide an official transcript of the graduate credits work experience, prior academic record, as well as se- they completed elsewhere. Students may need to sub- lected coursework from the Post-Baccalaureate Busi- mit a course syllabus as well. ness Studies curriculum. This determination will be The awarding institution must be an accredited col- made by the Chair of the Business and Management lege or university. The department evaluates all trans- Department at the time of entry into the post-baccalau- fer credits on an individual basis. reate program. Students who average 3.00 (B) or better in their des- Letter Grades ignated classes in the Business Studies program will earn Students in the M.B.A. program must receive a letter automatic acceptance into Marylhurst M.B.A. Program. grade in each course. The pass/fail option is not avail- To qualify for the Certificate students must success- able in this program. fully complete 28 credits from the Marylhurst Business Performance Standards Studies curriculum. Students must maintain a B (3.00) average. The depart- POST-BACCALAUREATE ment chair will review the student’s performance and BUSINESS STUDIES CURRICULUM may recommend probation or suspension from the Up to 28 crs. may be required for M.B.A. admission program. Consult the section on Graduate Studies for 28 crs. are required for the Business Studies Certificate further detail. Core Areas Satisfied by Classes Prior to Admission of Competence Marylhurst Courses Students who are uncertain if they want to pursue an Management Principles BUS 530 Understanding M.B.A. may complete up to six credits of required Organizational Theory Administration of courses only; to go further, they must apply formally Organizational Behavior Organizations (6 crs.), OR and be admitted to the program in order to continue Human Resources BUS 528 The Human taking classes. Students exercising this option need de- Organization (6 crs.) partmental approval prior to enrolling or they will not Statistics BUS 541 Quantifying earn credit for the class. Business Research (4 crs.) Non-Degree Seeking Students Business Law and Ethics BUS 522 Ethics, Law, & Under some circumstances, the department will allow the Practice of Principled students to take selected classes even though they do Management (6 crs.) not plan to complete a degree. Departmental approval Accounting BUS 524 Managerial must be obtained in advance. In some cases, continu- Finance Accounting (6 crs.) ing education credit can be documented and awarded. Marketing BUS 538 Principles of Business Research Marketing & Business Research (6 crs.) 145 MASTER M.B.A. DEGREE REQUIREMENTS: 45 crs. REQUIRED COURSES OF BUSINESS Core Courses...... 18 crs. ADMINISTRATION Midpoint Assessment ...... 3 crs. FIN 513 FINANCIAL MANAGEMENT This course builds the baseline skills in finance re- Marylhurst Perspective courses ...... 9 crs. quired to make well-informed business decisions. Concentration ...... 12 crs. Topics include financial planning techniques; operat- Practicum/Final Project ...... 3 crs. ing, cash, and capital budgeting; financial perfor- • The Core Courses of Business mance measures; financial modeling, and sources of FIN 513 Financial Management ...... 3 crs. financing. Students will learn how to use financial MGT 515 Business Law ...... 3 crs. statements to make decisions; demonstrate under- QUA 518 Statistics for Managers ...... 3 crs. standing of various techniques using appropriate soft- MKS 520 Marketing Analysis & Strategy ...... 3 crs. ware; and present financial and non-financial justifica- IKM 521 Business Research ...... 3 crs. tions in selected cases. Prerequisite: admission to MGT 522 Valuing Human Capital: A Systems M.B.A. Program. 3 crs. Perspective ...... 3 crs. MGT 515 BUSINESS LAW • Midpoint Assessment This course is a practical survey of the legal aspects (Required before enrolling in concentration courses) of business relationships, business entities, contracts, MGT 519 Strategy & Business Planning ...... 3 crs. and aspects of the uniform commercial code. Suc- cessful management of business relationships rarely • Perspective Courses involves hiding behind legal maneuvers. The benefits GDM 530 Principled Decision Making ...... 3 crs. from pursuing even a strong legal case must be GDM 532 Career Management ...... 3 crs. weighed against the resulting damage to current and GDM 534 Global Business...... 3 crs. future business relationships. Prerequisite: admission Up to 3 crs. of Professional Development Seminars to M.B.A. Program. 3 crs. (3 crs. of MGT 565 may be substituted for one QUA 518 STATISTICS FOR MANAGERS Perspective course.) This course is designed for the end-users of statistics, not for those who produce them. The course focuses • Concentrations: Please see the quarterly Schedule of Courses for which on understanding the methods of statistical analysis, classes are offered each term. with special emphasis on making managers discerning readers of statistical information in product devel- Organizational Effectiveness opment, marketing, personnel, and customer service. ORG 545 Developing Partnerships/Alliances ...... 3 crs. Prerequisite: admission to M.B.A. Program. 3 crs. ORG 553 Situational leadership & Organizational Behavior...... 3 crs. MKS 520 MARKETING ANALYSIS AND ORG 563 Organizations of Continual Learning ... 3 crs. STRATEGY ORG 573 Cross-Cultural Aspects of This course focuses on sustaining competitive advan- Organizational Behavior...... 3 crs. tage. The student learns how to analyze and make recommendations about the creation, distribution, Finance and sale of goods and services. This course also cov- FIN 540 Strategic Business & Financial Moves .... 3 crs. ers demand analysis, consumer analysis, and strategic FIN 541 Corporate Investment & Forecasting ..... 3 crs. marketing planning. (QUA 518 strongly recommend- FIN 544 Business Recovery, Restructuring, & ed before taking this course.) Prerequisite: admission Revitalization ...... 3 crs. to M.B.A. Program. 3 crs. FIN 549 International Finance ...... 3 crs. IKM 521 BUSINESS RESEARCH This course teaches students how to locate and use the Marketing and Sales data in public records from the Federal Reserve, cen- MKS 540 Marketing Management ...... 3 crs. sus records, state and federal economic forecasts, MKS 542 Advertising Management ...... 3 crs. among others. Students will learn that data alone is not MKS 544 Consumer-Driven Marketing ...... 3 crs. always helpful in making business decisions and will MKS 546 International Marketing ...... 3 crs. benefit from the sections of the course that explore International Management data interpretation and presentation. Prerequisite: ad- FIN 549 International Finance ...... 3 crs. mission to M.B.A. Program. 3 crs. MGT 572 Strategy for Global Organizations ...... 3 crs. MGT 522 VALUING HUMAN CAPITAL: MKS 546 International Marketing ...... 3 crs. A SYSTEMS PERSPECTIVE 0RG 573 Cross-Cultural Aspects of As the dominant metaphor for business shifts from the Organizational Behavior...... 3 crs. machine to the ecology of business, companies are paying renewed attention to their most valuable asset, human beings. This course reviews the evolving understanding of the value of human capital in the business equation. Students will learn how to value today’s knowledge worker, and create systems of incentives and rewards to keep the best employees. Prerequisite: 146 admission to M.B.A. Program. 3 crs. MGT 519 STRATEGY AND BUSINESS PLANNING ly traded instruments in the investor’s toolkit as MASTER (MIDPOINT ASSESSMENT) stocks, bonds, mutual funds and various financial de- OF BUSINESS Every business, not just the Fortune 500 or the start- rivatives, including options and futures. Basic con- ADMINISTRATION ups, need a business plan. In this course students will cepts on how to maximize returns and minimize risk integrate the skills and knowledge gained in earlier will be presented, along with security analysis for val- core courses and put the pieces of the business puz- uation of stocks, bonds, and other instruments of in- zle together. Each student will prepare and present a terest to the class. Special topics in investment strate- business plan, either for a business unit, for a pro- gy will be covered, including socially responsible in- posed business, or for correcting problems in a busi- vesting and resources on the Internet. Prerequisite: ness. This course is a prerequisite for all concentra- MGT 519. 3 crs. tion courses. Prerequisite: completion of core courses. Prerequisite: admission to M.B.A. Program. 3 crs. FIN 544 BUSINESS RECOVERY, RESTRUCTURING, AND REVITALIZATION GDM 530 PRINCIPLED DECISION MAKING This course concentrates on the theory and practice The department has made this course required to in- of business turnarounds, workouts, and restructur- dicate the importance Marylhurst attaches to aligning ings. Students learn to evaluate the level of adversity personal and professional values. This course pre- of a distressed business, formulate an insolvency strat- pares students to understand the inevitable conflicts egy, and negotiate and implement a turnaround plan. which arise when individuals operate with different Prerequisite: MGT 519. 3 crs. systems of values. It also prepares students for leadership roles in their company and community, where FIN 549 INTERNATIONAL FINANCE they will be called upon to help resolve conflicts over This course introduces students to the financial as- competing needs, attitudes, and values. Prerequisite: pects of doing business in a global economy. Topics admission to M.B.A. Program. 3 crs. covered include foreign capital markets, managing exchange rate risk, and financial control systems in a GDM 532 CAREER MANAGEMENT multinational firm. As time permits the course also in- People working in business today look to themselves, troduces the student to business aspects of interna- not their employers, to define an emailer path or to tional law and accounting standards used outside the change jobs, or even industries, without missing a United States. The course is designed for individuals beat. This course is designed to prepare students to be who need to understand financial information pro- free agents, capable of making sound short-term and duced outside the United States. Prerequisite: longer decisions about their own careers. Prerequisite: MGT 519. 3 crs. admission to M.B.A. Program. 3 crs. MARKETING AND SALES GDM 534 GLOBAL BUSINESS Doing business outside the United States, be it in Can- MKS 540 MARKETING MANAGEMENT ada or Caracas, is unfamiliar territory for many peo- This course emphasizes the clear definition of market- ple. This course provides a systematic process for asking challenges and opportunities; the role of marketing the appropriate questions about another culture ing research, and the development of an integrated and finding practical information. Students will study marketing action program. Prerequisite: MGT 519. one country in depth and from it develop a template 3 crs. of inquiry they can apply to any country. (The country under study changes each term.) Prerequisite: ad- MKS 542 ADVERTISING MANAGEMENT mission to M.B.A. Program. 3 crs. Taught from the perspective of the user of advertising such as a product manager, this course emphasiz- CONCENTRATION COURSES es coordinating advertising with other elements of marketing and with the implementation of a well-de- FINANCE fined strategy. Prerequisite: MGT 519. 3 crs.

FIN 540 STRATEGIC BUSINESS MKS 544 CONSUMER-DRIVEN MARKETING This course approaches marketing from the prospec- AND FINANCIAL MOVES This course deals with the issue of valuation and tive of the consumer or potential consumer. It covers ways to increase a company’s economic value. buyer behavior, relationship marketing, and the role Whether the setting is a family business, a start-up, or of marketing in the development of new products an established corporation, managers need to under- and services. The key topic in the course is creating stand the strategic growth and wealth-creating op- value for the consumer. Prerequisite: MGT 519. 3 crs. tions and why the financial strategy is the core driver MKS 546 INTERNATIONAL MARKETING of overall business strategy. Prerequisite: MGT 519. The course helps the student understand how inter- 3 crs. national marketing differs from marketing within the United States. The student learns how to identify and FIN 541 CORPORATE INVESTMENT analyze factors which differ from nation to nation. MANAGEMENT AND FORECASTING The fundamentals of investment theory and practice The emphasis is on cross-national marketing deci- will be broadly covered with emphasis on such wide- sions and management of multinational marketing efforts. Prerequisite: MGT 519. 3 crs. 147 MASTER ORGANIZATIONAL EFFECTIVENESS MGT 572 STRATEGY FOR GLOBAL OF BUSINESS ORGANIZATIONS ADMINISTRATION ORG 545 DEVELOPING ALLIANCES Most companies lack an adequate global strategy. But AND PARTNERSHIPS the rapid changes creating more open world markets This course examines the new organizational realities are rendering that approach inadequate and increas- including dealing effectively with ambiguity, gaining ingly obsolete. This class will teach the student how or regaining personal power, and understanding the to manage companies on an integrated worldwide ba- importance of partnering and relationships. Particular sis. A central theme of this class is that almost all in- attention is paid to breaking out of currently limiting dustries have a global potential in some aspects. The conceptual frameworks for understanding evolving student will learn a systematic framework for evaluat- organizations and one’s role in them. Prerequisite: ing which elements of strategy to globalize and by MGT 519. 3 crs. how much. Prerequisite: MGT 519. 3 crs.

ORG 553 SITUATION LEADERSHIP PROFESSIONAL DEVELOPMENT SEMINARS AND ORGANIZATIONAL BEHAVIOR MGT 565 This course provides students with an overview of or- Marylhurst University regularly offers one-credit Pro- ganizational behavior from a manager’s perspective. fessional Development Seminars on timely business The model of situational leadership is suitable for all topics. Up to three of these one-credit seminars may types of organizations. Special attention is given to be used in a student's M.B.A. program in lieu of one the leadership perspectives and the application of Perspective course. proven techniques. Prerequisite: MGT 519. 3 crs.

ORG 563 ORGANIZATIONS ENDPOINT ASSESSMENT OF CONTINUAL LEARNING The purpose of the course is to explore the charac- MGT 590 FINAL GRADUATE PROJECT teristics of learning organizations, how they are built The project is the final step in the completion of the and rebuilt, and practical ideas for shifting organiza- M.B.A. program. It is an opportunity for the student tions over time. Prerequisite: MGT 519. 3 crs. to prove that the skills necessary to identify, analyze, and resolve significant field-based managerial and administrative issues have been acquired. The purpose INTERNATIONAL MANAGEMENT of the project is to provide a transitional link between the years of M.B.A. study and future growth and de- ORG 573 CROSS-CULTURAL ASPECTS OF velopment after the M.B.A. It should demonstrate ORGANIZATIONAL BEHAVIOR Managers no longer have the luxury of reducing glo- both a breadth of knowledge in business issues and a bal complexity to the simplicity of assumed universal- depth of knowledge in the area of concentration. The ity. This class is aimed at teaching students how the student will be assigned a supervisor whose role is to theory and insights of cultural differences can posi- act as a mentor and advisor. Prerequisite: departmen- tively influence the conduct of international business. tal permission. Using these insights, the student will learn how to MGT 591 PRACTICUM break down the conceptual, theoretical, and practical Practica provide students with the opportunity to use boundaries limiting our ability to understand and the skills they have learned in the M.B.A. coursework work with people from around the world. Prerequi- in settings that often become full-time career posi- site: MGT 519. 3 crs. tions. Practica involve the following steps: 1) selecting an interesting, challenging site; 2) developing a FIN 549 INTERNATIONAL FINANCE This class will cover the areas of international finance contract that ensures both employer and student ben- that are of greatest importance to both multinational efit; 3) fulfilling the contract activity; 4) preparing a corporations and smaller businesses wishing to do written report that summarizes and critiques the business abroad. Topics covered include planning for learning experience. Prerequisite: departmental per- foreign investment and operations and the sources of mission. available funds. But the emphasis on the functions of international markets and institutions will also make the class of interest to those who do not plan to work Graduate Study in Management directly in the finance function. Prerequisite: Marylhurst University MGT 519. 3 crs. 17600 Pacific Highway (Hwy. 43) P.O. Box 261 Marylhurst, OR 97036-0261 MKT 546 INTERNATIONAL MARKETING Portland Metro: (503) 699-6268 This course helps the student understand how interna- Outside Portland Metro: 1-800-634-9982, ext. 6268 tional marketing differs from marketing within the Email: [email protected] United States. The student learns how to identify and Web site: www.marylhurst.edu analyze factors which differ from nation to nation. The emphasis is on cross-national marketing decisions and management of multinational marketing efforts. Pre- requisite: MGT 519. 3 crs.

148 General Listing of LAJOS BALOGH FACULTY MARYLHURST UNIVERSITY FACULTY B.M., Liszt Academy of Music; M.M., University of Oregon (MUS) PATRICIA BAXTER, SNJM B.M., Marylhurst College; M.A., University of Notre Dame; H0ME DEPARTMENTS M.ME., Holy Names College, Oakland, CA (MUS) UNDERGRADUATE KELCEY BEARDSLEY (ART) Art B.A., University of Michigan; M.Arch., University of Oregon (BUSU) Business & Management (ART) (CM) Communication Studies MARK BELLO (CHS) Cultural & Historical Studies B.A., Fordham University; M.P.A., Maxwell School, Syracuse (ELW) English Literature & Writing University; Ph.D., Portland State University (HSC) (HSC) Human Sciences BARRY BENNETT (INT) Interdisciplinary Studies B.A., State University of New York at Albany; J.D., Harvard (LAC) Learning Assessment Center Law School (MBA) (LIM) Library Information Management NASARIO BERNAL (MUS) Music B.A., San Francisco State University; M.A., University of Cali- (RSP) Religious Studies & Philosophy fornia, Davis (CM) (SM) Science & Mathematics BEVERLEY BERNERT B.S., M.S., Oregon College of Education (LAC) GRADUATE (MAApT) Master of Arts - Applied Theology LINDA BERNHARDT (MAArT) Master of Arts - Art Therapy B.S., Northern Arizona University; M.S., Oregon State Univer- sity (SM) (MAIS) Master of Arts - Interdisciplinary Studies (MBA) Master of Business Administration MARY VIANNEY BILGRIEN (DMIN) Doctor of Ministry B.A., Mt. Mary College; M.A., University of Notre Dame; M.T.S., Catholic Theological Union, Chicago; Ph.D., Pontifi- ADMINISTRATIVE cal University of St. Thomas Aquinas, Rome (RSP) (ADM) Administration ELIZABETH BILYEU (LIB) Library B.A., Wake Forest University; M.A., University of Leeds, En- (WEB) Web-Based Learning gland; M.A., Washington University, Missouri (WEB) & Instructional Technology ELLEN BISHOP B.S., Dickinson College; M.S., Ph.D., Oregon State University FACULTY (HSC) HOWARD ADLER KAREN BJORKLUND B.S., New Jersey Institute of Technology; M.Ed., University B.A., University of Arizona; M.S., Marylhurst College (CM) of Massachusetts, Amherst (SM) WILLIAM BOHNAKER RICHARD ALBERTSON B.A., Western Oregon State College; M.A., University of B.A., San Jose State University; M.A.I.S., Marylhurst Universi- Iowa (CHS) ty (RSP) DEBRAH BOKOWSKI CATHERINE AL-METEN B.A., University of Colorado; M.A., Ph.D., The Ohio State B.A., California State University, Dominguez Hills; M.A., University (MAIS) Marylhurst University (RSP) JOHN BOTTERMAN PATRICIA AMORE HAND B.A., M.A., Ph.D., University of Washington (ELW) B.S., William Paterson College of New Jersey (MUS) ELISA BOYNTON CHARLES ANDERSON M.A., Helsinki University (MUS) B.A., Willamette University; M.S.M., Marylhurst University BONNIE BRAY (BUSU) B.A., Marylhurst College; M.S., Portland State University DONALD ANDERSON (CM) B.S., M.S.Ed., Chadron State College (SM) ARTHUR BRIDGE DAVID ARMONTROUT B.A., University of California, Santa Cruz; M.A., Ph.D., Clare- B.A., University of California, Los Angeles; M.A., Portland mont Graduate School (RSP) State University (CHS) MARIA BRIGNOLA LEE DAVID ARNOLD B.A., West Chester University, Pennsylvania; M.C.A.T., Hah- B.S., Oregon State University; Rel.M., School of Theology at nemann Graduate School, Philadelphia (MAArT) Claremont; M.A., University of Oregon; Ph.D., Emory Univer- EILEEN BROWN, SNJM sity (MAIS) B.A., Marylhurst College; M.A., University of Portland; M.S., CAROLYN ARNQUIST University of Houston (INT) B.A., University of California, Irvine (MUS) FRANCIS GERALD BROWN ELAINE BAGLEY B.A., University of Oregon; M.A., Ph.D., University of Pitts- B.F.A., Philips University, Oklahoma; M.A., Antioch Universi- burgh (MBA) ty West, Seattle; M.A., Emporia State University, Kansas (MAArT) 149 FACULTY LESLIE BRUNKER CARL DEL BALZO B.A., Unversity of California, San Diego; M.A., City Universi- B.S., Cornell University; M.B.A., Univeristy of Portland ty, Bellevue, Washington (CM) (BUSU) LAURA CALDWELL DAVID DENNY B.S., M.S., Portland State University (CM) B.A., University of New Hampshire; M.A., Ph.D., Binghamp- ton University, New York (CHS) DELPHA CAMP B.A., Gonzaga University; M.S., University of Oregon (HSC) ROBERT DESMOND B.S., Michigan State University; M.B.A., Stanford University PAULA CARDER (BUSU) B.S., West Virginia University; M.A., University of Pennsylva- nia; Ph.D., Portland State University (MAIS) AMY DOES B.A., San Francisco State University; Ph.D., University of Cali- THOMAS CARUSO fornia, Davis (SM) B.A., University of Portland; M.A., . University of San Fran- cisco; J.D., Lewis and Clark College; D.Min., San Francisco SIMEON DREYFUSS Theological Seminary (RSP) B.A., Fairhaven College, Washington; M.A., New York Uni- versity (INT) KATHY CASSON B.A., University of California, Los Angeles; M.A., San Fran- DENNIS ESSELSTROM cisco State University (SM) B.A., Pasadena Point Loma College; M.A., California State University; D.A., Western Colorado University (MUS) GERALD CENTER Certified by the U.S. Board of Spiritual Counselors, Bureau of DIANA EVANS-BAXTER Indian Affairs (CHS) B.S., State University College at Buffalo, New York; M.A., Marylhurst University (RSP) LINDA CHAPMAN B.A., M.A., Antioch University, San Francisco (MAArT) JOHN FASSEL B.S., Northern Arizona University; M.S., Arizona State Univer- ROBERT CHRISMAN sity (SM) B.S., Missouri Valley College; M.Ed., Heritage College, Wash- ington (MBA) MAGDALEN FAUTCH B.M., Marylhurst College; M.M., University of Southern Cali- CONNIE CHRISTOPHER fornia (MUS) B.S., Washington State University; M.S., Portland State Uni- versity (MBA) JOHN FAZIO B.S., University of Minnesota; M.S., St. Cloud State Universi- DIANA MARTHA CLARK ty, Minnesota; Ph.D., Fielding Institute, California (MAIS) B.S.W., Trinity College; M.A.W., Adelphi University, New York; M.A., Holy Names College, Calif. (RSP) MIRIAM FEDER B.A., University of Minnesota; J.D., Northwestern School of KRISTIN COLLINS Law, Lewis and Clark College (LAC) B.A., Willamette University; M.A., University of Oregon (ART) KATHLEEN FERRARA B.A., St. Mary’s College, New York; M.A., Lesley College, BRIDGET COOKE Massachusetts (MAArT) B.S., Western Oregon State University; M.Div., Pacific School of Religion, Berkeley (RSP) MARK FETTERS B.A., Kent State University; M.A., Portland State University TRISTA CORNELIUS (MBA) B.A., Pacific University; M.A. Portland State University (ELW) GINNY FLETCHER PAULA CREAMER B.A., Occidental College; M.S., California State University, A.B., Mt. Holyoke College, Massachusetts; M.M., University Los Angeles; Certified Coaching Program, Hudson Institute, of Southern California; D.M.A., University of Washington Santa Barbara. National certified career counselor. (LAC) (MUS) JAN MARIE FORTIER GREG CROSBY B.A., Portland State University; M.L.S., University of Oregon; B.A., Indiana University; M.S., Ball State University (HSC) M.A., Ph.D., Temple University (LIB) JOHN CULLICOTT JACQUELINE FOWLER B.S., M.S., Northwestern University (ELW) B.S., Lewis and Clark College; M.A., Marylhurst University DENNIS CUNNINGHAM (HSC) B.F.A., Museum Art School, Portland (ART) SUSAN FRANKS JAN DABROWSKI B.A., University of Evansville, Indiana; M.A., Marylhurst Uni- B.A., University of Virginia; Ph.D., University of Pittsburgh versity (HSC) (SM) JOHN FREED LISA DAVIDSON B.A., Gannon College, Pennsylvania; M.A., Ph.D., The Penn- B.S., M.S., Portland State University (CM) sylvania State University (ADM) JAMES DAVIS RUTH FRIEDEL B.A., University of California, Santa Barbara; M.S., Colorado B.S., Ithaca College; M.A., New York University; Psy.D., Ore- State University (SM) gon Graduate School of Professional Psychology (MAArT) JOHN DEIHL WES FRIESEN B.A., Whittier College; M.S.W., Portland State University B.S., George Fox College; M.A., University of Portland; (HSC) Ph.D., Columbia Pacific University (MBA)

150 ANN FULLERTON NANCY HISS FACULTY B.S., Reed College; M.A., Ph.D., Peabody College of Vander- B.F.A., Maryland Institute; M.Arch., Syracuse University bilt University (MAArT) (ART) JENNIFER GADDY HEIDI HOCHENEDEL B.A., The Evergreen State College; D.N.M., National College B.A., University of Oregon; M.A., Ph.D., Tulane University of Naturopathic Medicine (HSC) (CHS) MICHELLE GAINES GILLIAN HOLLOWAY B.A., Marylhurst University (LIM) B.A., New College of California, San Francisco; Ph.D., Rose- bridge Graduate School of Integrative Psychology, Concord, ROY GHAZIMORAD CA (HSC) B.S., Washburn University; M.A., Kansas State University; Ph.D., University of Arkansas (HSC) NANCY HOOVER B.A., Antioch College, Ohio; M.L.S., Pratt Institute, New PAUL GILBARG York (LIB) B.S., Polytechnic Institute of Brooklyn; M.S., Portland State University (MBA) TERRI HOPKINS B.A., Oberlin College; M.A., University of Chicago (ART) JOHN GOLDHAMMER B.S., Metropolitan State College of Denver; M.A., Pacifica DEBRA HORNIBROOK-HEHR Graduate Institute (HSC) B.S., Portland State University (CM) MONA GOODE WILLIAM HORNYAK B.A., Foothill Junior College, California; M.B.A., M.A., Uni- B.A., Marquette University (CM) versity of Washington (HSC) KIRK HOWARD SARAH GRAHAM B.S., California State University, Sacramento; M.L.S., San Jose B.A., Wake Forest University (SM) State University (LIM) GEORGE GRAY RHONDA HULL B.A., University of San Francisco; ; M.Div., Saint Vladimir’s B.S., M.S., Portland State University (SM) Seminary, New York; M.A., Mount Angel Seminary, Oregon DENA HUTTO (RSP) B.A., University of Missouri; M.S.L., University of Illinois PAUL GREGORIO (LIM) B.S., University of Redlands, Redlands, CA; M.A., San Fran- KATHLEEN HUUN cisco State University; M.L.S., University of Washington B.S., Old Dominion University; B.S., M.S., University of Cali- (LIM) fornia, Davis; Ph.D., Florida State University (ART) JOHN HAEK MARK JENKINS B.A., Portland State University; M.A., Washington State Uni- B.A., M.A., University of Washington; Ph.D., University of versity (MUS) California, San Diego (WEB) WALTRAUD HAMMOND JOANNE JENNER B.A., San Jose State University; M.A., M.A.T., Lewis and Clark B.S., Penn State University; N.D., National College of Naturo- College (HSC) pathic Medicine, Oregon (SM) PHILLIP HANSEN CHRIS JENSEN B.M., University of Southern California; M.M., Boston School B.A., University of California, Davis; M.A., American Univer- of Music (MUS) sity, Washington, DC; M.Div., Princeton (NJ) Theological LARRY HANSON Seminary (RSP) B.S., University of Washington; M.S., University of Alaska; JANICE JOHNSON Ph.D., University of Washington (SM) B.M., M.M., Eastman School of Music, New York (MUS) PHILIP HARDER GARRY JOST B.A., Colorado State College; M.A., Colorado State College B.A., Tabor College, Kansas; B.A., Wichita State College; (DMIN) M.S., University of Wisconsin, Madison (RSP) S. JUNE HARPER JACOB KAHN B.A., The Evergreen State College; M.A., Portland State Uni- B.A., University of Virginia; M.S., Louisiana State Univeristy; versity (CM) Ed.D., West Virginia University (SM) JUDY HEDBERG MARIBETH KALLEMEYN B. A., Lewis and Clark College; M.A., University of Portland B.Rel.Ed., Reformed Bible College, Michigan; B.A., Calvin (MUS) College, Michigan; M.A., University of Northern Colorado; BARBARA HEIN M.A., Fuller Theological Seminary, California; Ph.D., Fuller B.A., Hunter College; M.A., Harvard University; M.S.W., Bos- Theological Seminary, California (MAIS) ton University (INT) FRANCES KAPLAN GORDON HERMAN B.A., Florida State University; M.P.S., Pratt Institute, New B.M., California State University, Long Beach; M.M., Universi- York; D.A., New York University (MAArT) ty of Idaho (MUS) KATHERINE KARR PATRICIA HERRON B.S., Portland State University; M.Ed., Oregon State Universi- B.A., Marylhurst College; M.A., Oregon State University ty (RSP) (RSP) MARY KARR ANN HILL B.S., M.S., Portland State University (CM) B.A., University of Montana, Missoula (SM) 151 FACULTY DAVID KATZ DONNA LINN B.A., Portland State University; M.S., Western Washington B.A., University of Oregon; M.A., Antioch University, Wash- University; M.A., Ph.D., Adelphi University, New York (HSC) ington (MAArT) ALIZA KEDDEM DANIEL LIOY B.S., Columbia University; M.A., Ph.D., University of Oregon B.S., University of Southern California, Los Angeles; Th.M., (HSC) Dallas Theological Seminary; Th.D., D.Min., Trinity Semi- nary, University of Liverpool, Indiana (LAC) TIMOTHY KELLY B.A., Judson College, Illinois; M.S., Portland State University HERBERT LONG (HSC) B.A., Stanford; B.D., San Francisco Theological Seminary San Anselmo; Th.D., Harvard University (HSC) MARTINE MARY KENNEY B.M., Marylhurst College; M.S., Portland State University KATHLEEN LOPEZ (MUS) B.A., Portland State University; M.S., Portland State Universi- ty (CM) MASOUD KHEIRABADI B.S., University of Tehran; M.S., Texas A & I University; EMMA LOU LUNDGREN M.A., Ph.D., Unversity of Oregon (CHS) B.A., Marylhurst College; M.Div., Earlham School of Religion, Indiana (RSP) GERARD KILLEEN B.A., University College, Dublin (CHS) CLARE MacISAAC, SNJM B.A., Marylhurst College; M.S., University of Notre Dame; JULIA KING TAMANG Ph.D., University of Oregon (SM) B.S., M.S., University of Oregon (CM) FRANCES MADDEN, SNJM MARYLEE H. KING B.S., Marylhurst College; M.Ed., Marquette University; Ph.D., B.S., Oregon State University; M.S., Indiana University St, Louis University (RSP) (ADM) JOAN MAIERS, SNJM ELIZABETH KIRKHART B.A., B.S., University of Washington (ELW) B.A., University of Maryland; Ph.D., University of Southern California (HSC) SUZANNE MALEK B.S., Indiana University; M.A., Portland State University BERNARD KLEIN (MBA) B.A., California State University, Los Angeles; Ph.D., Walden University, Minneapolis (HSC) JOHNEEN MANNO VERBECK B.A., California State University, Fullerton; M.A., Marylhurst RICKY KNIGHT University (HSC) B.A., Macalester College; M.A., Washington State University (HSC) DOMINIQUE MARGUERITE B.A., M.A., Ph.D., University of Oregon (HSC) CHRISTINE KORB B.S., Mount Mary College; M.M., Colorado State University; CHARLES MARTIN registered music therapist; board-certified (AMTA) (MUS) B.S., University of Nebraska; M.A., Western Kentucky Uni- versity; Ph.D., Indiana University (CHS) ELAINE KRAFT, SNJM B.S., Marylhurst College; M.A., Mt. Angel Seminary (HSC) LUCY MARTIN B.A., Northwestern University, Illinois (CM) HENRI LaCERTE, OSB B.A., Holy Cross College, Colorado; S.T.B, S.T.L., St. SARA MARTIN Anselm’s Seminary, Rome; M.Div., Mt. Angel Seminary, Ore- B.A., University of Kansas; M.A., University of Illinois, Cham- gon; J.C.B, J.C.L, Ph.D., S.T.D, University of Ottawa; D.Min, paign-Urbana; Ph.D., University of Kansas (LAC/ADM) San Francisco Theological Seminary (RSP) KEVIN MATHENY MARY KAY LAMPERT, SNJM B.A., Santa Clara University; M.A., St. Mary’s University, Min- B.S., Marylhurst College; M.A., Portland State University; nesota (MBA) M.F.A., University of Portland (ELW) PATRICIA McALISTER RICHARD LANGSEN B.M., Willamette University (MUS) B.A., B.S., University of Northern Colorado; M.S.W., Hunter BRIAN McCARTHY College of Social Work, New York (HSC) B.A., M.B.A., University of Washington (BUSU) DENIS LAWRENCE KATHRYN McCOURT B.A., Whittier College, California; Th.M., School of Theology B.A., University of Texas; Ph.D., University of Minnesota at Claremont, California; M.Ed., Lewis and Clark College (HSC) (RSP) JENNIE McKEE JEFFREY LEE B.S., Portland State University; M.L.S., University of Oregon B.A., University of Maryland; M.B.A., The George Washing- (LIM) ton University (MBA) MICHAEL MERANDA KATHERINE MARIE LEONARD B.A., Concordia College; M.Div., Concordia Seminary (MAIS) B.A., University of California, Berkeley; M.A., University of Victoria; Ph.D., The University of Alberta (MAArT) PATRICIA MEYERS B.M., Coe College, Iowa; M.C.E., Garrett-Evangelical Theo- PATTI LIND-TOLEDO logical Seminary, Illinois; D.Min., Graduate Theological B.A., Boise State University; M.A., The Ohio State University Foundation, Indiana (RSP) (CM) KARIN MILES B.A., University of Wisconsin (RSP) 152 GEORGE MILLER JACK O’NEIL FACULTY B.S., University of Washington (SM) B.A., University of California, Berkeley (CM) PAM MILLER, OP JOHN OPPEDISANO B.A., Rosary College, Illinois; M.A., Seattle University (WEB) B.A., College of the Holy Cross, Massachusetts; M.A., West- field State College, Massachusetts (LAC) FRANK MILLS B.A., John Brown University; M.Div., Gordon-Conwell Theo- PIERINA PARISE logical Seminary (CHS) B.S., Cornell University; M.L.S., University of Hawaii (LIM) DIGAMBAR MISRA GERTRUDE PARKINSON B.A., Utkal Univeristy, India; M.S., John F. Kennedy University B.A., University of California, Berkeley; M.F.A., Arizona State (MAIS) University (ART) JAMES MITCHELL ANN PATTERSON B.A., University of Portland (CM) B.A., Millikin University, Illinois; M.M., Baylor University (MUS) STEVEN RATH MORGAN B.A., M.S., Portland State University (CM) PAULETTE PEYNET B.A., Marylhurst College; M.A., Portland State University SUSAN MURRAY (CM) B.A., Willamette University; M.A., University of British Colum- bia; Ed.D., Oregon State University (MBA) MARTHA PFANSCHMIDT B.A., Portland State University (ART) PAUL NADEAU B.S., University of Massachusetts, Lowell; M.B.A, Babson Col- MARIAN PIERCE lege, Wellesley, MA (MBA) B.A., University of Iowa; M.F.A., University of Iowa (ELW) CHARU NAIR MARY PITTAM B.A., University of Madra, India; M.B.A., Asian Institute of B.S., Oregon State University; M.B.A., Pennsylvania State Uni- Management, Manila; M.B.A., Marylhurst College (ELW) versity (MBA) MICHELLE NEAL PAMELA PLIMPTON B.A., B.S., University of Pittsburgh (MBA) B.A., Lewis and Clark College; M.A.T., School for Int’l. Train- ing of the Experiment in Int’l Living; Ph.D., University of Or- LOUISE NEILSON egon (MAIS) B.S., Western Oregon College of Education; M.S., Buffalo State College, New York (CM) DAVID PLOTKIN B.A., Oberlin College; M.A., Ph.D., University of California, SHERRY NESBIT Irvine (ELW) B.A., University of Oregon (ART) JOSEPH PONTERI NANCY NICKEL B.A., Marquette University, Wisconsin; M.A., New Mexico B.M., Valparaiso University; M.M., University of Portland State University, Las Cruces (ELW) (MUS) VALERIE PORIS TIMOTHY NICKEL B.M., Eastern Illinois University; M.M., University of Wiscon- B.M., Valparaiso University; M.M., University of Illinois (MUS) sin (MUS) PATRICIA NIDA TIMOTHY RACZ B.A., M.A., University of Oregon; Ph.D., University of Wash- B.M., Baia Mare School of Music, Romania; M.M., DePaul ington (MBA) University (MUS) ROSS NIDA MICHAEL RANDOLPH B.A., The Ohio University; M.A., Pepperdine University B.A., University of the Pacific, California; M.A., University of (MBA) California, Davis (WEB) SUSAN NOFS NOVA CECILIA RANGER, SNJM B.A., M.Ed., Ph.D., University of Utah (MAIS) B.A., Marylhurst College; M.A., Immaculate Heart College, WILLIAM NOONAN Los Angeles; Ph.D., Ecumenical Institute of St. Mary’s Semi- B.A., University of San Francisco; M.T.S., Harvard Divinity nary and University, Baltimore (RSP) School; Ph.D., Graduate Theological Union, California ANNA RAPP (DMIN) B.M., Carlifornia State University, San Francisco (MUS) SHARRON NOONE MARK REID B.S., Portland State University; M.P.A., Lewis and Clark Col- B.A., Little Rock University; M.Div., Lexington Theological lege; Ph.D., Oregon State University (MAIS) Seminary; D.Min., Lexington Theological Seminary (RSP) THOMAS NOYES CHARLES RIVOIRE A.B., Dartmouth College; M.B.A., Amos Tuck School of Busi- B.A., Dartmouth College; M.A., Portland State University ness Administration, Dartmouth College (MBA) (BUSU) SHEILA O’CONNELL-ROUSSELL MICHAEL RIZZO B.A., Loyola Marymount; M.R.E, Loyola Marymount; M.Div., B.S., Cornell University; J.D., University of Michigan Law San Francisco Theological Seminary (MAApT))= School (MBA) MYRNA OAKLEY REBECCA ROBBINS B.A., M.S.T., Portland State University (CM) Certification, British Society of Teachers of Alexander Tech- NANCY OLSON-CHATALAS nique and North American Society of Alexander Technique B.M., Baylor University; M.M., University of Texas (MUS) (MUS)

153 FACULTY NANCY ROBERTS CHOSHO SHIKINA B.S., Texas Christian University; M.B.A., University of Texas, B.A., Portland State University; B.A., University of Okinawa Arlington; M.A., Oregon State Unviersity; Ph.D., University (CHS) of Oregon (CHS) MARGARET SHIRLEY MARCIA ROI B.A., Reed College; B.F.A., Yale University; M.F.A., Portland B.S., Oklahoma State University; M.S., Oklahoma State Uni- State University (ART) versity; PhD, Oregon State University (HSC) ANNETTE SHORE MARGARET ROLAND B.F.A., Alfred College of Art & Design, New York; M.A., Les- B.S., State University of New York, Albany; B.A., Portland ley College Graduate School, Cambridge (MAArT) State University; M.A., Portland State University (ELW) KURT SHUSTERICH RICH ROLLINS B.A., University of California, Santa Barbara; Ed.M., Harvard B.S., University of Vermont; M.F.A., Arizona State University University; M.A., University of California, Santa Barbara; (ART) Ph.D., University of California, Santa Barbara (MBA) HYLA ROSENBERG CHARLES SIGMUND B.A., School for International Training; M.S., Portland State B.S., Western Oregon State College; M.S., Oregon State Uni- University (CM) versity (HSC) JEAN ROSENFELD ROBERT SITTON B.A., Stanford University; M.A., University of California, Los B.A., Wake Forest University; M.A., Ph.D., Duke University Angeles; M.A., University of California, Los Angeles; Ph.D., (CHS) University of California, Los Angeles (MAIS) MARGARET SLOVAK JEROID ROUSSELL B.F.A., Cornish College of Arts (MUS) B.S., Bellarmine College; M.Div., Catholic Theological Union; MARK SMITH D.Min., San Francisco Theological Seminary (MAApT) B.F.A., The Cooper Union, New York; B.S., Western Oregon DENISE ROY State College; M.F.A., Portland State University (ART) B.S., Southern Illinois University; M.Arch., University of Ore- SUSAN SMITH gon (ART) B.A., Dartmouth College; M.M., San Francisco Conservatory DEBORAH SADOWSKI of Music; D.M.A., Eastman School of Music (MUS) B.A., State University of New York, Buffalo; M.A., University JAMES SOLIDAY of Oregon (MAArT) B.T., Multnomah School of the Bible; M.Div., Gordon Divini- ERIC SALAHUB ty School; M.T.S.D. Min., Andover-Newton Theological B.A., Whitman College; M.A., Colorado State University School (HSC) (RSP) MARTIN SORENSEN HELEN SANDOZ B.B.A., M.B.A., University of Portland (BUSU) B.A., Marylhurst College (MUS) DANIEL SPANGLER JENNIFER SASSER-COEN B.B.A., Boise State University; M.B.A., Washington State Uni- B.S., Willamette University; M.S., University of Oregon; versity (BUSU) Ph.D., Oregon State University (HSC) GARY SPANOVICH IRIS SAVICH B.S., University of Florida; M.S., Florida State University B.A., Hillsdale College; M.A., University of Iowa (MAIS) (RSP) ALICE SCANNELL JOAN SPEARING B.A., Smith College; M.R.Ed, Union Theological Seminary; B.S., M.S., Villanova University; M.Div., Washington Theolog- Ph.D., Portland State University (CM) ical Union, Washington, D.C.; D. Min. Graduate Theological Foundation, Indiana (RSP) ROB SCHEPS B.M., New England Conservatory (MUS) EDWARD SPRINGMAN B.A., Milligan College; M.Th., Southern California School of ROBERT SCHLICK Theology (RSP) B.A., Marylhurst College; M.S., Portland State University (CM) ELIZABETH STANEK B.A., Grinell College; M.A., San Francisco State University JAMES SCHMITT (ART) B.M., Drake University (MUS) JOAN STARKER KAREN SCHNEIDER B.A., Sarah Lawrence College; M.S.W., Hunter College; B.S., M.A., University of Wisconsin (MBA) M.P.A., Lewis and Clark College; Ph.D., Portland State Uni- STEPHEN SCHRIVER versity (HSC) M.S., University of Oregon (MBA) GREG A STEINKE ELAINE SEELEY B.Mus., Oberlin Conservatory of Music; M.Mus., Michigan B.M., University of Southern California; M.F.A., California In- State University; M.F.A., University of Iowa; Ph.D., Michigan stitute of the Arts, Los Angeles (MUS) State University (MUS/ADM) RICHARD SEVERSON JON STINE B.S., South Dakota State University; M.A., Ph.D., University B.A., Indiana University; M.S., University of Oregon (MBA) of Iowa (LIB) RUTH STOCKDALE LOREE SHECKELS B.A., Purdue University; M.S., University of Oregon (BUSU) B.A., University of Washington; M.A., Marylhurst University 154 (MAArT) VICTORIA STRONG-RACZ HONOR VALLOR FACULTY B.M., Western Michigan University; M.M., University of Ne- B.S., M.A., Portland State University (ELW) vada, Las Vegas (MUS) JACKIE VAN PAEPEGHEM F. ROBERT STUCKEY B.A., M.A., Boise State University (MUS) B.A., San Jose State University; M.S., San Jose State Universi- MORGAN WALKER ty; Ph.D., California School of Professional Psychology (HSC) B.F.A., Pacific Northwest College of Art; M.F.A., University PAUL SUTINEN of Oregon (ART) B.S., Portland State University (ART) FRANCIS WAMBALABA PEGGY SUZIO B.S., M.S., Ph.D., Portland State University (HSC) B.Int.Arch., University of Oregon (ART) REBECCA WARREN LINDA SUZUKI B.A., Willamette University; M.A., Portland State University B.A., M.A., Marylhurst College (CM) (SM) JOHN SWARTHOUT DOUGLAS WAUGH B.A. Portland State University; M.A., Indiana University B.S., University of Virginia; M.S., Purdue University (HSC) (HSC) THOMAS WEIFORD JEFF SWEENEY B.S., University of Wisconsin; M.S., University of Idaho B.S., University of Oregon; M.S., Portland State University (HSC) (CM) TOM WHEELER MICHAEL SWETT B.S., University of Texas (ELW) B.S., University of Oregon; M.A., Adelphi University; Ph.D., TABITHA WHITEFOOT Adelphi University (HSC) B.F.A., M.A.T., Lewis and Clark College; Ed.D., Portland State RON TATUM University (CM) B.A., University of California, Berkeley; M.Div., San Fran- CHARLES WILLIAMS cisco Theological Seminary; M.A., Sonoma State University B.A., University of Rochester; M.S., Northwestern University, (ELW) Medill School of Journalism (CM) ALISON TAYLOR PATRICK WILLIS B.A., Coe College, Iowa; M.A., Western Michigan University B.S., M.S., Portland State University (SM) (CM) MARGARET WITSCHARD DAVID TAYLOR B.A., Randolph Macon Woman’s College; M.A., University of B.A., Willamette University; M.A., University of Montana; Missouri (MUS) Ph.D., The Queen’s University, Belfast, Northern Ireland (HSC) MARA WOLOSHIN B.S., M.S., Humboldt State University (CM) JULIA TAYLOR B.A., Pennsylvania State University; M.B.A., Golden Gate Uni- JEANETTE WOOD versity (MBA) B.M., Holy Names Fort Wright College, Spokane; M.M., Holy Names College, Oakland (MUS) KATHERINE TENNYSON A.B., Duke University; J.D., Northwestern School of Law, JEAN WRIGHT Lewis and Clark College (BUSU) B.S., University of Wisconsin; M.Ed., Lewis and Clark Col- lege (MAArT) JAN THENELL B.A., M.A., University of Oregon (CM) JERRY YUDELSON B.S., California Institute of Technolgy; M.S., Harvard Univer- TONI THOMAS sity; M.A., University of Oregon (MBA) B.A., University of New Hampshire; M.A., University of Northern Colorado; M.F.A., University of Oregon (HSC) MICHELLE ZAFIRIS B.A., University of California, Davis; M.B.A., Portland State CHRISTOPHER TONGUE University (BUSU) B.S., Portland State University; M.A., Lewis and Clark Col- lege; Ph.D., University of Oregon (HSC) ARNOLD ZENGER B.A., St. Thomas Seminary College, Washington; B.A., S.T.B., DANA TORREY M.A., Catholic University, Louvain, Belguim (RSP) B.A., Marylhurst University; M.S.W., Portland State Universi- ty (HSC) CHRISTINE TURNER M.S.T., Portland State University (MAArT) DONVIEVE UDELL M.F.A., Humboldt State University (MAArT) ROBERTA UHLAND B.A., Saginaw Valley State University; M.Ed., Ed.D., The Pennsylvania State University (MAIS) ANTHONY ULIANO B.S., University of New Haven; M.S., Hunter College (SM) PAULA USREY B.A., M.S., Portland State University (CM)

155 PRIOR Listing of COREY SCOTT PRESSMAN LEARNING PRIOR LEARNING B.A., State University of New York, College at Oneonta; M.A., Washington State University ASSESSMENT ASSESSMENT EVALUATORS EVALUATORS MICHAEL REDING B.A., Gonzaga University; M.S., Eastern Washington University

LYNN SEAMAN H. WILLIAM BRELJE B.S., Ed.M., Oregon State University B.S., University of Oregon; M.Ed., Lewis and Clark College; M.A., California State University at Northridge; Ed.D., PETER SEARS University of Portland B.A., Yale University; M.F.A., University of Iowa

ALAN BRICKLEY RABBI JOSHUA STAMPFER M.B.A., University of Oregon; J.D., Northwestern School of B.S., University of Chicago; M.S., University of Akron; Law, Lewis and Clark College M.H.L., Jewish Theological Seminary; D.H.L., University of Judaism BRUCE CHESSE B.A., M.A., San Francisco State College IRWIN STARR B.A., University of Michigan; M.A., Rackham School of LINDA J. COATES-MARKLE Graduate Studies, University of Michigan B.S., M.S., University of Guelph, Ontario, Canada CLAIRE WALLACE VICTORIA J. COATS B.A., M.A., Reed College B.A., Whitman College; Oregon Teaching Certificate, Lewis and Clark College KURT WEHBRING B.A., Dartmouth College; M.A., Columbia University; M.A., SUZANNE FEENEY Lewis and Clark College B.A., Oregon State University; M.A., Ph.D., University of Washington

ANNE G. FOSTER B.S., Oregon State College; M.S., Oregon State University

ELEANOR ANN FULTON B.S., Portland State University; M.A., Ph.D., University of Wisconsin-Madison

NANCY GASTON B.A., Eastern Michigan University; B.Th., McGill University, Montreal

STEPHEN HECK B.A., Portland State University; M.S.W., University of Washington; M.P.A., Portland State University

SHANNON HELFRICH B.S., Dickinson State University, ND; M.S., University of Wisconsin-Milwaukee

JERRY JUVE B.A., Willamette University; M.S.W., Portland State University

HANOCH LIVNEH B.A., Hebrew University, Jerusalem; M.A., Ph.D., University of Wisconsin-Madison

ROBERT W. LOCKWOOD B.A., Kalamazoo College, MI; M.A., University of Michigan; J.D., University of Oregon School of Law

JUDY PATTON B.A., University of California, Santa Barbara; M.A.L.S., Reed College

DAWN PETERS B.S.N., M.S.N., Oregon Health Sciences University

156 MARYLHURST UNIVERSITY SUSAN F. NAUMES BOARD OF BOARD OF TRUSTEES Secretary-Treasurer, Naumes of Oregon TRUSTEES KENNETH M. NOVACK President, The Schnitzer Group Officers: ROBERT H. NOYES, JR. Chairperson: Chairperson, Rono Corporation STEVEN N. SPENCE Senior Vice President, PaineWebber MARY OLDSHUE Principal, Arras Advisory Associates Vice Chairperson: BRUCE R. DEBOLT LAWRENCE J. REMMERS Senior Vice President and CFO, Northwest Natural Senior Vice President, Wells Fargo Real Estate Group Secretary: FARROEL RICHARDSON, SNJM ’58 EDWARD J. VRANIZAN Director, Pastoral Services, Vice President (ret.), Merrill Lynch, Pierce, Fenner & Smith Providence St. Vincent Hospital and Medical Center DR. JOAN SAALFELD, SNJM ’64 Associate Professor of English, University of Portland Members: SAMUEL W. SHOEN, M.D. AGATHA AICHER, SNJM ’47 President, Katabasis International Private Counselor and Consultant KATHLEEN STUPFEL, SNJM ’41 DR. ROSE MARY BOCEK ’46 Administrative Team, Marylhurst Convent Care Center Educator, Researcher (ret.) LYNDA THOMPSON, SNJM ’65 MARY P. BREILING, SNJM ’67, ’93 Leadership Council, Oregon Province, Leadership Council, Oregon Province, Sisters of the Holy Names Sisters of the Holy Names DR. NANCY WILGENBUSCH EILEEN BROWN, SNJM ’55 President, Marylhurst University Mary’s Woods, Management Committee, Oregon Province, Sisters of the Holy Names HOMER G. WILLIAMS President, HGW Inc. LARRY N. CHORUBY Consultant STEPHEN P. ZIMMER Owner, Custom Decorators, Inc. MARY CLARK Civic Leader

DEBORAH A. COLEMAN LIFE TRUSTEES Principal, Smart Forest Ventures Dr. Veronica Baxter, SNJM ’57, Director of Development, NELSON FARRIS Holy Redeemer Area School Director of Corporate Education, Nike, Inc. Stewart M. Butler, Executive Vice President, Rollins Hudig Hall of Idaho, Inc. LINDA WEED FEALY ’97 Imelda John Condon ’34, Marylhurst Alumna Marylhurst University Alumni Board Representative Mary DeMartini, Retired Assistant Trust Officer, JOYCE FURMAN First National Bank of Oregon Civic Leader Dr. Verne Duncan, Retired Educator Rosemary Dwyer Frey, Investments SYLVIA GIUSTINA ’56 Senior Professor Emerita, University of Oregon PRESIDENTIAL ADVISORY BOARD JOAN HANSEN, SNJM ’56 Maurie D. Clark Assistant to the Executive Director, Molly Murphy Cronin Crowley Mary’s Woods at Marylhurst, Marylhurst, Oregon Joseph J. Hanna, Jr. KATHLEEN HECHT, SNJM ’71 Keith R. McKennon Administrator, Convent of the Holy Names Harry A. Merlo Thomas P. Moyer JANE M. HIBBARD, SNJM ’69 Donna P. Woolley Leadership Council, Oregon Province, Dr. Nancy Wilgenbusch, President Sisters of the Holy Names WANDA M. JORDAN, SNJM ’61 UNIVERSITY OFFICERS Supervisor of Student Teachers, University of Portland Dr. Nancy Wilgenbusch, President ALICE KOEHLER Dr. John Freed, Vice President for Academic Administration Civic Leader Joan Neice, Vice President for Institutional Advancement Janet Williams, Vice President for Human Resources GARY R. MAFFEI Michael Lammers, Vice President for Finance and Facilities Vice President, Harry A. Merlo Foundation, Inc. FRED D. MILLER Senior Vice President, Public Policy and Administrative Services, Portland General Electric Co. CLARE MURPHY, SNJM ’41 Educator, Administrator 157 MAPS

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158 Academic Calendar 1 Doctor of Ministry Cooperative Program 125 INDEX Academic Honesty 15 Early Scholars Program Academic Overload 10, 117 Admission Procedures 8 Academic Policies 12, 118 Program 8 Academic Progress 10, 117 English Literature and Writing Department 60 Accreditation 5 Bachelor of Arts in English Literature Admission Procedures 7, 116 and Writing 60 Advising 9, 116 Courses 62 Art 31 Equal Opportunity Statement 16, 120 Bachelor of Arts in Art 32 ESL (English as a Second Language) 8 Bachelor of Fine Arts 31 Evaluators (PLA Program) 156 Courses 33 Faculty 149 Exhibitions 40 Financial Aid 16 Interior Design Program 37 Academic Progress Requirements 18 Minors 32 Academic Standing 18 Art Therapy 127 Applying for Financial Aid 17 Admission to Program 127 Withdrawal and Repayment 19 Certificate Programs 128 Gerontology Program 139 Core Courses 132 Governance 5 Master of Arts in Art Therapy 129 Grade Reports 12, 118 Assessment Testing 9, 112 Grading System 13 B.A./B.S. Online Completion Program 113 Graduate Studies 116 Admissions 8 Academic Policies 118 Board of Trustees 157 Admission Procedures 116 Business and Management 41, 144 Programs Bachelor of Science in Management 42 Doctor of Ministry 125 Courses 42 Master of Arts in Applied Theology 121 Master of Business Administration 144 Master of Arts in Art Therapy 127 Admission 144 Master of Arts in Interdisciplinary Studies 137 Courses 47 Master of Business Administration 144 Post-Baccalaureate Business Studies 145 Registration Procedures 117 Campus Ministry 22 Graduation 14, 119 Campus Security 21 Graduation Requirements 14 Career Planning 21 Grants 16 Charter 5 High School Students 11 Center for Campus Events and Student Life 20 Housing 20 College Articulation Agreements 9 How to Use This Catalog 6 Communication Studies Department 46 Human Sciences 66 Bachelor of Arts in Communication Studies 46 Bachelor of Arts in Human Studies 66 Bachelor of Arts in Organizational Communication 47 Bachelor of Arts in Psychology 70 Certificate Programs 48 Bachelor of Arts in Social Sciences 69 Course Offerings 49 Human Studies 66 Minors 47 Bachelor of Arts in Human Studies 66 Computer Lab 23 Courses 67 Conduct Code 21 Incomplete Grades 13, 119 Cooperative Credit 10 Interdisciplinary Studies Cooperative Programs Bachelor of Arts in Interdisciplinary Studies 80 Northwest Film Center 40 Undergraduate Courses 81 San Francisco Theological Seminary 125 Master of Arts in Interdisciplinary Studies 137 Course Challenge 12 Admission to M.A.I.S. Program 137 Course Numbering System 12 Graduate Courses 140 Credit by Examination 10, 112 Integrated Learning Modules 29 Cultural and Historical Studies Department 55 Interior Design 37 Bachelor of Arts in Cultural and Historical Studies 55 Certificate 38 Courses 56 Courses 38 159 INDEX International Students 8, 116 Refund Procedures 11, 118 Internship 12 Registration Procedures 11, 117 Instructional Technology 113 Religious Studies and Philosophy Department 92 Language Foundation Program 8 Bachelor of Arts in Religious Studies and Languages 63 Philosophy 93 Learning Alternatives 116 Certificate 96 Learning Assessment Center 110 Courses 96 Assessment Testing 112 Doctor of Ministry 125 Credit by Examination 112 Master of Arts in Applied Theology 121 Learning Enrichment Courses 111 Minors 95 Prior Learning Assessment Program 110 Residency Credit Requirement 14 Liberal Arts Core Program 24 Scholarships 17 Learning Outcomes 25 Science and Mathematics 102 Required Seminars 29 Bachelor of Arts in Science 102 Requirement Detail 28 Courses Library Information Management 112 Mathematics 108 Courses 112 Natural Sciences 103 Library Services 23 Senior Seminar 28 Loans 16 Services for the Students with Disabilitiess 110 Management, Graduate Department of 144 Shoen Library 23 Applying for Admission 144 Social Sciences Courses 146 Bachelor of Arts in Social Sciences 69 Master of Business Administration 144 Courses 71 Post-Baccalaureate Business Studies 145 Special Programs 110 Mathematics 108 Library Information Management 112 Maps Prior Learning Assessment 110 of Campus 158 Web-Based Learning 113 of Routes to Campus 158 Student Classifications 12, 118 Military Service School Credit 10 Student Conduct Code 21 Mission Statement 5 Student Handbook 21 Music 82 Student Insurance 21 Degrees Student Organizations 20 Bachelor of Arts in Music 82 Student Records Policy 15, 120 Bachelor of Music Therapy 84 Student Rights 21 Certificate Programs 85 Support Organizations 5 Courses 86 Theology, Master of Arts in Applied 121 Music Therapy 84 Transcripts 12, 118 Admissions 8 Transfer of Credit 9, 116 Non-Degree Students (Lifelong Learner) 7 Transfer Student 7 Overload 10, 117 Tuition and Fees 12, 118 Online Bachelor’s Degree Completion Program 114 Undergraduate Studies Admissions 8 Academic Policies 12 Curriculum 114 Admission Procedures 7 Online Courses 113 Registration Procedures 11 Online Registration 11, 117 University Officers 157 Organizational Communication 47 Veterans Benefits 17 Pacific International Academy 115 Vocational/Technical School Credit 10 Presidential Advisory Board 157 Web-Based Learning and President’s Message 2 Instructional Technology 113 Prior Learning Assessment Program 110 Web Site 1 Programs of Study 3 Work Opportunities 17 Psychology Writing 63 Bachelor of Arts in Psychology 70 Writing Center 22 Courses 72 160 Public Relations 48